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Learning styles and interaction in web-based learning environments
Dissertation   Open access

Learning styles and interaction in web-based learning environments

Russell Leavon Lee
University of West Florida Libraries
Doctor of Education (EDD), University of West Florida
2010

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Abstract

Web-based courses have increased in popularity because they are convenient and successfully address the work schedule and other constraints which have precluded learners from enrolling in classes. Because more Web-based courses will invariably be offered in the future, some assurances must be provided to the institution, the faculty, and the students that distance education will meet expectations for a quality education. Not only will students expect an education as equal in quality as that provided by traditional offerings, they will expect a student-centered learning environment, designed to meet their individual needs. In this study, the relationship between learning styles and interaction in a Webbased learning environment was examined. The Grasha-Riechmann Student Learning Style Scales (GRSLSS) was administered to determine student social learning preferences in 6 learning style categories: participant/avoidant, collaborative/ competitive, and independent/dependent. The Online Learning Interaction Inventory (OLII) was administered to investigate the types of interactions students perceived to be important for Web-based learning. A statistical relationship between several online learning interactions (Content Interaction, Conversation and Collaboration, Intrapersonal/Metacognitive, and Support) and student learning styles (Participant/Avoidant, Collaborative/Competitive, and Independent/Dependent) was found. Data analyses included item frequencies, contingency tables, and Kendall's Tau rank correlation.
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