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We contribute to the MIS education literature by empirically examining Web log server data generated by undergraduate students enrolled in multiple sections of a MIS course where an online Learning Management System (LMS) was used to complement a traditional classroom environment. We identify online learning styles by investigating differences in LMS usage patterns, finding four distinct usage patterns as well as differences in the level and variation of LMS usage by male and female students. We suggest that online learning styles are important considerations for instructors using instructional technologies as well as for researchers.

Team teaching an undergraduate business capstone course has the potential of providing students with an enhanced learning experience in a number of ways. This study examines the relationship between faculty and student learning styles and their impact on student perception and satisfaction in a highly collaborative team taught undergraduate business capstone course.The faculty members as well as students in the control and experimental groups completed Kolb's Learning Style Inventory. Research data revealed that the learning styles of the three member faculty team influenced student perception of course material and their overall level of satisfaction. This study suggests that the diversity of faculty learning styles present in the classroom provides a common connection with groups of students with the same or similar learning style which enhances the learning environment. In addition, the highly collaborative team teaching model created an environment of cohesion and commitment among the faculty members.

We investigate the impact of active learning techniques, specifically experiment based learning, in a Principles of Economics class. Our case study demonstrates that when using pedagogical techniques intended to facilitate active learning, teachers should be intentional about incorporating components of learning that appeal to students with different learning preferences and demographic characteristics. Drawing upon an earlier study by Emerson and Taylor (2005) we explore the effectiveness of alternative teaching methods conditional upon their learning style preferences, race and gender. We find no significant evidence of gains in learning outcomes from a single case study of experiment based learning. We conclude that experiment based learning as a pedagogical tool is most effective when it is adopted as the dominant teaching/learning strategy for an entire course. Repeated participation in experiment based learning has the potential to foster strategic thinking and provides catch-up opportunities for different groups of students. The use of experiment- based learning as an occasional teaching tool, while engaging students in the classroom, does not appear to translate into significant learning gains.

We investigate the impact of active learning techniques, specifically experiment based learning, in a Principles of Economics class. Our case study demonstrates that when using pedagogical techniques intended to facilitate active learning, teachers should be intentional about incorporating components of learning that appeal to students with different learning preferences and demographic characteristics. Drawing upon an earlier study by Emerson and Taylor (2005) we explore the effectiveness of alternative teaching methods conditional upon their learning style preferences, race and gender. We find no significant evidence of gains in learning outcomes from a single case study of experiment based learning. We conclude that experiment based learning as a pedagogical tool is most effective when it is adopted as the dominant teaching/learning strategy for an entire course. Repeated participation in experiment based learning has the potential to foster strategic thinking and provides catch-up opportunities for different groups of students. The use of experiment- based learning as an occasional teaching tool, while engaging students in the classroom, does not appear to translate into significant learning gains.

Undergraduate college students enrolled in courses that incorporated Web-based modules were surveyed to assess their satisfaction with learning in a digital instructional environment with the goal of identifying possible predictors of satisfaction according to temperament, preferred learning styles, and the demographic characteristics of gender, age, grade point average, major according to academic division, experience with using the World Wide Web, and previous courses taken that incorporated Web-based lessons. Temperament classifications were guardian, artisan, idealist, and rational, and were determined through the Keirsey Temperament Sorter II. Preferred learning style categories were active/reflective, sensory/intuitive, visual/verbal, and sequential/global, based on Felder and Solomons Index of Learning Styles. Satisfaction was measured on a 16-item satisfaction scale developed by the researcher. Forward selection logistic regression analysis of the data revealed that the level of experience with using the World Wide Web and gender were significant predictors of student satisfaction when all other variables were controlled. Students who described themselves as being at ease with using the Web were more likely than less experienced users to be satisfied with the digital learning environment. Females were more likely to be satisfied with digital learning than were males. Considered important from the research findings is the absence of predictors of satisfaction, with the view that students considering enrolling in courses that incorporate digital learning, but who may be reluctant to register because of perceived mismatches between personal traits and the digital environment should be reassured that the environment is not restrictive in terms of temperament, preferred learning styles, age, grade point average, university classification, major, or previous digital learning experience. The developed questionnaire is attached. (Contains 5 tables and 49 references.) (Author/SLD)

