The Influence of Learning Styles on Student Attitudes and Achievement When an Illustrated Web Lecture Is Used in an Online Learning Environment

The technological capabilities of an online-learning environment allow an instructor to make an online class better than a face-to-face class by providing students with learning activities that are individualized to meet their needs and characteristics. One possible learning activity is an illustrated web lecture, which consists of a text-based presentation, such as PowerPoint, with an audio recording of the instructor presenting the lecture. However, a deficiency exists in the research that identifies the student characteristics, such as learning styles, which influence student achievement and attitudes when an illustrated web lecture is used. This study sought to fill that void. Results indicated that there were no differences in achievement or attitudes, based on learning styles. Therefore, it was concluded that when an illustrated web lecture is used to deliver content, students of varying learning styles achieve at similar levels and have similar attitudes toward the learning activity. Based on this conclusion, it was recommended that instructors should continue to use this learning activity to reach broad audiences of students. Introduction/Theoretical Framework Formal education has historically required that students physically be in class on campuses of universities, colleges, and schools. However, some students are unable or unwilling to attend on-site classes. In an effort to better meet the needs of these students, alternative methods were explored to deliver instruction. Known as distance education, this practice began as correspondence education in the late 19 century (Simonson, Smaldino, Albright, & Zvacek, 2003). As communication technologies advanced, the methods used to deliver education at a distance followed suit. Telephones, radios, televisions, and satellites have all been used to deliver instruction. The emergence of the Internet and World Wide Web as communication tools yielded yet another avenue for teaching and learning at a distance. The distance education phenomenon has become commonplace on many university campuses throughout the United States. Nearly 10% of all college students in the United States have taken off-campus distance education courses (Sikora, 2002). In 1998, 54% of all higher education institutions either offered, or planned to offer, distance education courses (Lewis, Snow, Farris, Levin, & Greene, 2000). In 2000, 60% of all distance education students had at least one course that used the Internet to deliver content (Mayadas, Bourne, & Moore, 2003). Additionally, countless more students have taken what is commonly referred to as “near-distance” or “hybrid distance” courses, which are situated oncampus. The increased usage of distance methodologies to deliver instruction has led to considerable interest in the area of distance education research due to its differences with traditional face-to-face education. Roberts & Dyer The Influence of Learning Styles on... Journal of Agricultural Education 2 Volume 46, Number 2, 2005 Twigg (2001) identified five key features that can improve student learning in an online environment. They were as follows: 1. An initial assessment of each student’s knowledge/skill level and preferred learning style 2. Appropriate, varied kinds of human interaction when needed 3. Individualized study plans 4. Built-in, continuous assessment to provide instantaneous feedback 5. An array of high-quality, interactive learning materials and learning activities (p. 11) The theoretical framework for this study lies in Mitzel’s (1960) model of the teaching and learning process, as adapted by Dunkin and Biddle (1974). In this model, the authors posit that presage variables and context variables influence process variables, which in turn yield product variables (Figure 1). Figure 1. A Model of the Teaching and Learning Process Presage variables are variables that deal with teacher characteristics (Dunkin & Biddle, 1974). Context variables are those variables over which the teacher has little or no control. These include student formative experiences, school and community contexts, student characteristics, and classroom contexts. Presage variables and context variables influence process variables. Process variables include the actual activities that take place in the classroom. Process variables affect product variables. Product variables concern the outcomes of teaching. One measure of outcomes is immediate student academic growth, which can be measured by evaluating student learning of the subject matter and attitudes toward the subject. Many scholars have proposed theories and models for distance education that are consistent with Mitzel’s model. For example, when proposing his Theory of Interaction and Communication, Holmberg (1989) made the assumption that distance education is an interaction between learners (context variables) and teachers (presage variables) in a distance learning environment (process variables). He further indicated that student learning determines effectiveness (product variables). Wedemeyer (1981) proposed a model for distance education that is compatible with Mitzel’s model. In his model, Wedemeyer outlines four essential elements in a teaching and learning situation. They are a teacher, a learner, a communication system, and something to be taught (content). Similar to Mitzel’s model, the teacher is represented as a presage variable, the learner as a context variable, and the communication system and content are represented as process variables. Missing from Wedemeyer’s model are the product variables. This study sought to determine the influence of student characteristics (context variables) on student achievement and attitudes (product variables) while holding constant the learning activity (process variable) and instructor (presage variable). The student characteristics examined in this study were learning styles and demographic variables. As such, relevant research studies on these student characteristics and their Presage