Assessing Learning Styles among Students with and without Learning Disabilities at a Distance-learning University

Differences in the learning styles of students with and without learning disabilities (LD) at a distance-learning university were examined. Two hundred and twelve students answered self-report questionnaires on their learning styles. Results revealed that students with LD preferred to use more stepwise processing, including memorizing and drilling, than NLD students. In addition, students with LD reported a higher need for self-regulation strategies than their NLD peers, including controlling their learning process, self-orientation, planning, monitoring, and continuous evaluation of their learning process and results. LD students also claimed to lack regulation, noting their difficulties with the learning process. Findings are discussed in relation to how distance-learning universities can better cultivate the abilities of their LD and NLD students. Tali Heiman, Ph.D., is a lecturer, The Open University of Israel. Intuitively, students with learning disabilities (LD) who face a variety of academic difficulties may be expected to use different learning styles than students without learning disabilities (NLD). Based on this presupposition, various studies have described different modes of learning styles among individuals with and without disabilities, but few studies have examined the learning styles of students with and without LD in a distance-learning university framework.