This paper demonstrates how teacher educators can empower preservice teachers to develop a rationale for honoring diversity in their classrooms by building upon an awareness of learning style preference, cooperative learning, and multicultural nonsexist education. A human relations course at the University of Northern Iowa that is taught concurrently with the student teaching experience demonstrates how student teachers become involved in collaborative relationships with their peers by sharing weekly seminars, planning presentations, doing action research, and engaging in classroom instruction. The model involves personalization of concepts through experiential learning in which group building and team teaching are key strategies. Learning from experience is the theme as future teachers are first allowed to experience learning as a learner and then apply this learning to their new role of teacher. Appendices provide a sample activity, "What's in a Name," a way for student teachers to learn the names of persons in the group; and information on learning style preference. Contains 21 references. (LL)

Distance learning is quickly becoming an accepted and even necessary part of college and university programs. As more colleges and universities join the growing ranks of institutions offering distance learning, educators and administrators are struggling with the issue of how to assess student success in this new and largely untested environment. Many distance learning providers, and even some institutions, have developed short surveys that are designed to gauge whether a student is prepared to undertake distance learning. These tests, however, may not accurately assess a student's predisposition and learning style. This paper highlights and compares the use of different learning style inventories as a means to formally and empirically assess learning styles. Students in both distance learning and traditional classroom courses were given several of these inventories and their progress was tracked. Initial results indicate that some of these can be used as a successful predictor of student performance and may be useful for students and administrators in determining whether or not the student should undertake a distance learning course or program. The paper concludes with some suggestions and implications for educators on distance learning. Includes two figures. (Contains 15 references.) (Author)

The Information Acquisition Preference Inventory was used to examine cognitive styles in relationship to students' use of study tasks and to assess subjects' preferred ways of learning and problem solving. The inventory, which has students rank words describing their own learning behavior, identifies four distinctive learning preference modes: concrete sequential (CS), concrete random (CR), abstract sequential (AS), and abstract random (AR). A study skills survey completed by 40 students enrolled in a college reading and study skills course indicated that the concrete sequential learner was predominant among the students sampled. Not only were 46% of the students exhibiting one learning preference (concrete sequential learners), but 79% of the double dominant learners had a CS mixture. As for study techniques, the greatest number of learners in all categories reported using personal schedules "sometimes," with the next largest number using schedules "almost always." Most students reported using the textbook study system "sometimes," and the Cornell note-taking method and mapping techniques "very little" or "never." Results also indicated that the concrete random learners used the study techniques somewhat more than did the other students. (Appendixes include the study skills survey and the Information Acquisition Preference Inventory.) (HOD)

The problem of low graduation rates for diverse students in engineering has many causes. Low retention rates for all students in the first two years of an engineering program is a significant problem which must be addressed if universities are going to increase the number of graduates in engineering programs. Faculty and administrators agree, not all students can, or should, become engineers. But, are the "right" students leaving? Are all the "leavers" the students who are unable to handle to coursework? While many factors influence a university student's decision to remain or leave a particular field of study or the pursuit of higher education entirely, one factor considered to be relevant is their learning style. This study examined an hypothesized six-factor model of interactive learning styles. Interactive learning styles refers to the learning style students use when learning new information by relating to their environment. Do they interact with other students or with their faculty? Do they interact differently during class than after class? The study sample was 515 undergraduate engineering students enrolled in the three engineering colleges in New Mexico. An exploratory factor analysis using SAS and a confirmatory factor analysis using LISREL was performed on the responses to the survey. The analyses of the data did not support the hypothesized model for interactive learning styles. However, the analysis did suggest an alternative model; and, did support the hypotheses that interactive learning styles are different among various respondent subgroups including, male and female, white and minority, and freshman and seniors. While the interactive learning style of students learning by themselves contributed most to the success of five of the seven respondent groups, the two groups which have the lowest retention rate nationwide, minorities and freshman, did not state learning by themselves contributed most highly to their success. Learning with other students contributed most highly to minority students' success, and learning with faculty in an informal environment, outside of class, contributed most to the freshman students' success. While traditional instructional strategies appear to support the students who are traditionally successful in engineering program, they may fail to provide the same opportunities to their more diverse students. By providing the information learned about interactive learning styles, engineering administrators and faculty can become aware of alternative instructional strategies which can encourage the same level of participation and inclusion by these diverse students. (Author)

