Different_Learning_Styles

Student Learning Styles in an Online Distance Learning Class and an Equivalent On-Campus Class Students who enrolled in the distance education class were significantly more Independent learners than students in the equivalent on-campus class. Students enrolled in the equivalent class were significantly more Dependent learners than the distance group. On-Campus Students Learning Style: On-campus students displayed collaborative tendencies that were positively related to their needs to be competitive and to be good class citizens. Thus, on-campus students appeared to favour collaborative styles to the extent that it helped them to obtain the rewards of the class. In the equivalent on-campus group, significant positive correlations were found between the Collaborative learning style and the Competitive and Participant styles. That is, on-campus students who were collaborative also tended to be competitive and participatory in the classroom. Finally, a positive correlation between the Competitive and Participant styles of learning also was observed. Students who tended to compete also were "good classroom citizens" and were more willing to do what the teacher wanted them to do. The traditional class students had collaborative tendencies that were related to their needs to be competitive, and to be good classroom citizens. In other words, they were interested in collaboration to the extent that it helped them to compete favourably in the class, and to meet the expectations of their teachers. Online Students Learning Style: Student success in distance learning classes may ultimately depend on understanding the learning style characteristics of the students who enrol. Online students were willing and able to embrace collaborative teaching styles if the instructor made it clear that this was expected, and gave them form and guidance for meeting this expectation. Online students appeared to be driven more by intrinsic motives and clearly not by the reward structure of the class. Correlation analysis within the online group showed a negative relationship between the Independent learning style, and the Collaborative and Dependent learning styles. In other words, people who were more Independent in their learning styles also tended to be less Collaborative and Dependent. A second important relationship (positive correlation) was found between the Collaborative learning style and the Dependent and Participant learning styles. That is, students who were more Collaborative in their learning styles also were more Dependent and Participatory in their approach to learning. Online students will apparently respond well to collaborative activities, but only if sufficient structure and guidance is provided by the instructor. A brief discussion of each learning style is included below: 1. Independent students prefer independent study, self-paced instruction, and would prefer to work alone on course projects than with other students. 2. Dependent learners look to the teacher and to peers as a source of structure and guidance and prefer an authority figure to tell them what to do. 3. Competitive students learn in order to perform better than their peers do and to receive recognition for their academic accomplishments. 4. Collaborative learners acquire information by sharing and by cooperating with teacher and peers. They prefer lectures with small group discussions and group projects. 5. Avoidant learners are not enthused about attending class or acquiring class content. They are typically uninterested and are sometimes overwhelmed by class activities. 6. Participant learners are interested in class activities and discussion, and are eager to do as much class work as possible. They are keenly aware of, and have a desire to meet, teacher expectations. Comparing Student Learning Styles in an Online Distance Learning Class and an Equivalent On-Campus Class Three main differences between on-campus and online groups were the delivery mode for the lectures, the mode of teacher/student and student/student communication, and the mode for the assignments. Students in the distance learning class who possessed a more independent and conceptual learning style, had the highest average scores in all of the student achievement areas. People with the lowest scores in student achievement in the distance learning course had a more social and conceptual learning style. Students with both a social and applied learning style performed much better in the on-campus class. Successful distance education students favoured an independent learning environment while successful on-campus students showed a preference for working with others. One of the distinguishing features of most distance education classes is the absence of face-to-face social interaction between students and teacher. It seems appropriate that an inventory used in a distance education setting should address the impact of different social dynamics on the learning preferences of the students. These differing social dynamics represent one of the main differences between distance learning and equivalent on-campus environments. Not only were online students more independent than the on-campus students, but their independent learning preferences were displayed in a way that was negatively related to how dependent and collaborative they were. That is, the independence displayed by online learners was not tied to needs for external structure and guidance from their teacher (dependence), or for a need to collaborate with their classmates. Thus, the online students can be described as "strongly independent," in that they match the stereotype of the independent learner in terms of autonomy and the ability to be self-directed. Self-direction and independence was facilitated in the online course by offering students flexible options to shape their learning environment. Online students were more independent and on-campus students more dependent, in their styles as learners. The on-campus students seemed to match the profile of traditional students who are willing to work in class provided they can obtain rewards for working with others, and for meeting teacher expectations. Online students appeared to be driven more by intrinsic motives and clearly not by the reward structure of the class. Students in the distance learning class who possessed a more independent and conceptual learning style, had the highest average scores in all of the student achievement areas. People with the lowest scores in student achievement in the distance learning course had a more social and conceptual learning style. Students with both a social and applied learning style performed much better in the on-campus class.