Proceedings
Instructional Technology Conference
Middle Tennessee State University
Building Communities of Learners
April 3-5, 2005
Learning Styles and Online Course Accommodations in the Pedagogy
Track 2
Promoting Learning in Online Communities
Pedagogy and Research for the Technology-Based Learning Environment
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Mrs. Kathy Patten kpatten@mtsu.edu Department of Educational Leadership Presentation |
Abstract
Identification of learning styles of students enables better pedagogy and detects limitations in the modules used for learning. The online Index of Learning Styles questionnaire (ILS) was administered to groups of online students at both the undergraduate and graduate levels in 2004 and 2005. The session will include:
- The learning styles of students enrolled in the classes
- Why students choose online courses
- Correspondence between learning style and achievement on various assignments
- Examples of assignments used in courses
Description
It is important that instructors provide assignments to complement learning styles. Matching instructional style to learning style has been shown to enhance learning, that is, “…retain information longer, apply it more effectively, and have more positive attitudes toward the subject of the course.” (Moallem, 2003)
The instructor must provide experiences for all learning styles, forcing students to work on assignments that do not cater to their preferred style. “Functioning effectively in any professional capacity, however, requires working well in all learning style modes…An objective of education should thus be to help students build their skills in both their preferred and less preferred modes of learning.” (Felder, 1996) By using a variety of assignments, the students use all learning styles. Research has shown student learning, satisfaction with instruction, and self-confidence improves when all learning styles are included in the pedagogy. (Feldman, 1996)
The Index of Learning Styles assessment was administered to students enrolled in Libs 5150, Libs 6110, Foed, Foed, and SPSE 3220. Devised by Barbara Soloman and Richard Felder, this instrument includes the following categories of learners: active and reflective, sensing and intuitive, visual and verbal, sequential and global. It is based on the Felder-Silverman Learning Style Model. It is regarded as a valid assessor of learning style preferences. (Zywno, 2003)
Assignments for the courses surveyed were designed to provide students with an experience in their preferred style. The goal was to meet the learning needs of all students and to stretch their performance in non-preferred styles.
A selection of the assignments, classed by learning style, and how they were presented to the students will be shown. Preliminary results of performance by students will also be presented.