A study explored the extent to which students' learning was facilitated by the use of computerized multimedia presentations in a large lecture course. Subjects, 168 students at a midsize eastern university who enrolled in an introductory mass communication course that used computer assisted media presentations, completed questionnaires about their learning experiences. Results indicated that: (1) learning styles and multimedia presentations were not related; (2) two-thirds of the students reported that they learned more when multimedia was used; (3) virtually all of the remaining one-third of the students were neutral and were evenly distributed across all four learning styles (converger, diverger, assimilator, and accommodator); and (4) 94% of the students reported that the use of multimedia segments made the class entertaining. Findings suggest that the pedagogical benefits of computerized multimedia classroom presentations are equally available to students of all learning styles. (Contains three tables of data.) (RS)

A study explored the extent to which students' learning was facilitated by the use of computerized multimedia presentations in a large lecture course. Subjects, 168 students at a midsize eastern university who enrolled in an introductory mass communication course that used computer assisted media presentations, completed questionnaires about their learning experiences. Results indicated that: (1) learning styles and multimedia presentations were not related; (2) two-thirds of the students reported that they learned more when multimedia was used; (3) virtually all of the remaining one-third of the students were neutral and were evenly distributed across all four learning styles (converger, diverger, assimilator, and accommodator); and (4) 94% of the students reported that the use of multimedia segments made the class entertaining. Findings suggest that the pedagogical benefits of computerized multimedia classroom presentations are equally available to students of all learning styles. (Contains three tables of data.) (RS)

A study explored the extent to which students' learning was facilitated by the use of computerized multimedia presentations in a large lecture course. Subjects, 168 students at a midsize eastern university who enrolled in an introductory mass communication course that used computer assisted media presentations, completed questionnaires about their learning experiences. Results indicated that: (1) learning styles and multimedia presentations were not related; (2) two-thirds of the students reported that they learned more when multimedia was used; (3) virtually all of the remaining one-third of the students were neutral and were evenly distributed across all four learning styles (converger, diverger, assimilator, and accommodator); and (4) 94% of the students reported that the use of multimedia segments made the class entertaining. Findings suggest that the pedagogical benefits of computerized multimedia classroom presentations are equally available to students of all learning styles. (Contains three tables of data.) (RS)

Distance education and web-based courses are mainstream in the United States higher education and growing (NCES, 2003) involving over 80% of four year public universities in 2002. The National Academy of Science review of "how people learn" suggests that technology-mediated learning can be used to respond to students' preferences and related characteristics. This investigation of the relationships between learners' characteristics and their perception of web-based learning and satisfaction with their course used Kolb's (1984) Learning Styles Inventory and Walker's (2003) distance education learning environment instrument plus demographic questions to survey 279 students in five web-based undergraduate courses in a Midwestern university. The study finds that the three dimensions of Moore's Transactional Distance Theory may be linked with Kolb's two dimensional views of individual learning styles. For example, introductory biology courses with high structure are perceived as more satisfactory by students who prefer a more "abstract conceptual" learning style for "knowledge grasping." The author recommends that courses are designed to accommodate multiple learning styles with variety on all dimensions of transactional distance. (Contains 2 figures and 1 table.)

