Investigating the relationships among instructional strategies and learning styles in online environments

Omur Akdemir, Tiffany A. Koszalka

Research output: Contribution to journalArticlepeer-review

46 Scopus citations

Abstract

This exploratory study tests the assertion that instructional strategies that match field-dependence status of students are most effective. The study conducted with 12 graduate students registered in a graduate level online course. An online version of the Psychological Differentiation Inventory was used to measure the field-dependence status of students. Students' perceived learning outcomes, their effort and involvement, and level of interaction that they perceived in online course module were measured through an online questionnaire. Results suggested that matches between students' learning styles and instructional strategies did not affect learner perception of their own learning outcomes, level of effort and involvement, and level of interactions in the course. Data also indicated that no single instructional strategy, among three instructional strategies tested, emerged as superior for high and low field-dependent online students.

Original languageEnglish (US)
Pages (from-to)1451-1461
Number of pages11
JournalComputers and Education
Volume50
Issue number4
DOIs
StatePublished - May 1 2008

Keywords

  • Instructional strategies
  • Learning styles
  • Online courses

ASJC Scopus subject areas

  • Computer Science(all)
  • Education

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