Professional Documents
Culture Documents
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at .
http://www.jstor.org/page/info/about/policies/terms.jsp
.
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of
content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms
of scholarship. For more information about JSTOR, please contact support@jstor.org.
Taylor & Francis, Ltd. is collaborating with JSTOR to digitize, preserve and extend access to College
Teaching.
http://www.jstor.org
Students'
Learning Styles
in Two Classes
idea that people learn different of this knowledge is often inconsequen also may interest in turn
The They emphasize
ly is venerable and probably had tial. Some faculty simply opt to use a wide ing theory into practice by active experi
or they may prefer to think
its origin with the ancient Greeks variety of teaching activities, hoping that mentation,
(Wratcher et al. 1997). Educators have, they will cover most student learning pref about their experiences by reflective
for many years, noticed that some stu erences along the way. This method, observation (Dille and Mezack 1991, 27).
dents prefer certain methods of learning though expedient, may not be the most James and Gardner (1995) described
more than others. These re effective way to address student learning Kolb's LSI as a cognitive learning style
dispositions,
to as form a stu teachers think mode. processes include stor
ferred learning styles, preferences. Further, many Cognitive
dent's unique learning preference and aid that the same teaching methods that work age and retrieval of information in the
teachers in the planning of small-group in their traditional classes will also work brain and represent the learner's ways of
and individualized instruction (Kemp, for distance learning. The underlying perceiving, thinking, problem solving,
Morrison and Ross 1998, 40). Grasha assumption is that students who enroll in and remembering (20).
(1996) has defined learning styles as distance education classes will have the Dille and Mezack (1991) used Kolb's
that influence a stu same learning preferences
as those in tra LSI to identify predictors of high risk
"personal qualities
to ditional classes. often assume that telecourse stu
dent's to acquire information, Faculty among community college
ability
interact with and the and and class dents. Successful students had lower
peers teacher, teaching styles, accompanying
to participate in learning room are like a "master scores on their for concrete
otherwise expe processes, key" preferences
and thus appropriate for any setting. than did the unsuccessful stu
riences" (41). experiences
because distance
(1996) suggested that one
Blackmore There is not an overabundance of re dents. Thus, learning
of the first things we teachers can do to search on learning styles and distance courses often lead to social isolation and
aid the learning process is simply to be education. Most of the studies focus on require greater reliance on independent
aware that there are diverse learning the discovery of relationships between learning skills, students with less need for
be
styles and specific student concrete in
styles in the student population: learning experience learning may
who needed concrete experience and ing style information to aid their planning need for affiliation with other students
were not able to think were and for distance education and instructor, and for or
abstractly preparation independence
more
high-risk in a telecourse. activities. Sarasin (1998) noted that pro structure.
Gee(1990) studied the impact of learn fessors should be willing to change their Those varied social dynamics
are one
ing style variables in a live teleconference teaching strategies and techniques based of the main differences between distance
distance education class. The ex on an of the of stu and on-campus envi
study appreciation variety learning equivalent
amined the influence of learning style dent learning styles. "[Teachers] should ronments. However, in our opinion, both
preferences of students in an on-campus try to ensure that their methods, materi the Canfield Inventory and Kolb's LSI
or remote classroom on their achievement als, and resources fit the ways in which create a narrow range of for
applicability
in the course content, course their students learn and maximize the learning styles by limiting learning pref
following:
completion rates, and attitudes about learning potential of each student" (2). erences to one or two dimensions. Al
learning. Both distance and on-campus If optimal learning is dependent on though this learning style "stereotyping"
groups were taught simultaneously by the learning styles, and these styles vary be may be convenient for statistical analysis,
same teacher, received identical course tween distance and equivalent on-campus it is less helpful in terms of teaching stu
content, and met weekly. Gee adminis students, then faculty should be aware of dents about weaker or unused learning
tered the Canfield Learning Styles Inven these differences and alter their prepara preferences. Further, the Kolb LSI, which
tion and instructional methods has been is primarily a cog
tory (CLSI) (Canfield 1980). according widely used,
Students in the distance learning class ly. In any case, the first step in using nitive learning preference instrument,
who possessed
a more
independent and learning style information in distance which does not specifically take into a
conceptual learning style had the highest education is to determine students' learn ccount social preferences that are the key
average scores in all of the student ing styles. distinction between distance and tradi
achievement areas.
