The effect of learning style on doctoral course completion in a Web-based learning environment

Abstract

One hundred and fifty-nine doctoral students, majoring in Computing Technology in Education (CTE), were tracked during the coursework phase in a Web-based learning environment. At the beginning of the coursework, each student completed a demographic data form and Kolb's Learning Style Inventory (LSI). Due to the type of program, it was hypothesized that students would primarily fall into Kolb's Converger and Assimilator categories, and learning style would predict completion of the required courses. Results indicated 84.3% ( n=134) of all students finished the required coursework. One hundred and twenty-four of the students (78%) fell into the predicted categories and, of these, 87.1% ( n=108) finished the coursework. Students not falling into the predicted categories ( n=35) had a 74.3% ( n=26) completion rate. An examination of the means scores for both groups indicated that students with a preference for Abstract Conceptualization dropped out of the program at significantly lower rates, t(157)=1.667, p=.045(one-tailed), than students with other preferred learning strategies. The implications are clear. First, students, for the most part, are able to adapt their personal learning styles in order to succeed in a Web-based learning environment. Second, students with a preference for systematic planning and an intellectual understanding of a situation are more likely to succeed than students preferring concrete experience and interaction with other students. Institutions offering programs of this type should be prepared to address learning style issues when developing and offering such programs.