Are All Distance Learners Created Equal? A Quantitative Analysis of Academic Performance in a Distance Tertiary Institution
This paper reports initial research results on the relationship between student learning styles and academic achievement in a distance education computing course with Internet-based student support. The learning styles of students in a computer concepts class were evaluated and classified according to the Felder-Soloman Learning Style Index. We have identified statistically significant differences in performance between different learner types, i.e. groups of students with different learning preferences. The best course performance in both course components: in-course assessment and final examination was identified in students with reflective, sensing, verbal and global learning preferences. One possible explanation of this result might be that the current teaching styles and distance learning environment (course material and online student support) gives an advantage to this type of learner. To test this hypothesis we are planning changes in the learning environment and methodology to cater for a variety of student learning styles. We can then test if academic achievement has been improved by comparing it with the results presented in this paper.