People with the low tional classrooms.
Selecting a Learning
est scores in the distance learning
course Of the different learning style instru
had a more social and learn Style Instrument the Grasha-Reichmann Student
conceptual ments,
ing style. Students with both a social and As educators consider transplanting Learning Style Scales (GRSLSS) seem
applied learning style performed much their traditional courses into distance ideal for assessing student learning prefer
better in the on-campus class. The out learning, they should assess the learning ences in a college-level distance learning
comes of the Gee study suggested that styles of the students who enroll. With a setting. The GRSLSS (Hruska-Riech
successful distance education students variety of learning style instruments in mann and Grasha 1982; Grasha 1996) was
favored an
independent learning environ use, it is important to select one accord chosen as the tool for determining student
ment, and successful on-campus students ing to the unique requirements of the learning styles in the present study based
preferred working with others. The rela distance context. Three on criteria James and Gard
learning impor suggested by
tively small sample of twenty-six stu tant factors to consider when selecting
a ner (1995). First, the GRSLSS is one of
dents suggested that additional research learning style instrument are defining the few instruments designed specifically
is needed. the intended use of the data to be col to be used with senior high school and
An important question, however, is lected, matching the instrument to the college students (Hruska-Riechmann and
raised by such research: Are there differ intended use, and finally, selecting the Grasha, 1982). Second, the GRSLSS
ences in learning styles between students most appropriate instrument (James and focuses on how students interact with the
who enroll in a distance education class Gardner 1995). Other concerns include instructor, other students, and with learn
and their on-campus counterparts? That the underlying concepts and design of ing in general. Thus, the scales address
question,
no matter how it is answered, is the instrument, validity and reliability one of the key distinguishing features of a
vital for anyone interested in students' issues, administration difficulties, and distance class, the relative absence of
success. If there are no differences in cost (22). social interaction between instructor and
learning styles, it is likely that faculty can One of the distinguishing features of student and among students. Third, the
transfer the same types of most distance education classes is the ab GRSLSS promotes an optimal teaching/
teaching/learn
ing activities that have worked in the tra sence of face-to-face social interaction learning environment by helping faculty
ditional environment into the distance between students and teacher. Thus, an design courses and develop sensitivity to
setting with similar success. That is prob inventory used in that setting should students' needs.
ably true, if enough sensitivity and address the impact of different social Finally, the GRSLSS promotes under
thought have been given to learning styles dynamics
on the learning preferences of standing of
learning styles in a broad con
and to how these methods will be trans the students. An example of this can be text, spanning six categories. Students
ferred to the distance education en seen in Gee (1990), who employed the possess all six learning styles, to a greater
vironment using current communications Canfield Learning Styles Inventory or lesser extent. This type of understand
technologies. (CLSI). The CLSI demonstrated merit in ing prevents simplistic views of learning
On the other hand, if there are differ distance studies because it at and provides a rationale for teach
learning styles
ences in between groups to measure students' ers to encourage students to pursue per
learning styles tempted preferences
Vol.47/No.4 131
sonal growth and development in their are to change as one matures and mat = The class was
likely (N 68). comparison
underused encounters new educational selected from four on-campus
learning styles. experiences. equivalent
Dowdall -
Only a brief definition of each is pro (1991) and Grasha (1996) also sections of health education (N 40)
vided here in order to assist the reader have suggested that particular teaching taught by the lead author.
with the interpretation of the information encourage students to adopt The online distance students were
styles might
from this certain to the same course out
study. learning styles. taught according
line, used the same textbook, covered the
1. Independent students inde Problem and Purpose same lecture and took the same
prefer material,
pendent study and self-paced instruction Students' performance may be related tests as the on-campus students. Three
and would prefer to work alone rather than to their or main differences between and
learning preferences styles. on-campus
with other students on course Students also self-select into or away online groups were the delivery mode for
projects. may
2. Dependent learners look to the from distance learning classes. As a the lectures, the mode of teacher/student
teacher and to peers as a source of struc result, success in distance class and student/student communication, and
learning
the mode for the assignments.
