ERIC Number: ED482454
Record Type: RIE
Publication Date: 2003-Nov
Reference Count: N/A
Temperament, Learning Styles, and Demographic Predictors of College Student Satisfaction in a Digital Learning Environment.
Stokes, Suzanne P.
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)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Biloxi, MS, November 5-7, 2003).