Learning Styles, Online Courses, Gender, and Academic Achievement of Hispanic Students in Higher Education (original) (raw)
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The study examined student utilization and application of learning strategies in college level online courses and the context was a Hispanic Serving Institution (HSI) in the Southwest. Even though online courses continue to grow at a steady pace, few research studies have taken the task to analyze the utilization of learning strategies and their utility in online learning programs and under the fold of student success. The overarching purpose of the present study was to delve into important student factors across learning strategies under this instructional format. For the present study a multivariate analysis of covariance with five outcome variables and a covariate (GPA) was used with observational data obtained from a sample of 582 college students. The study examined the main and interaction effects between gender, college student’s generational level, level of online learning experience across the five Motivated Strategies for Learning Questionnaire (i.e., Rehearsal, Elaboration, Organization, Critical Thinking, Metacognitive SelfRegulation) employed by students in an online learning environment. All in all, there were few observed differences across these factors with the largest significant differences contributing to no more than 4 percent of the variance accounted for. These findings seems to indicate that regardless of gender, generational level, and level of online experience, students are making, for the most part, similar use of these strategies with especial note on the prevalent use of the critical thinking learning strategy. Thus, this indicates that there is a need to further examine other important educational and instructional strategies for this learning environment. The study provides a series of recommendations for future practice and research not only for student self-regulation learning but also for faculty and administrators as well.
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this paper examines research on learning styles as related to online learning for adult learners. there is much disagreement regarding the definition of learning style. this paper defines it as an individual's preferred way of learning. the focus is on the extent to which learning styles are able to predict student success (e.g., grades, attitudes). the paper discusses nine different instruments that were used in various studies. curry's model, which uses the metaphor of the layers of an onion, is used to categorize the instruments by theme for the sake of comparison. criticisms of learning style research include: the vagueness of the construct "learning style"; the fact that the instruments are self-assessments; mixed results from research that searched for a relationship with online learning; and the difficulty of comparing different studies when online learning can include many different methods and technologies. finally, I reach a conclusion regarding the suitability of studying the relationship of learning styles and success in online courses.
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In higher education it is important to consider learning styles of students to facilitate the teaching–learning process. The aims guiding the research were to describe the learning styles predominating among students in the field of the social sciences, to analyse the results with respect to gender, year of study, degree course and institution, and to perform correlation analysis between these variables. The data analyses were carried out with non-parametric statistics with a confidence level of 95%. The sample was composed of 636 students at the Universities of Huelva (UHU), Cádiz (UCA), and Pablo de Olavide of Seville (UPO), who completed the Honey–Alonso Learning Styles Questionnaire and reported sociodemographic and educational data. The results showed a significant preference for the Reflector style. Significant correlations were found in most variables highlighting that the courses showed an inverse correlation with the learning styles, the Activist, Theorist, and Pragmatist styles being less preferred as they progressed in the career. It is worth noting the significant direct correlation between Reflector, Theorist, and Pragmatist styles, but the Activist style inversely correlates with all three. As a complementary contribution, a proposal for intervention in classrooms with a sustainable perspective is offered. It is important to attend to the evolution in the preference of the learning styles that students acquire as they advance in higher education courses in order to facilitate a more optimal and sustainable teaching–learning process.
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British Journal of Educational Technology, 2010
As the number of courses offered online increases rapidly, it is important for teachers and institutions to identify specific learner characteristics of successful online students. This paper reports on a study that compared an online group of freshmen computer science majors with an equivalent on‐campus group to find if their individual learning styles play a role in the selection of course delivery mode (online or face to face) and in their academic achievement. No significant statistical differences were detected in learning styles and learning performance between the two groups. Implications for teaching practice and design of learning activities that resulted from this study are discussed.
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The Kolb Learning Style Inventory was used to identify differences between the learning styles of 168 students in traditional face-to-face courses and students in matched courses taught online. Additionally, the data for the online courses were divided by gender to determine if ...