In an effort to provide Career and Technical Education (CTE) professionals with additional insight on how to better meet the educational needs of the learner, this study sought to identify the preference for learning of postsecondary automotive technology students. While it might appear logical to naturally classify auto-tech students as primarily hands-on-learners, the results suggested that the sample was a diverse group of learners with specific educational preferences within the automotive technology program. With a lack of learning style research within the trade and industry sector of CTE, findings may be useful to trade and industry teachers and or teacher educators interested in diversifying curriculum and instruction via strategies to enhance the educational experience for the student learner. (Contains 3 figures and 6 tables.)

Background: Recognizing learning styles is important to maximize the educational process and many instruments that are available to investigate learning styles. Objective: To investigate instruments with evidence of validity and reliability most commonly used to evaluate healthcare student learning styles globally. Design: A scoping review of literature. Method: The review was guided by The Joanna Briggs Institute’s recommendations for conducting scoping reviews and the PRISMA (extension for scoping reviews), that is available for access. Data sources: Databases searched included Cumulative Index to Nursing and Allied Health Literature, PubMed, Web of Science, and Scopus. The review's eligibility criteria included fully accessible, written in English, Portuguese or Spanish and used reliable and/or validated instruments to describe health care student learning styles. Data on year of publication, author, country, sample size, age, type of study, the instrument used, and evidence of validation and/or reliability were extracted from the study, analyzed and stored in Microsoft Office Excel spreadsheets. Results: A total of 47 articles were selected for full review, which included cross-sectional, interventional, and longitudinal studies. The most frequently used learning style evaluation instruments were Visual, Aural, Read-Write, and Kinesthetic, Kolb’s Learning Styles Inventory, and the Honey-Alonso Questionnaire. Most instruments were developed based on a theoretical framework and/or model. Conclusion: Eleven instruments were identified with evidence of reliability and validity for assessing undergraduate health care learning styles globally. In general, there is little evidence of the psychometric properties of both measurements. The results of this study underlines the importance of conducting further studies to help researchers make decisions on the best instrument to be used. Keywords: Learning; Students, Health Occupations; Survey and questionnaires; Predominant Learning Styles; scoping review; validity

This study examined the attitudes, beliefs, and experiences of faculty and students about the use of nontraditional pedagogies such as active learning, collaborative/cooperative learning, and the encouragement of student participation and involvement in the learning experience. The data came from two surveys of faculty (n=136) and students (n=676) conducted through the National Center for Postsecondary Improvement at seven institutions during the winter and fall of 2000. The result reveal that both groups agree on the value and desirability of direct involvement in learning, academic collaboration with student peers, and productive, constructive student/faculty relationships. There are substantial, statistically significant differences, however, between how frequently they believe these practices are actually enacted in the classroom. Possible explanations and implications are discussed. (Contains 7 tables and 33 references.) (Author/SLD)

This study investigated learning styles and learning strategies among Japanese university students whose majors are directly related to English. Data were gathered in a survey of 365 students in English literature, language, or linguistics courses at two universities. The survey included questions about study outside class time, study using materials other than those specifically for class, use of a personalized approach to studying, self-monitoring of target language use, confidence in using the target language, and motivations for taking the English course. Respondents were also asked to assign attributes to each of four learning styles (heart, head, hands, free), indicate which they considered their own style to be, and assess the importance to their own learning of 16 general learning behaviors. Results indicate: (1) these students did not show attributes of the idealized good language learner, suggesting lack of personal involvement in the learning process; (2) students' ability to "construct" a four-group learning styles model was limited, suggesting limited understanding of the learning style concept; and (3) students' accuracy in assessing their own learning style was weak. The questionnaire used in the survey, in both English and Japanese, is appended. Contains 18 references. (MSE)

Many academic disciplines have examined the role that variation in Jungian personality types plays in the academic performance of college students. Different personality types tend to have different learning styles, which in turn influence student performance in a variety of college courses. To measure the impact of learning styles on student performance in the introductory finance course, we administered an online Myers-Briggs Type Indicator (MBTI) test to students and then used regression analysis to measure the effects of different learning styles on course performance. We found several significant effects, which have implications for the teaching of introductory finance.

