Learning style, learning patterns, and learning performance in a WebCT-based MIS course

Abstract

Web-based learning has been suggested to be the future of all types of distance learning. This study was undertaken to identify the impact of student learning styles, learning patterns, and other selected factors on their learning performance in a Web Course Tools (WebCT) MIS graduate course. Six specific research questions were developed and 76 graduate students participated in this study. It found that none of the factors, except ethnic groups, showed any significant impact on students’ learning performance. The results suggest that, at the graduate level, students are able to learn equally well in WebCT online courses despite their different learning styles, WebCT learning patterns, and background in terms of gender, age, job status, year of admission, previous Web-based learning experiences, and MIS preparation.