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Online Versus In-Class Courses: Learning-Style Assessment as an Advisement Tool
Article

, Eugenio María de Hostos Community College of The City University of New York, United States

International Journal on E-Learning Volume 8, Number 2, ISSN 1537-2456 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

Discourse on the value of online instruction continues to prevail in institutions of higher education. Recent evidence points to the relationships among specific learning-style preferences and achievement and attitudes in online versus in-class courses (Cicco, 2007). Academic advisement has been documented as a critical factor in student retention in college (McArthur, 2005; Smith, 2003). Academic advisors who are aware of their advisees' learning-style preferences and simultaneously relate these preferences to potential accommodation in online and/or in-class courses may greatly improve their advisement practices (Dunn & Griggs, 2003). This article addresses the use of learning-style assessment as an important tool for academic advisors as they seek to provide college students with viable options during course selection.

Citation

Cicco, G. (2009). Online Versus In-Class Courses: Learning-Style Assessment as an Advisement Tool. International Journal on E-Learning, 8(2), 161-173. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 18, 2019 from .

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