The distance classes reviewed multi
media slides (Power Point presentations
on learning styles, converted to HTML) and lecture notes
optimal learning depends while the equivalent classes heard
online,
and the styles vary between distance and
If the teacher's lectures and participated in
on-campus students, faculty should alter face-to-face discussion. The distance
use a class Web
their preparation and teaching accordingly. class made heavy of site
and used a listserv and e-mail for com
apply to all students (Grasha 1996, 127). included health education students in a using the GRSLSS. The average or mean
Each person possesses some of each of medium-sized (8,000?9,000 enrollment) scores of the distance learning class and
the one would on the central coast of the health education class on
learning styles. Ideally, community college equivalent
have a balance of all the learning California. The distance education sam each of the six are shown in
styles; categories
however, most people gravitate toward ple included students in two sections of figure 1. Relatively larger differences in
one or two styles. Learning preferences health education offered in an online for the average scores of the two classrooms
Figure 1. Comparison of Average Group Ratings for Each Learning Style were collaborative also tended to be com
classroom, the students in the distance -1, 0, to +1, and that the degree to which "good classroom citizens" and were more
tionships among the learning styles with 1.Independent ,20 .10 -.12 .13 .09
in each we examined the associa 2. Avoidant -.37* -.12 ,01 ,67**
class,
3. Collaborative .27 .51** .52**
tions among different combinations of
4. Dependent .15 .31
styles. This was done by calculating the 5. Competitive .46**
correlation coefficients associated with 6. Participant
the combinations of the six learning
The outcomes of this are
styles. analysis Note: *p < .05, two-tailed. **p < .01, two-tailed.
shown in table 1 for the distance learning
pendent, collaborative, and participant), match the stereotype of the independent dents had collaborative tendencies related
thus matching teaching strategies with learner in terms of autonomy and the abil to their needs to be competitive, and good
learning styles. ity to be self-directed. class citizens. In other words, they
were
Of particular interest were the signifi Self-direction and independence were interested in collaboration to the extent
cant differences between the groups in the facilitated in the online course by offering that it helped them to compete favorably
independent and dependent categories. students flexible options to shape their in the class and to meet the expectations
The distance students more environment. The lead author, of their teachers. Thus, collaboration was
strongly learning
favored independent learning styles. It is Diaz, used self-paced, independent learn tied to obtaining the rewards of the class,
not surprising that students who prefer ing activities that allowed students to not to an inherent interest in collaboration.
independent, self-paced instruction would choose from a menu of online "cyber as Average avoidant and competitive
self-select into an online class. It may be signments" based on their personal inter learning style scores indicated that these
that are well suited to the relative iso ests and the relevance of the assignments. were favored to a
they learning preferences
lation of the distance learning environ Students completed their chosen assign lesser degree by both groups. Itwas inter
ment. In his research, Gee (1990) noted ments by deadlines posted at the class esting that, though we live in a highly
that successful telecourse students fa Web site. neither the online or
competitive society,
vored an In contrast, students in the on-campus students really pre
independent learning style. equivalent equivalent
James and Gardner (1995) suggested that on-campus class were significantly more ferred a
competitive learning environ
students who favored reliance on inde dependent learners than the distance ment. However, the on-campus students
pendent learning skills would be more group. Because dependent learners prefer appeared to favor competitiveness if it
suited to a distance format. structure and guidance, it is not difficult was clear that it was expected (i.e., thus
As a result of these significant differ to understand why they might view the the relationship of competitive and partic
ences, teaching strategies in the distance isolation and need for self-reliance in a ipant styles).
