Accommodating Individual Differences in the Design of Online Learning Environments: A Comparative Study

The purpose of this paper is to report the results of a comparative and descriptive study that examined the relationship and effects of incorporating students' learning styles in the design of instruction and the outcome of students' learning, including their attitude and satisfaction. The...

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Bibliographic Details
Published inJournal of research on technology in education Vol. 40; no. 2; pp. 217 - 245
Main Author Moallem, Mahnaz
Format Journal Article
LanguageEnglish
Published International Society for Technology in Education 2008
Subjects
Cognitive Style
Comparative Analysis
Computer Simulation
Computer Uses in Education
Education Courses
Educational Technology
Electronic Learning
Graduate Students
Instructional Design
Instructional Materials
Integrated Learning Systems
Online Courses
Student Attitudes
Synchronous Communication
Technology Integration
Units of Study
Web Based Instruction
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Summary:The purpose of this paper is to report the results of a comparative and descriptive study that examined the relationship and effects of incorporating students' learning styles in the design of instruction and the outcome of students' learning, including their attitude and satisfaction. The paper will first explain how the literature on learning styles was used to develop a list of assumptions about learning styles, and further how these assumptions were used to identify a learning style model. It will also provide a detailed description of the process of using the learning style model to design and develop multiple instructional materials for two units of instruction for an online course. Finally, the paper will report the effects of this approach on students' learning and their perception, attitude and satisfaction in comparison with instructional materials that are designed and developed on the basis of the content and objectives, without incorporating students' different learning styles. (Contains 11 tables and 2 figures.)
ISSN:1539-1523