ERIC Number: ED462940
Record Type: Non-Journal
Publication Date: 2001-Jun
Adapting Online Education to Different Learning Styles.
Muir, Diana J.
The purpose of this research project was to determine if online learning could be adapted to individual learning styles and if this made a difference in the standardized testing scores of Internet students. An overview is provided of current learning theories, including the four stages of learning (exposure, guided learning, independent, mastery) and learning styles. Accepted online curriculum design is described, including: (1) course format; (2) four elements of online learning (instructor/teacher, student, curriculum, and infrastructure/technology); (3) characteristics of technology; (4) strengths and weaknesses of online learning; (5) learning activities that different learners respond well or poorly to; (6) adapting curriculum to learning styles; (7) constructivist learning environment, applying the constructivist model to the online classroom; (8) applying Kolb's experiential learning model to the online classroom; (9) considerations in instructional planning; (10) considerations in the construction of the learning environment; (11) considerations in selection of teaching methods; (12) and considerations in evaluation administration. Components of the ideal online course are summarized. Statistics on standardized test scores of online high school students are appended. (MES)
Descriptors: Cognitive Style, Computer Uses in Education, Curriculum Development, Educational Environment, High Schools, Individualized Instruction, Instructional Design, Learning Theories, Models, Scores, Standardized Tests, Web Based Instruction, World Wide Web
For full text: http://confreg.uoregon.edu/necc2001/program/.
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A