class should emphasize more distance education environment with We can also use style data to
relatively learning
independent and fewer learn some The low level of in "creative mismatches" in
dependent apprehension. help design
ing opportunities. This approach has dependence displayed by on-campus stu which students can
experience their less
practical significance given that profes dents was not related to any other aspects dominant learning style characteristics in
expand the scope of their learning, be ed a real and substantial difference in Dille, B., and M. Mezack. 1991. Identifying
come more versatile and between distance and predictors of high risk among
learners, adapt learning styles community
to the requisites of the real world college telecourse students. The American
(Sarasin equivalent on-campus health education
Journal of Distance Education, 5(1), 24
1998, 38). students at our college.
35.
Learning styles
were not the only dif Before faculty rush to find out the R. J. 1991. and the
Dowdall, Learning style
ferences between the distance and com effects of on student out distant learner. Consortium
learning styles project
parison groups in this study. Demograph comes, they should first address the issue extending the concept and practice of
ic data indicated that the distance group of whether learning style differences exist classroom based research report. (ERIC
Document Reproduction Service No. ED
had a higher percentage of females (59 at all. The results of this study should
348 117)
percent, 49 students send an notice to faculty who
percent), currently important D. G. 1990. The impact of students'
Gee, pre
enrolled in under 12 units (66 percent, 50 are teaching their traditional courses in a in a distance
ferred learning style variables
percent), students who had completed 60 distance mode, that there may be drastic education course: A case study. Portales:
or more college units (12 percent, 1 per differences in learning styles, as well as Eastern New Mexico University. (ERIC
a Document Reproduction Service No. ED
cent), students who had completed other characteristic differences, between
358 836)
degree (12 percent, 7 percent), and stu distance and traditional students.
Gibson, C. C. 1998. The distance learners aca
dents above 26 years of age (36 percent, the World Wide Web becomes an
As demic In Distance learners in
self-concept.
6 percent). These characteristics agree important medium for education delivery, higher education: Institutional responses
with the general profile of distance stu more and more courses will be offered in for quality outcomes, ed. C. Gibson, 65-76.
distance education instructors as well as other dif 86. Reston, Va.: National Association of
Thus, learning preferences
Secondary School Principals.
should continually monitor students' ferent student characteristics. Professors
James, W. B. and D. L.Gardner. 1995. Learn
characteristics. may want to employ learning style inven
ing styles: Implications for distance learn
tories, as well as collect relevant demo
ing. (ERIC Document Reproduction Ser
Conclusions
graphic data, to better prepare for distance vice No. EJ 514 356)
We have concluded that local health classes and to adapt their teaching meth Kemp, J. E., G. R. Morrison, and S. M. Ross.
education students enrolled in an online ods to the preferences of the learners. 1998. Designing effective instruction (2nd
ed.). Upper Saddle River, N.J.: Prentice
class are likely to have different learning Faculty should use social learning style Hall.
styles than equivalent on-campus stu inventories and resulting data for help in D. A.
Kolb, 1986. Learning style inventory:
dents. We found that online students were class class deliv Technical manual
preparation, designing (Rev. ed.). Boston,
more and on-campus stu ery methods, choosing educational tech Mass.: McBer.
independent,
dents were more dependent, in their nologies, and developing sensitivity to Sarasin, L. C. 1998. Learning style perspec
tives: in the classroom. Madison,
styles
as learners. The on-campus stu differing student learning preferences Impact
Wise: Atwood.
dents seemed to match the profile of tra within the distance education environ
Thompson, M. M. 1998. Distance learners in
ditional students who are willing to work ment. Future field-based research should
higher education. In Distance learners in
in class provided they can obtain rewards replicate the current study in different in
higher education: Institutional responses
for working with others and for meeting stitutions and disciplines. for quality outcomes, ed. C. Gibson, 9-24.
Vol.47/No. 4 135