This study compared the effects student learning styles with Web-based learning (WBL) and traditional instructor-based learning (ILB) on student knowledge and satisfaction. Learning methods (Web-based and instructor-based) and learning styles (Diverger, Converger, Assimilator, and Accommodator) were the independent variables. Student knowledge and satisfaction were measured at the end of the courses as dependent variables. The Kolb Learning Style Inventory was used to determine learning styles. The results revealed that students’ learning styles were statistically significant for knowledge when comparing Web-based format with instructor-based format. The results indicated students with Assimilator and Converger styles achieved better results with the Web-based format. Furthermore, this study found a significant difference in student satisfaction for learning with the Web-based format.
INTRODUCTION
In recent years, educators have witnessed the rapid development of computer networks, dramatic improvements in the processing power of personal computers, and striking advances in magnetic storage technology. These developments have made the computer a dynamic force in distance education, providing a new and interactive means of overcoming time and distance to reach learners (Wagschal, 1998).
A primary goal in studying a new medium of communication for educational delivery must be the identification of its impact on learning (Hiltz, 1993). In 1997, large leadingedge firms delivered 21% of their training via learning technologies, with 70% as instructorled courses. By the year 2002, the percentage of training time delivered by learning technologies such as the Internet and Web-based learning (WBL) is projected to grow much higher (Bassi & Van Buren, 1998).
Web-based learning (WBL) is defined as individualized instruction delivered over public (Internet) or private (intranet) computer networks. WBL is also referred to as online learning and the virtual classroom. According to Lovelace (1999) there are two types of WBL: asynchronous, or self-paced, and synchronous, or instructor-led. The degree of interactivity, sophistication, and expense is different in each of the types.
Web-based learning (WBL) can be delivered to the learners easily, in an individualized manner. In addition, WBL cuts the training time to teach competencies that learners have already demonstrated (Alzafiri, 2000).
Researchers believe that learning style is a good predictor of an individual’s preferred learning behavior (Bostrom, Olfman, & Sein, 1993). Lindsay (1999) found that a match between learning style and teaching style reveals increases in student achievement and satisfaction. Web-based learning is still a relatively new medium in the delivery of instruction and there are no practical studies that have investigated the effect of this methodology on student knowledge and satisfaction when considering learners’ learning styles.
This study empirically investigated the impact of WBL on student knowledge and satisfaction based on learning style. Results were compared with traditional instructor-based learning (IBL) course format. The outcome of this study should help instructors and instructional designers to develop more efficient and effective instructional methods based on student learning styles. In addition, the outcome of this study could help training and learning centers look for efficient and effective methods to keep up with the ever-growing need to upgrade the skills of their workforce based on their learning styles.
SUBJECTS
The subjects for this study were undergraduate students at a Texas university. The sample for the study was drawn from undergraduate students enrolled in the Math 1100 (college algebra) course offered as both a traditional on-campus instructor-led course and a Web-based course. At the beginning of the semester, more than 300 students were in the instructor-led classes and around 90 students were enrolled in Web-based sections. For this study, students of only two instructors were involved. One of the instructors taught the Web-based class, and the other instructor taught the instructor-based class. We recognize the possible interaction between the methodology and the instructor and will discuss this later. Thirty-six students participated in the Web-based classes, and 58 students participated in the instructor-led class.
INSTRUMENTATION
The Kolb Learning Style Inventory (LSI) was used to measure the learning styles of students. Kolb’s learning styles are defined by four levels: Diverger, Assimilator, Accommodator, and Converger. The LSI is well respected and used in business organizations and academia. It is designed to measure the degree to which individuals display the learning styles derived from experiential learning theory. The LSI requires students to resolve the tension between the abstract-concrete and active-reflective orientations. For this reason, the LSI format requires respondents to rank-order their preferences. It was hoped that the measures of learning styles would predict behavior in a way consistent with the theory of experiential learning (Kolb, Rubin, & McIntyre, 1974). The LSI, in conjunction with the teaching strategy, comprised the independent measures.
Two performance measures were investigated in this study as dependent measures. One was the knowledge gained at the end of the semester, and the other was satisfaction received for each method of learning.
The LSI test, a 12-item questionnaire in which respondents attempted to describe their learning style, was first given to the students 3 weeks before the students took the final exam. The course evaluation survey was administrated at the same time. This course evaluation instrument consisted of 10 questions, which it measured the course, instructor, facility, and overall the way the course was delivered. Finally, the participants took the end-of-semester knowledge-based comprehensive exam.
DATA ANALYSIS
The data were translated into an ASCII database file and placed on a floppy disk. The data were analyzed using SPSS version 10.0. Based upon the results of the LSI, postlearning exam, and satisfaction survey, a series of two-way analysis of variance (ANOVA) techniques and independent variable tests were used for each of the dependent variables—knowledge and satisfaction—based on a student’s learning styles.
One major concern with the study was the possible impact of existing differences between the students taking the two different delivery methods. Under practical conditions, it is very difficult to randomly assign university students to such different delivery methods. To determine if any difference existed between the two groups, an analysis of student knowledge (final exam grade) for both groups was done. The WBL mean was 60.78 (SD = 22.59) and the IBL mean was 62.28 (SD = 19.18). The means and standard deviations for both groups were not significantly different, giving some confidence that they represented the same population. At the same time, this finding confirms earlier findings that delivery strategy doesn’t significantly impact student outcome. If this is true, then the use of Webbased strategies should be based on other factors.
STUDENT LEARNING VARIABLE
Table 1 presents the mean and standard deviation for the grades the students earned and their learning style characteristic.
A two-way ANOVA on these data provided an F (3,86) = 2.74, p = .048 for Learning Style. This suggests that there was a significant difference in student knowledge based on their learning style.
There was no significant interaction between learning style and teaching methodology, but it is possible a larger sample could have shown significant differences.
STUDENT SATISFACTION
There was no significant difference in student satisfaction based on their learning styles, but there was a significant difference in satisfaction based on the teaching methodology. The students who took the course under the instructor-led format (IBL) were more satisfied than those who took the WBL format.
CONCLUSIONS
Based on the findings of the study, the following conclusions were reached. The results indicated that students’ learning styles were statistically significant for knowledge performance. This conclusion is consistent with earlier findings on the importance of learning style. For the instructor-based learning class, the learning style was irrelevant, but for the Web-based learning class, learning style was significantly important. The results stated that students with learning styles Assimilator and Converger did better with the Web-based learning method. In addition, students with learning styles Diverger and Accomodator received better results with instructor-based learning.
This study also suggested that there was not a significant difference in performance between instructor-based and Web-based subjects. A finding that is consistent with some of the earlier research findings.
Results indicated that there is significant difference in student satisfaction between learning on the Web versus instructor-based learning, with the instructor led methodology being more satisfying. The findings in this research also suggest that there was no significant difference in student satisfaction based on their learning style.
Among the learning styles of Assimilator and Converger there was a slight trend in an increase of score performance as the method of delivery changed. The results were that learning methods do not significantly influence student knowledge.
Finally, the findings indicate that instructor-based learning is more accepted or liked than Web-based learning. It might indicate that students are still afraid to use the computer as a learning tool, or perhaps would like to have human interaction without going through a computer. Staff in charge of curriculum development and corporate leaders will have to motivate their learners to use Web-based learning as a formal learning and training tool. The outcome of the study could be of particular interest in educational institutions; especially those that want to migrate some of their traditional courses onto the Web. The finding also has implications for training organizations as they seek efficient and effective ways to satisfy their training needs.
