Learning Styles and Gender: The Implications for Online Learning

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Learning Styles and Gender The Implications for
Online Learning

• Dr. Diana Garland
• Dr. Barbara Martin
• Southwest Missouri State University

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Research Purpose

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

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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

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Sample (N91)

• 61 completed
• Return rate 67
• Mean age 28.75
• 35 Females
• 26 Males

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Data Collection

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

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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)
• (N26) (N35)

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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)
• (N26) (N35)

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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)
• (N26) (N35)

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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)
• (N26) (N35)

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Kolbs Cycle of Learning
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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.

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Kolb Learning Mode Means

• Concrete Experience (CE)
• 23.49
• Reflective Observation (RO)
• 28.92
• Active Experimentation (AE)
• 34.43
• Abstract Conceptualization (AC)
• 32.66

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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).

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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)

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Assimilating Online (cont.)

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

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Data Analysis

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

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Second Data Analysis

• Data divided by gender
• Two bivariate analyses (Pearson r)
• Relationship between learning style and level of
  engagement

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• No significant correlations for females between
  Kolb learning modes and Blackboard access (N35)
• One significant correlation for males between
  Kolb learning modes and Blackboard access (N26)

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Analysis Implications

• 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.

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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

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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.

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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.

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Diverging(Concrete Experience Reflective
Observation)

• Male Female
• (N3) (N3)
• Communication 4 147
• Main Content 19 186
• Group 1 14
• Student 3 129

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Assimilating(Reflective Observation Abstract
Conceptualization)

• Male Female
• (N7) (N13)
• Communication 319 232
• Main Content 284 256
• Group 0 1
• Student 79 105

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Converging(Abstract Conceptualization Active
Experimentation)

• Male Female
• (N10) (N10)
• Communication 243 211
• Main Content 227 242
• Group 0 2
• Student 88 112

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Accommodating(Active Experimentation Concrete
Experience)

• Male Female
• (N3) (N8)
• Communication 277 283
• Main Content 582 242
• Group 2 3
• Student 98 82

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Balanced

• Male Female
• (N3) (N1)
• Communication 277 166
• Main Content 582 214
• Group 2 6
• Student 98 18

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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.
•  

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

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Diana Garland, MBA, EdD

• WEB Page http//www.staff.smsu.edu/d/dkg988t/
• EMAIL dianagarland_at_smsu.edu