The Effects of Web-Based Learning Versus Traditional Instructor-Based Learning on Student Knowledge and Satisfaction Based on Student Learning Styles

The purpose of this study was to compare the effects of Web-based learning (WBL) versus those of traditional instructor-based learning (IBL) on student knowledge and satisfaction based on student learning styles. Other goals were to determine if WBL is more effective for those with a particular learning style. The study examined a sample of undergraduate students who were enrolled in the college algebra offered as both oncampus instructor-based (traditional) and Web-based at the university of North Texas (UNT). A total of 36 Web-based students and 58 instructor-based students participated in this study. This study utilized a posttest-only intact group. The Kolb Learning Style Inventory (LSI) measured the learning styles of students. This study used learning methods (Web-based learning (WBL), instructor-based learning (IBL)), and learning styles (Diverger, Converger, Assimilator, and Accommodator) as independent variables. Student knowledge and student satisfaction was measured at the end of the course as independent variables. Based upon the results of the LSI, post-learning exam, and satisfaction a series of two-way analysis of variance (ANOVA 4x2) techniques and independent variable tests was used for each of the dependent variables, knowledge and satisfaction, based on a student's learning styles. The results revealed that students' learning styles were statistically significant for knowledge when learning on the Web versus instructor-led. In addition, the learning style was important factor for Web-based learning. The results indicated students with Assimilator and Converger as learning styles received better result with the Web-based learning method. Furthermore, this study found there is significant difference in student satisfaction based on learning on the Web versus instructor-led. The outcome of the study could be of particular interest in educational institutions; especially those that want to transfer some of their traditional courses onto the Web. The finding also has implications for training organizations as they seek efficient and effective ways to satisfy their training needs.

Grantor dc:publisher

University of North Texas

Year dc:date

2001

Author dc:creator

• Manochehri, Naser

Contributors dc:contributor

• Young, Jon I.
• Jacob, Roy T.
• Wircenski, Jerry L.
• Schlieve, Paul

• Internet in higher education.
• Distance education.
• Algebra -- Study and teaching (Higher)
• Learning, Psychology of.
• Cognitive styles.
• student satisfaction
• student knowledge
• learning styles
• web-based learning
• learning methods

Statement dc:rights

• Use restricted to UNT Community
• Copyright
• Manochehri, Naser
• Copyright is held by the author, unless otherwise noted. All rights reserved.

Language dc:language

English

Identifier

oclc: 51959484
https://digital.library.unt.edu/ark:/67531/metadc3006/
ark: ark:/67531/metadc3006

OAI identifier oai:identifier

info:ark/67531/metadc3006