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Literature Review Running head: LITERATURE REVIEW

Final Assignment #1: A Review of the Literature on Students Learning Styles and Motivation in an Online Learning Environment Diana Bang The University of British Columbia

Literature Review Introduction The purpose of this review is to examine the relationship of students learning styles and motivation in e-learning environments. As a future instructional designer I am interested in this topic since understanding students learning styles and motivation will help inform the development of an effective online learning environment catering to students needs. Articles were selected by conducting searches on students learning styles, motivation and e-learning using the Education Resources Information Center database. For this literature review, I will define key concepts, provide thematically grouped critiques, and conclude by suggesting future research considerations. Key Concepts e-learning This term refers to the use of the Internet and computer technologies to teach students who may not be in the same physical location. It is synonymous with distance learning, web-

based learning, and online education. The main features of e-learning are the flexibility and nonlinear nature which enables self-directed learning (Alomyan, 2004). However, Yilmaz-Soylu & Akkoyunlu (2009) state e-learning environments will be unable to produce successful students if aspects of learning styles, age, maturity level and students interest are not considered in the design process. In relation, learning management systems such as Blackboard are commonly used in distance learning by educational institutions and companies. Yet, these systems generally do not consider students individual differences providing minimal adaptive features and support (Graf et al., 2010). Since each learner has individual needs including prior knowledge, learning styles, cognitive abilities and motivation it is imperative to consider their differences as it affects their learning (Graf et al., 2010).

Literature Review Learning Styles The concept of learning styles is difficult to define due to a variety of viewpoints, definitions, and models of learning styles. However, we will consider Felder and Solomans (1998) Index of Learning Styles which measure students learning styles on 4 scales with 8 dimensions: 1) active-reflective, 2) sensing-intuitive, 3) visual-verbal, and 4) sequential-global (as cited by Battalio, 2009; Graf et al., 2010; Moallem, 2007). Research is controversial as there are mixed results regarding learners and matching learning styles to teaching styles (Graf et al., 2010; Moallem, 2007). Contentious issues include the reliability and validity of instruments that

identify learning styles, and the efficacy of incorporating learning styles in education (Graf et al., 2010). Although, Coffield et al. (2003) concluded learning styles are often misused and limited in what they can achieve other researchers argue that considering learning styles is a vital factor in education (as cited in Graf et al., 2010). Motivation Clayton et al. (2010) defines motivation in terms of achievement goals and self-efficacy. Achievement goals are the reasons or purposes for engaging in academic-related tasks. According to Bandura (1986, 1987) self-efficacy refers to students perceptions about their ability to complete a specific task (as cited in Clayton et al., 2010). In relation to the online environment, Dennis et al. (2007) found that motivation is influenced by situational variables including course design, instructional approach and behaviour. Motivation is critical to learners success as it is linked to persistence and learning that lasts (Dennis et al., 2007). Therefore, it is important to consider this concept as learners motivation has been consistently linked to successful learning (Clayton et al., 2010). As there is a lack of literature regarding motivational beliefs and learning strategies of online education learners it is imperative to address this gap.

Literature Review

Thematic Critiques Learning Styles and e-learning Alomyans (2004) review entitled Individual Differences: Implications for Web-based Learning Design examines literature on individual differences in the context of e-learning. Particularly, how e-learning systems can be adapted to learners needs and styles is examined. For the review, two types of individual differences cognitive styles and prior knowledge were examined. Based on past research analysis, the author concludes that e-learning systems may not be suitable for all students. Field-dependent learners and those with low prior knowledge may require additional support from educators. Adaptability is suggested to be an important factor in the design of online learning systems to enable a variety of individuals to use the system. This is illustrated through the authors proposed learning model on the effects of individual differences on web-based learning. Overall, I thought that the author adequately summarized aspects of individual differences. However, I would suggest that additional research is needed using this learning model to study the relationship of individual differences within web-based learning systems, specifically whether adaptive web-based learning systems can accommodate students individual differences. Subsequently, West et al. (2006) case study How learning styles impact e-learning: A case comparative study of undergraduate students who excelled, passed or failed an online course in scientific/technical writing built on Alomyans (2004) research by studying the impact of students learning styles on Internet use based on their course grades. Post-course evaluations were emailed to 60 students in online courses including questions on demographic data, internet use questions adapted from Rosser et al. (2007) and learning style questions using the Motivated Strategies for Learning Questionnaire (as cited in West et al., 2006). Although,

