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ERIC Number: ED567404
Record Type: Non-Journal
Publication Date: 2014
Pages: 126
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3038-0960-6
ISSN: N/A
Learning Styles, Subject Matter, and Effectiveness in Undergraduate Distance Education
Wu, Darren C.
ProQuest LLC, Ed.D. Dissertation, Liberty University
Are potential relationships among students' learning styles and effectiveness in online education moderated by subject matter for undergraduate students at a private higher education institution? This causal relationship correlational study evaluated the effects of subject matter as a moderating variable between students learning styles and effectiveness of distance education (DE). Students in online English courses and online math courses at a private university located in the southeastern United States completed the Index of Learning Styles (ILS) instrument and an end of course satisfaction survey. Tests for homogeneity determined that the two comparison groups (English and math) were comparable since only one out of 11 variables analyzed had a statistically significant difference. Eight null hypotheses were evaluated for each of the four dimensions of the ILS and achievement or satisfaction. The null hypotheses were retained for seven of the eight null hypotheses. Subject matter did not appear to be a moderating variable for these seven relationships. However, the eighth null hypothesis was rejected. The correlation between the ILS measure of sequential/global learning style and student satisfaction for students completing an English course differed significantly from that of students completing a math course. There was a high correlation in the English group between the sequential/global dimension of the ILS and course satisfaction. DE course designers of English courses should take extra precautions to present material in logical or sequential steps. [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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A