Many academic disciplines have examined the role that variation in Jungian personality types plays in the academic performance of college students. Different personality types tend to have different learning styles, which in turn influence student performance in a variety of college courses. To measure the impact of learning styles on student performance in the introductory finance course, we administered an online Myers-Briggs Type Indicator (MBTI) test to students and then used regression analysis to measure the effects of different learning styles on course performance. We found several significant effects, which have implications for the teaching of introductory finance.

Learning styles are characteristic cognitive, affective, and psychological behaviours that serve as relatively stable indicators of how learners perceive, interact with, and respond to the learning environment. Teachers must provide a variety of learning approaches to successfully lead our students through the task of learning so that these differences can be recognized and provided for in every classroom, this could be through lectures, demonstration, or leading students to self-discovery. Understanding the different ways that students learn, interact with and process information can help us modify the way we teach so that all students have an equal opportunity to succeed. The present study is an attempt to assess the learning styles among the B.Ed student teachers. The learning styles assessed in the survey were Visual, Auditory, Reading and Kinesthetic. The student teachers were administered a questionnaire and feedback for the same was taken. The study revealed that student teachers preferred learning through Reading more effective.

This action research project will be focused on a group of third grade students. Each student will be placed into three different groups based on similar learning styles, similar interests, and student readiness. These small groups will be occurring within my third grade classroom during our bi-weekly science lesson. The purpose of this action research project is to determine where student achievement is greatest within these small groups. This study will continue throughout the rest of the 2010-2011 school year, then to be followed by an interpretation and analysis of the data collected. Appended to this document is a Data Collection Matrix.

The purpose of this study is to identify the opinions of high school students, who have different learning styles, related to computer use in mathematics education. High school students' opinions on computer use in mathematics education were collected with both qualitative and quantitative approaches in the study conducted with a survey model. For this purpose, 388 high school students were included in the study. A learning style inventory, questionnaire form and interview questions were used as the data collection instruments. Frequency, percentages and chi-square analysis were used in the analysis of quantitative data and content analysis was used in analyzing the qualitative data. The results of the study showed that students with a diverger and accommodator learning styles have more positive opinions regarding computer use in the mathematics education compared to the students with assimilator and converger learning style. (Contains 7 tables.)

Demographic trends reveal that minorities increasingly will become a larger percentage of the U.S. population. This paper argues that the nation and California in particular are doomed if strides are not made toward educating and using minority peoples as resources and assets to this multicultural nation. The paper identifies different cultural sub-groups within the Mexican-American community and theories of learning differences in an effort to develop ideas and strategies for improving minority retention and success in U.S. schools. (Contains seven references.) (DB)

University students may not always learn in ways that match those that professors use in their teaching. Third-year students at a small, mainly undergraduate, Canadian university showed a wide variety of approaches when tested with Kolb's (1976) Learning Style Inventory. Students in the Humanities were the most varied, and those in Health Science and Science tended to the practical Active Experimentation (learning by doing) approach. Those in the Sciences often used the data analysis based Strategy of Convergers, especially males, who lived up to their stereotype and seldom used the affective approach of Divergers. Professors' course outlines de-emphasized the Concrete Experience (sensing/feeling) Style and affective based Diverger Strategy far more than students, and often asked for the bottom-up objective evaluation of Reflective Observation, as exemplified by quantitative tests. For both genders and across four Faculties, the diversity of student approaches to learning was the most striking finding. (Contains 1 figure and 4 tables.)

This article examines Active Engagement, Active Communication, and Peer Engagement learning practices among various student groups. It examines which tools are most important for increasing student satisfaction with web-based and web-enhanced instruction. Second, it looks at how different tools lead to greater satisfaction among different types of students (undergraduate, master's level, and doctoral level). Data were collected from 491 participants who answered an identical learning styles survey about technology-based pedagogical tools. This study revealed that students enrolled in web-based courses taught by one professor demonstrate high levels of satisfaction in courses that provide active, engaging learning environments.