Literature Review usability testing ensured content and face validity, only 37 students returned completed evaluations. Thus, the results revealed: 1) there were no demographic differences 2) in terms of internet use differences students who excelled spent more time online for school work, and 3) students who excelled differed in their learning strategies and study habits. Overall, I thought that the dual role of author/researcher may have biased the results and there were two weaknesses of this study: 1) the 75% response rate of successful students compared to a mere 35% who failed is an issue since generalization is difficult and 2) the large number of variables examined within a small class size means that further studies are necessary to confirm these findings. After understanding how learning styles impact online learning, Moallem (2007) conducted a mixed methods study Accommodating Individual Differences in the Design of Online Learning Environments: A Comparative Study. He examined the effects of incorporating students learning styles in the design, instruction and outcome of students learning. Based on a literature review the researcher: 1) developed a list of assumptions about learning styles creating a learning style model, 2) provided a process of using this model to design and develop instructional materials for two online classes, and 3) reported the effects of this approach on learning, perception, attitude and satisfaction in comparison with instructional material. WebCT Vista and Horizon Wimba were used as a synchronous learning management system. Participants in this study included 14 graduate students in an instructional technology graduate course. Data collection consisted of narrative and survey data. Students selected collaborative team activity, readings and asynchronous discussions as their first choice for the traditional design units. This result indicates that while some learning

strategies appear useful to all students with any learning styles students become more selective if other strategies are available. In terms of attitudes students expressed their learning experience

Literature Review was meaningful and they were challenged by the course content. However, since the initial research objectives of this study were expanded I felt that subheadings would have better organized the results. Some of the limitations of this study included the small sample size, nonrepresentative sample, and short duration of classes may have affected the findings. Similar to West et al. (2006) I thought that due to the authors dual role of being the researcher also may have biased their study. Measuring Success in e-learning In relation to understanding the effects of learning styles in e-learning Yilmaz-Soylu & Akkoyunlus (2009) experimental study The effect of learning styles on achievement in different learning environments investigated the effects of learning styles on students

achievement in different learning environments which were designed according to the principles of the Generative Theory of Multimedia Learning. The researchers used a framework of single group repeated measures experimental design model and three different learning environments: text based, narration based, and computer mediated. There were 39 participants from an instructional technology department who were studied in these learning environments at different times. Data collection consisted of pre-and post-tests designed to identify students achievement scores and Kolbs Learning Style Inventory was used to measure students learning style. Yet, this studys results indicated that learning styles did not significantly affect students achievement in different learning environments. In contrast, Battalios (2009) quantitative study on Success in distance education: Do learning styles and multiple formats matter? found that online learning privileges those who are self-directed, independent, and goal-oriented. Using convenience sampling, 120 undergraduate students participated in collaborative and self-directed versions of an online English course created in Blackboard. Students completed surveys consisting of demographic, learning styles

