An investigation of student performance and satisfaction in online courses using Kolb's learning style inventory

Virtual Paper ID: 53454
  1. aaa
    Jared Bucker
    Nova Southeastern University
  2. Rosabelle Suarez
    Nova Southeastern University
  3. Cesareo Morales
    Nova Southeastern University

Abstract: The purpose of this study was to investigate the influence that learning styles, as measured by the Kolb’s Learning Style Inventory, had on student performance, and satisfaction in undergraduate online courses. The participants included students (N=100) enrolled in online math courses at a small, private university in the Southeastern United States. Each participant was categorized into four different groups (Accommodators, Divergers, Assimilators, and Convergers) utilizing the electronic version of Kolb’s Learning Style Inventory 3.1. For satisfaction measures, the Student Satisfaction Survey was used (Strachota, 2006). The research design measured the relationship between learning styles, as measured by the Kolb Learning Style Inventory (IV), and student performance and satisfaction (DV) in an online course. Half of the participants were assigned to the experimental group, which answered the Kolb Inventory, whereas the other half remained unaware of their own learning style. This quasi-experimental, control and treatment group comparison was used to contrast means between groups on performance and satisfaction. Results of this study indicated that learning style had an effect on both performance and satisfaction.

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