Abstract
AbstractEfforts to tailor instruction to match students' purported learning style continue to be used in higher education despite evidence challenging their value. Students were matched and mismatched to their self‐reported online learning preference to investigate the impact on academic outcomes. A total of 114 graduate health students were randomly assigned to an online lecture either matching or mismatching their previously reported preference (synchronous or asynchronous lecture participation). All students took the same multiple‐choice examination following the lecture. Independent t‐test analysis revealed no significant differences between students who were matched and mismatched to their participation preference. Asynchronous groups achieved significantly higher scores than synchronous groups. Analysis via two‐way ANOVA revealed no significant interaction between method of participation and compatibility with learning preference on examination scores. Based on the results of this study, method of participation impacted examination performance; however, matching or mismatching to students' stated learning preference did not impact performance.
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