AACE E-Learn Conference Presentation (2011)

1. Seung-Hae (Diana) Bang, MLIS
The University of British Columbia
diana.bang@ubc.ca

2.  Key concepts:
 e-learning, learning styles, motivation
 Thematic critiques:
 Learning styles and e-learning
 Measuring success in e-learning
 Motivation and learning strategies
 Conclusions
 References
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3.  E-learning
 Flexible, non-linear format enabling self-directed
learning
 Synonymous with distance learning, web-based
learning, online education
 E-learning environments are unable to produce
successful students if learning styles, age, maturity
level and students’ interest are not considered in
the design process (Yilmaz-Soylu & Akkoyunlu,
2009)
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4.  Learning styles
 Index of Learning Styles (Felder & Soloman, 1998)
 Measures students’ learning styles on 4 scales (with 8
dimensions total):
 1) active-reflective
 2) sensing-intuitive
 3) visual-verbal
 4) sequential-global
 Contentious issues include reliability and validity of
instruments that identify learning styles and the efficacy
of incorporating learning styles in education (Graf et al.,
2010)
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5.  Motivation
 Defined in terms of achievement goals and self-
efficacy
 Achievement goals: are the reasons or purposes for
engaging in academic-related tasks
 Self-efficacy: students’ perceptions about their ability
to complete a specific task (Clayton et al. 2010)
 Motivation is influenced by situational variables
including course design, instructional approach, and
behaviour (Dennis et al., 2007)
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6.  Learning Styles and e-learning
 Alomyan (2004) review “Individual differences:
Implications for web-based learning design” explored
how e-learning systems can be adapted to learners’
needs and styles
 Adaptability is suggested to be an important factor in the
design of online learning systems to enable a variety of
individuals to use the system
 Further research is needed using the author’s proposed
learning model to study the relationship of individual
differences within web-based learning systems, specifically
whether adaptive web-based learning systems can
accommodate students’ individual differences6

7.  Learning Styles and e-learning...(continued)
 West et al. (2006) case study “How learning styles impact
e-learning:A case comparative study of undergraduate students
who excelled, passed or failed an online course in
scientific/technical writing”
 Built on Alomyan’s (2004) research by studying the impact of
students’ learning styles on Internet use based on their course
grades
 Results revealed: 1) no demographic differences, 2) Internet use
differences: students who excelled spent more time online for
schoolwork, 3) students who excelled differed in their learning
strategies and study habits
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8.  Learning Styles and e-learning...
(continued)
 Moallem (2007) mixed methods study “Accommodating
individual differences in the design of online learning
environments” examined the effects of incorporating
students’ learning styles in the design, instruction and
outcome of students’ learning
 Results: students preferred collaborative team activities,
readings and asynchronous discussions as their first choice
for the traditional design units.This indicates that while
some learning strategies appear useful to all students with
any learning styles, students become more selective if other
strategies are available.
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9.  Measuring success in e-learning
 Yilmaz-Soylu & Akkoyunlu (2009) experimental
study “The effect of learning styles on achievement in
different learning environments” investigated the effects
of learning styles on students’ achievement in a variety
of learning mediums designed based on the principles
of the Generative Theory of Multimedia Learning
 Results: Surprisingly, the authors found that learning
styles did not significantly affect students’
achievements in different learning environments.
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10.  Measuring success in e-learning
 Battalio (2009) quantitative study on “Success in
distance education: Do learning styles and multiple
formats matter?” found that online learning
privileges those who are self-directed,
independent and
goal-oriented.
 Using convenience sampling, 120 undergraduate
students participated in collaborative and self-
directed versions of an online English course
created in Blackboard.
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11.  Motivation and learning strategies
 Clayton, Blumberg & Auld (2010) survey research “The
relationship between motivation, learning strategies, and choice of
environment whether traditional or including an online component”
examined how students’ achievement goals, self-efficacy and
learning strategies influenced their choice of an online, hybrid or
traditional learning environment.
 Results: most students who preferred traditional learning
environments differed in their motivational beliefs and learning
strategies.
 How? -> Students who preferred traditional environments
showed a mastery of goal orientation and greater willingness
to apply effort while learning whereas those who preferred
online environments were more confident that they could
manage a non-traditional class
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12.  Future research considerations:
 Examining the integration of student preferences
in the online environment to help course
designers improve interactivity
 Successful study habits needed for students to
excel in online courses
 Elaborate and apply Moallem’s (2007) learning
model to determine how adaptive web-based
learning systems can accommodate students’
individual differences
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13.  Additional ideas:
 Larger student samples needed to build on past studies to
find the interconnections among all 8 dimensions of the
learning scales from Felder and Soloman’s Index of
Learning Styles
 Examine the relationship of students’ prior online course
experiences and achievement
 Investigate the automatic detection of students’ learning
styles and assess whether this facilitates learning outcomes
 Students navigational behaviors: specifically aspects related
to their performance and learning styles
 Ultimately, this could lead to the analysis of determining
which instructional design strategies assist students’ with
particular learning styles
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14.  Overall:
 Although extensive quantitative studies have been conducted within
this field, there is an imbalance of qualitative research
 Use of focus groups to study students’ experience of online courses as
this may provide greater insight as to why students appear to perform
differently in online courses than offline
 Research on motivating the growing population of online students to
adequately understand and address their diverse needs
 Longitudinal studies could determine if balanced instructional
strategies help learners expand their learning styles
 Use of cross-sectional designs, longer exposure to instruction and
materials, larger representative sample, and examinations into various
disciplines offering e-learning opportunities
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15.  Alomyan, H. (2004). Individual differences: Implications for web-based learning design. International Education Journal,
4(4), 188-196.
 Battalio, J. (2009). Success in distance education: Do learning styles and multiple formats matter? American Journal of
Distance Education, 23(2), 71-87.
 Clayton, K., Blumberg, F., & Auld, D. P. (2010).The relationship between motivation, learning strategies and choice of
environment whether traditional or including an online component. British Journal of EducationalTechnology, 41(3),
349-364.
 Dennis, K., Bunkowski, L., & Eskey, M. (2007).The little engine that could--how to start the motor? Motivating the
online student. InSight:A Collection of Faculty Scholarship, 2, 37-49.
 Graf, S. S., Liu,T. C., & Kinshuk. (2010).Analysis of learners' navigational behaviour and their learning styles in an
online course. Journal of Computer Assisted Learning, 26(2), 116-131.
 Moallem, M. (2007).Accommodating individual differences in the design of online learning environments:A
comparative study. Journal of Research onTechnology in Education, 40(2), 217-245.
 West,W., Rosser, B., Monani, S., & Gurak, L. (2006). How learning styles impact e-learning:A case comparative study
of undergraduate students who excelled, passed, or failed an online course in scientific/technical writing. E-Learning,
3(4), 534-543.
 Yilmaz-Soylu, M., & Akkoyunlu, B. (2009).The effect of learning styles on achievement in different learning
environments. Turkish Online Journal of EducationalTechnology, 8(4), 43-50.
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