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ERIC Number: ED519680
Record Type: Non-Journal
Publication Date: 2010
Pages: 182
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1241-0972-5
Learning Styles for Traditional College Students: Does Mode of Learning Improve Performance Outcome?
Corso, Keith F.
ProQuest LLC, Ph.D. Dissertation, Capella University
There are a growing number of college students who are considered nontraditional and who are utilizing other means than a face-to-face instruction. However, there are still a large number of students who enter college directly or soon after high school and many of these students will face the prospect of learning within a hybrid course or entirely online. The availability of technology makes the delivery of media-rich course content a possibility, which means that transmission of course content primarily through reading materials may not be necessary. Instructors and course designers have been modifying course content to meet individual learning styles and the literature reveals conflicting views on whether this kind of adaptation yields results in student comprehension. This study addressed this situation by evaluating traditional students' learning mode style using the Canfield Learning Styles Inventory (A.A. Canfield, 1988). The results showed that students who used materials matching their dominant and subdominant learning style mode did not exhibit significant comprehension improvement over those using material not matching their dominant and subdominant learning style mode. The findings from this study do not support the creation of multiple learning mode materials in order to match students learning style mode preference. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Canfield Learning Styles Inventory