Assessing Learning Styles of Adult Students in Online, Classroom, and Combination Learning Environments

Assessing Learning Styles of Adult Students in Online, Classroom, and Combination Learning Environments by Theresa M. Bane MS, Walden University, 2007 BA, California State University Sacramento, 2002 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Psychology Walden University May 2017 Abstract This study was an investigation of Kolb’s experiential learning model and learning styles (LS) in adult students of different learning environments. Previous research utilizing Kolb’s Learning Styles Inventory (LSI) produced results that were often contradictory to expectations based on Kolb’s model. Many of these studies were limited in sample sizes or to particular participant education or career fields. The purpose of this study was to identify significant differences in LS of adult students of 3 different learning environments–online, classroom, and combination (blended). A convenience sample of adult learners (N = 180) from a social media site and an online university’s participant pool were divided into the 3 learning groups and administered the LSI-3 online. The research questions explored the relationship between LS and demographics (age, sex, ethnicity, course level, and grade point average) and sought to identify differences in LS between learning environments. The results of Spearman’s rho suggested that LS may be related to age in online learners and to grade level in classroom students, supporting earlier research suggesting that LS change as one progresses in his or her education program. No relationship between any demographic and LS was identified in the combination group. Results of Kruskal-Wallis analysis showed no significant difference in LS between learning groups, though the majority of the sample population were identified as divergent learners in all groups, also supporting results found in earlier research. This research is significant and may lead to positive social change by aiding in the development of more effective learning environments to provide for better learning experiences by students as well as identifying areas in need of future research.This study was an investigation of Kolb’s experiential learning model and learning styles (LS) in adult students of different learning environments. Previous research utilizing Kolb’s Learning Styles Inventory (LSI) produced results that were often contradictory to expectations based on Kolb’s model. Many of these studies were limited in sample sizes or to particular participant education or career fields. The purpose of this study was to identify significant differences in LS of adult students of 3 different learning environments–online, classroom, and combination (blended). A convenience sample of adult learners (N = 180) from a social media site and an online university’s participant pool were divided into the 3 learning groups and administered the LSI-3 online. The research questions explored the relationship between LS and demographics (age, sex, ethnicity, course level, and grade point average) and sought to identify differences in LS between learning environments. The results of Spearman’s rho suggested that LS may be related to age in online learners and to grade level in classroom students, supporting earlier research suggesting that LS change as one progresses in his or her education program. No relationship between any demographic and LS was identified in the combination group. Results of Kruskal-Wallis analysis showed no significant difference in LS between learning groups, though the majority of the sample population were identified as divergent learners in all groups, also supporting results found in earlier research. This research is significant and may lead to positive social change by aiding in the development of more effective learning environments to provide for better learning experiences by students as well as identifying areas in need of future research. Assessing Learning Styles of Adult Students in Online, Classroom, and Combination Learning Environments by Theresa M. Bane MS, Walden University, 2007 BA, California State University Sacramento, 2002 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Psychology Walden University May 2017 Acknowledgements I would like to thank my family and friends who have supported me throughout this journey. Your encouragement has been greatly appreciated as I recognize that you all were able to see the light at the end of this project, even when I could not, and in doing so held me to my commitment I made so long ago. I could not have done this without you. Thank you also to my amazing committee. Dr. Weinbaum, you have been a tremendous guide helping me to navigate this process. You never hesitated to lend your support, and at times, aid, even when I encountered seemingly unending challenges. You somehow managed to help me stay focused and energized throughout the entire time you served on my committee. Dr. Stadtlander, you have shown infinite patience and I thank you for staying with me and seeing me through to the end. I knew I could always reach out to you if I needed your assistance and your feedback has always been invaluable. Last, but not least, to Dr. Carroll. Thank you for being the fresher set of eyes. I appreciate your time and attention to helping me meet both my goals and university standards. I cannot imagine a more dedicated committee, thank you, all.