ERIC Number: EJ1066788
Record Type: Journal
Publication Date: 2005
Abstractor: As Provided
Do Gender and Learning Style Play a Role in How Online Courses Should Be Designed?
Garland, Diana; Martin, Barbara N.
Journal of Interactive Online Learning, v4 n2 p67-81 Fall 2005
The Kolb Learning Style Inventory was used to identify differences between the learning styles of 168 students in traditional face-to-face courses and students in matched courses taught online. Additionally, the data for the online courses were divided by gender to determine if gender was a factor. Results of the analysis found that there was a difference in the learning style of the online student and the student in the face-to-face course and that gender was a factor in the relationship between learning style and student engagement. The implications for online course designers are significant. When designing online courses the learning style and gender of all students must be considered.
Descriptors: Cognitive Style, Conventional Instruction, Online Courses, Educational Technology, Comparative Analysis, Gender Differences, Learner Engagement, College Students, Integrated Learning Systems, Computer Software, Statistical Analysis, Student Characteristics, Technology Uses in Education
University of Alabama. 152 Rose Administration, P.O. Box 870104, Tuscaloosa, AL 35487. Web site: http://www.ncolr.org/jiol
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Learning Style Inventory
Grant or Contract Numbers: N/A