Literature Review and end of term information. Success was defined and measured by students grades, interactivity with course software, interaction with classmates and a student satisfaction survey. Using the Index of Learning Styles, this survey measured students learning styles and determined that reflective learners were most successful, excelling in both the collaborative and self-directed versions of the course. However, similar to Moallems (2007) study, this study lacked a representative sample as 51% of participants were older than the average university student. Motivation and Learning Strategies Lastly, in order to address the aspect of motivation in relation to learning strategies and preferences of learning environments, Clayton, Blumberg & Aulds (2010) provided timely survey research on The relationship between motivation, learning strategies, and choice of environment whether traditional or including an online component. They examined how students achievement goals, self-efficacy and learning strategies influenced their choice of an online, hybrid or traditional learning environment. Surveys were completed by 132 postsecondary students during their psychology class regarding their preferences for learning environments, reasons for preferences, motivational learning orientation and learning strategies. Results indicated that most students who preferred traditional learning environments differed in their motivational beliefs and learning strategies. Students who preferred traditional environments showed a mastery of goal orientation and greater willingness to apply effort while learning whereas those who preferred online environments were more confident that they could manage a non-traditional class. Overall, I thought this study provided an understanding of students motivation for learning in diverse educational settings. Yet, it is evident that there is a need to address how motivation and differences in learning styles play a role in achievement.

Literature Review

Conclusion Thus the purpose of this review was to examine the literature on the relationship of students learning styles and motivation in e-learning environments as this will inform the design of learning environments conducive to student learning. To advance research in this area, I would suggest examining the integration of student preferences in the online environment to help course designers improve interactivity. Also, future studies can examine successful study habits for online courses. It can elaborate and apply Moallems (2007) suggested learning model to determine how adaptive web-based learning systems can accommodate students individual differences. In addition, a larger student sample is necessary to build on past studies to find the interconnections among all 8 dimensions of the learning scales from Felder and Solomans Index of Learning Styles. Furthermore, in order to understand the relationship of students prior online course experiences and achievement this should be examined. Also, investigating the automatic detection of students learning styles and assessing whether this facilitates their learning outcomes would be beneficial. In regards, to students navigational behaviours additional studies are necessary to examine aspects related to their performance and learning styles. This can lead to the analysis of determining which instructional and design strategies help students with particular learning styles. Although, extensive quantitative studies have been conducted within this area there is a lack of qualitative research. Thus, I would suggest using focus groups to study students experiences of online courses as this may provide greater insight as to why students appear to perform differently in online courses than offline. Also, I recommend research on motivating the growing population of online students to adequately understand and address their diverse needs.

Literature Review Longitudinal studies could determine if balanced instructional strategies help learners expand their learning styles and future research could also use a cross-sectional design, longer exposure to instruction and materials, a larger representative sample and examine various disciplines offering e-learning opportunities.

References Alomyan, H. (2004). Individual differences: Implications for web-based learning design. International Education Journal, 4(4), 188-196. Battalio, J. (2009). Success in distance education: Do learning styles and multiple formats matter? American Journal of Distance Education, 23(2), 71-87. Clayton, K., Blumberg, F., & Auld, D. P. (2010). The relationship between motivation, learning strategies and choice of environment whether traditional or including an online component. British Journal of Educational Technology, 41(3), 349-364. Dennis, K., Bunkowski, L., & Eskey, M. (2007). The little engine that could--how to start the motor? Motivating the online student. InSight: A Collection of Faculty Scholarship, 2, 37-49. Gay, L. R., Mills, G. E., & Airasian, P. (2009). Educational research: Competencies for analysis and applications (9th ed.). Upper Saddle River, NJ: Pearson Education. Graf, S. S., Liu, T. C., & Kinshuk. (2010). Analysis of learners' navigational behaviour and their learning styles in an online course. Journal of Computer Assisted Learning, 26(2), 116-131. Moallem, M. (2007). Accommodating individual differences in the design of online learning environments: A comparative study. Journal of Research on Technology in Education, 40(2), 217-245. West, W., Rosser, B., Monani, S., & Gurak, L. (2006). How learning styles impact elearning: A case comparative study of undergraduate students who excelled, passed, or failed an online course in scientific/technical writing. E-Learning, 3(4), 534-543.

Yilmaz-Soylu, M., & Akkoyunlu, B. (2009). The effect of learning styles on achievement in different learning environments. Turkish Online Journal of Educational Technology, 8(4), 43-50.

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