This study investigated the relationships among environmental noise (i.e., location, type, and constancy) and graduate student preferred learning styles (visual-overhead transparencies, auditory-lecture, kinesthetic-activity), gender, and age differences. The participants were 43 graduate students, who were currently teachers with experience ranging from 5 to 30 years. Six were male, and 36 were female; 76.7% were White, and 16.3% were African American. Participants completed a survey and indicated their demographic factors, preferred learning styles, and environmental noise variables. Data were analyzed using the Statistical Package for the Social Sciences and inferential statistical procedures. The independent variables were environmental noise (location, type, and constancy) gender, and age, and the dependent variables were preferred learning styles. Results indicate that graduate students enrolled in teacher education courses preferred auditory-visual and kinesthetic activities. There were no significant differences among noise, gender, or age and preferred learning style. Limitations and implications for future research are discussed. (Contains 11 tables and 11 references.) (Author/SLD)

This study investigated three aspects of Internet-based community college classes: the distribution of learning styles of the students enrolled, student preferences for specific methods of instruction, and the relationship between student learning styles and preferences for methods of instruction. The results of the study might help educators better understand how to address learning styles as a student attribute in designing Internet-based instruction. Questionnaires were sent to 54 instructors and received 24 responses, for a response rate of 46%. The instructors who participated offered classes in 15 different subject areas. Surveys were distributed to 28 of the classes taught by these 24 instructors. One hundred and fifty of the 812 students contacted responded to the surveys: 82% of survey respondents were female, while 70% of all students enrolled in the classes were female. Respondents ranged in age from 17 to 63, and 71% had completed some college but did not have a degree. Forty-two percent of respondents were pleased with Internet classes in general, while 16% indicated they did not like Internet-based instruction. Ratings could range from 1 to 8, with 1 indicating very poor quality, and 8 indicating excellent quality. E-mail received a rating of 7 for methods of instruction, while instructor control of computer was the lowest rated, with a 6. (Contains 15 tables and 51 references.) (NB)

To begin to implement a multimedia teaching and learning component in the teacher education curriculum of the University of Wyoming (Laramie), a pilot study was conducted in the summer of 1992 to attempt to identify teaching and learning issues related to computer-enhanced multimedia instructional platforms. Subjects were seven middle school or junior high school students attending a 3-week course to acquaint students with the application of multimedia tools to specific learning outcomes. Presentations developed by the students involved use of computer software as well as video and audio editing, image scanning, and digitalized video imaging. A formative evaluation of the project was based on student experience, motivation, and expectations with regard to the learning environment. Student learning style was ascertained at the beginning of the workshop. Three students worked alone, and four worked in pairs. The study was not of sufficient size to answer questions about the efficacy of the multimedia learning stations, but it does highlight difficulties in cooperative learning caused when students have different learning styles. Student learning styles should be a consideration in the formation of cooperative teams. (SLD)

This two-year study explored the academic lives of three boys in a combined fifth-sixth grade classroom. As these case studies illustrate, viewing students' academic worlds from multiple perspectives can lead to more accurate, comprehensive evaluations and efficacious adaptations of students' learning environments. Richard Snow's aptitude theory and Robert Sternberg's learning styles framework provided frameworks for data analysis and interpretation (Snow, Corno, Cronbach, Kupermintz, Lohman, Mandinach, Porteus, Talbert, 2002; Sternberg, 1997). (Contains 1 table.)

A study was conducted of students participating in on-line academic courses in institutions of higher education to ascertain if there was a generational influence on learning styles. The specific research question was: What, if any, relationships exist among learning styles, generational groups, and satisfaction with online learning? Inferential and descriptive statistics were used to determine there was a statistically significant differences between Baby Boomers and the Millennial Generation as well as Generation X. Baby Boomers were found to have significantly lower scores on this subscale as compared with both the Millennial Generation and Generation X. In addition, the Millennial Generation reported lower scores on overall satisfaction survey components as compared with both Generation Xers and Baby Boomers.