Achievement, Attitude, and Learning Style in Online Courses
Is the Virtual Classroom for Everyone?
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This monograph discusses a study conducted with a sample of graduate education students enrolled in online and in-class courses. The study examines the differences in achievement among students enrolled in similar courses, delivered through competing instructional modalities: online and in-class. These students' attitudes toward computer-based learning and their learning-style preferences were examined to note existing relationships among the variables as they relate to overall performance in respective courses. Significant findings revealed that certain learning-style preferences correspond t...
This monograph discusses a study conducted with a
sample of graduate education students enrolled in
online and in-class courses. The study examines the
differences in achievement among students enrolled
in similar courses, delivered through competing
instructional modalities: online and in-class. These
students' attitudes toward computer-based learning
and their learning-style preferences were examined
to note existing relationships among the variables
as they relate to overall performance in respective
courses. Significant findings revealed that certain
learning-style preferences correspond to greater
satisfaction and improved performance in online
courses, which provides some explanation as to why
individuals may be more successful than others in
online courses. The study provides implications for
improved practice in customizing online and in-class
courses to meet students' needs. It is also noted
that these findings, when applied, may help to raise
student awareness of their own learning styles,
increase retention at various levels of higher-
education, and enhance the delivery of advisement
based on learning-style assessment.
sample of graduate education students enrolled in
online and in-class courses. The study examines the
differences in achievement among students enrolled
in similar courses, delivered through competing
instructional modalities: online and in-class. These
students' attitudes toward computer-based learning
and their learning-style preferences were examined
to note existing relationships among the variables
as they relate to overall performance in respective
courses. Significant findings revealed that certain
learning-style preferences correspond to greater
satisfaction and improved performance in online
courses, which provides some explanation as to why
individuals may be more successful than others in
online courses. The study provides implications for
improved practice in customizing online and in-class
courses to meet students' needs. It is also noted
that these findings, when applied, may help to raise
student awareness of their own learning styles,
increase retention at various levels of higher-
education, and enhance the delivery of advisement
based on learning-style assessment.
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