Learning Style Responses to an Online Soil Erosion Lesson

Abstract

Our objective was to evaluate responses from students with different learning styles to the use of computer technology as a supplemental tool in teaching soil erosion concepts. The online lesson utilized photographs, illustrations, animations, and an interactive model that allowed students to manipulate factors influencing soil erosion. Students ( n = 52) were given 10 objective pre-test questions before the lesson and 10 objective post-test questions after lesson completion. Students completed the Student Assessment of Learning Gains (SALG) and Kolb Learning Style Inventory (KLSI) within a week of concluding the lesson. The SALG instrument is an assessment tool used by faculty to ask students a variety of questions related to their gains in learning and KLSI is used to assess a student’s preference in acquiring new knowledge and/or skills. Performance on the pre- and post-tests and SALG responses were compared among students. Among the online lesson participants who completed the KLSI, 22, 29, 24, and 25% were divergers, accommodators, convergers, or assimilators, respectively. Pre-test and post-test scores ranged from 6.1 to 7.4 and 6.6 to 7.3, respectively. Accommodators had the lowest pre-test scores among the learning styles; however, there were no differences in post-test scores among learning styles. Responses to the 43 SALG questions which encompassed the areas of lesson design, skill gains, learning gains, and understanding were similar among the learning styles. This study suggests that with proper instructional design, online lessons can be used to broaden the range of available teaching tools and increase learning among students of all learning styles.