Learning styles and student attitudes toward various aspects of network-based instruction

Students with assimilating and accommodating learning styles demonstrated significantly more agreeable attitudes toward varied aspects of network-based instruction than students with converging and diverging learning styles, which partially supported the general hypothesis.

Abstract

In order to determine student attitudes toward various aspects of network-based instruction 234 individuals voluntarily participated in research to ascertain their tendencies that will likely facilitate, or interfere with, interacting and learning from this innovative technology. Participants were requested to respond anonymously to 60 items of a survey, designed to assess their attitudes toward distinct facets of network-based instruction, as well as two separate forms developed to ascertain their learning and cognitive styles. Student responses to survey items, and measures of learning and cognitive styles, were analyzed using a number of multivariate and univariate statistical techniques. Students with assimilating and accommodating learning styles demonstrated significantly more agreeable attitudes toward varied aspects of network-based instruction than students with converging and diverging learning styles. These findings partially supported the general hypothesis. Recommendations are made to appropriate sponsors, academic administrators, faculty members, and instructional developers, interested in realizing on-line learning.