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Learning Styles and Gender: The Implications for Online Learning

Learning Styles and Gender: The Implications for Online Learning. Dr. Diana Garland Dr. Barbara Martin Southwest Missouri State University. Research Purpose. Determine if gender is a factor in the relationship between learning style and level of engagement. Population and Sample.

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Learning Styles and Gender: The Implications for Online Learning

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  1. Learning Styles and Gender: The Implications for Online Learning Dr. Diana Garland Dr. Barbara Martin Southwest Missouri State University

  2. Research Purpose Determine if gender is a factor in the relationship between learning style and level of engagement.

  3. Population and Sample • Nonprobability sample • 5 online courses • Advanced Tax Accounting • The Causes of Crime and Delinquency • Technology Administration and Management • Strategic Management and Policy • Administration, Organizational and Operations Concepts for Managers

  4. Sample (N=91) • 61 completed • Return rate 67% • Mean age 28.75 • 35 Females • 26 Males

  5. Data Collection • Online Kolb LSI 3 (1999) • University Records • 4 Blackboard Statistics • Communication • Main Content • Group • Student

  6. Communication Area • Asynchronous and synchronous dialogue and the use of collaboration tools are displayed. • Tools may include threaded discussion boards, shared documents as discussion board attachments, or virtual office hours through real time chat. Male mean (240) - Female mean (228) (N=26) (N=35)

  7. Main Content Area • The instructor posts the non-interactive course material. • This might include such things as course information, course documents, assignments, books, and external links. Male mean (298) - Female mean (242) (N=26) (N=35)

  8. Group Area • Group pages are areas set up by the instructor only accessible to specific groups of students. • Groups may have their own discussion board, virtual classroom and file exchange. Male mean (1.23) - Female mean (3.29) (N=26) (N=35)

  9. Students Area • The student areas include tools to help the student manage class work. • These tools may include a digital drop box, a homepage editing screen, personal information, a calendar, information on the students personal course grade, tasks, and an address book. Male mean (85) - Female mean (101) (N=26) (N=35)

  10. Kolb’s Cycle of Learning

  11. Kolb Learning-Style Inventory When I learn: I like to deal with my feelings. I like to think about ideas. I like to be doing things. I like to watch and listen.

  12. Kolb Learning Mode Means • Concrete Experience (CE) 23.49 • Reflective Observation (RO) 28.92 • Active Experimentation (AE) 34.43 • Abstract Conceptualization (AC) 32.66

  13. Assimilating: Online • Dominant learning abilities of Reflective Observation (RO) and Abstract Conceptualization (AC) • Want theory to be precise and logically sound. • Less concerned with people and more concerned with the ideas and abstract concepts. • The question associated with this style is “What?” (Kolb 2000, 1984). (Felder, 1996).

  14. Assimilating: Online (cont.) • The instructor should function as an expert for these students. • Takes in new information abstractly and processes or transforms it reflectively. • Ability to assimilate disparate observations into an integrated, rational explanation. • Excels at inductive reasoning and the creation of models and theories, and is a goal setter and a systematic planner. (Kolb 2000, 1984). (Felder, 1996)

  15. Assimilating: Online (cont.) • Strengths include the planning, creating models and theories and inductive reasoning. (Kolb 2000, 1984). (Felder, 1996)

  16. Data Analysis Bivariate analysis (Pearson r) Relationship between learning style mode and level of engagement • No Significant Correlation at .05 level

  17. Second Data Analysis Data divided by gender Two bivariate analyses (Pearson r) Relationship between learning style and level of engagement

  18. No significant correlations for females between Kolb learning modes and Blackboard access (N=35) • One significant correlation for males between Kolb learning modes and Blackboard access (N=26)

  19. A relationship for Males was confirmed for the Kolb abstract conceptualization learning mode which indicates a preference for theory readings; study time alone; clear, well-structured presentation of ideas; view the facilitator or instructor as communicator of information. Analysis Implications

  20. Study Implications • Confirmation regarding the relationship among gender, learning style, and student engagement • Supports the need for gender equity in building and designing courses and programs

  21. Gender Issue Literature Review Findings • Male and female differ in communication style online. • Group or chat assignments welcome by both male and female students. • Some females intimidated by required postings.

  22. Gender Issue Literature Review Findings • Male students view the computer as a tool to gain power, speed, infinite wisdom and the ability to control. • Females view the computer as a tool for connected learning, emphasizing relationships, empathy, and cooperation.

  23. Diverging(Concrete Experience & Reflective Observation) Male Female (N=3) (N=3) Communication 4 147 Main Content 19 186 Group 1 14 Student 3 129

  24. Assimilating(Reflective Observation & Abstract Conceptualization) Male Female (N=7) (N=13) Communication 319 232 Main Content 284 256 Group 0 1 Student 79 105

  25. Converging(Abstract Conceptualization & Active Experimentation) Male Female (N=10) (N=10) Communication 243 211 Main Content 227 242 Group 0 2 Student 88 112

  26. Accommodating(Active Experimentation & Concrete Experience) Male Female (N=3) (N=8) Communication 277 283 Main Content 582 242 Group 2 3 Student 98 82

  27. Balanced Male Female (N=3) (N=1) Communication 277 166 Main Content 582 214 Group 2 6 Student 98 18

  28. Conclusions While this investigation did not find a relationship between learning style and student engagement, a relationship was found between learning style and student engagement when the data was divided by gender.

  29. Designing and administering online classes should consider all learner characteristics including learning style and gender. Further research on these characteristics is recommended.

  30. Diana Garland, MBA, EdD • WEB Page: http://www.staff.smsu.edu/d/dkg988t/ • EMAIL: dianagarland@smsu.edu

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