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Blended Learning: Learning Styles & Gender Literature Review
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Rosemary Vogt, University of Manitoba
Research examining the influence of learning styles and gender in blended learning service delivery
Learners have the ability to style flex and adapt to new learning situations (1-4 hours)
1-4 hours may not be sufficient time for mature female adult learners with familial responsibilities
Abandon blended learning process during early stages/incompatible cognitive learning style with web based learning tool
Learner flexibility and convenience Mature learners with outside commitments.
Family, work Needs of independent learners Social interaction f2f Blended learning a balance between online
independent and classroom f2f Blended learning opportunities are
increasing Learner attributes merit consideration
Examined college students’ learning style preferences by discipline
105 college students (47 male 58 female) Four disciplines, English, Math, science,
social studies Using Kolb learning style inventory
But not for gender Eighty three (81%) switched learning style
modes for 2 or more disciplines Students are able to adapt to meet
requirements of leaning task Learning styles are subject area sensitive No significant differences in preferred
learning style by gender
Does prior academic experience or type of instruction matter?
Research confirms students have the ability to style flex from preferred learning style to meet learning strategy requirements of other learning situations
Does this study have applicability for blended learning service delivery?
Is it useful data on learner flexibility?
Explored how student learning styles influenced learning in an e-learning environment
Term learning style in study refers to information processing styles based on the work of Curry (1983), Kolb (1985), Felder (2002), Felder & Silverman (1988), Felder & Soloman (1991/1994b)
Using Internet and face to face instruction “How do individuals with different learning
styles adjust themselves in order to be successful in their learning”?
59 completed the survey Learning styles did not influence student
problem solving performance as a whole *There were differences in problem solving
performance among survey groups during first two observations during e-learning
As time passed, differences dissappeared
Reflective learners outperformed the Active learner group during first observation
Neutral group outperformed the active group in second observation
Does sample size matter? Results indicate that students adjust
themselves to new learning environments in a relatively short time
Between 4 and 8 hours after beginning
Are learning styles related to student instructional preferences?
A correlation between learning style and academic performance?
Match learning methods to individual learning styles?
Should we encourage students to adapt to different learning methods?
Are learning styles consistent over time? Do learning styles depend on context?
48 college students preparing for in-class exams using web-based study conditions
Active learners preferred face to face study groups
Visual learners preferred online quizzes rather than online study groups
Study showed decreased achievement in the less preferred study condition
Recommendations for instructional considerations/ web based service delivery
Different cognitive styles in web-based learning Cognitive style plays an important role in
learner interaction Proposes instructor and web-based system
designers provide different support facilities to meet needs of learners with different cognitive learning styles
Adaptive web-based service delivery Recommendations – customized learning
programs to accommodate learner preferences Consider system experience and gender
Examined university faculty member attitudes toward blended learning
Used 107 faculty members/various degree programs
57 female (53.3%) 50 (46.7%) male Ages 31 – 40 Posed questions about gender, age, education
and attitude toward blended learning Women tended to have positive attitudes
toward blended learning Women had positive attitudes towards blended
learning environments as a whole
Surveyed mature women participating in an e-learning postgraduate program in Greece
Were expected to find fulfillment in traditional roles – marriage, motherhood
Lack of support networks Pressures of jobs, family, community Finding a place within the family home for
learning once obligations met Not so dissimilar from global women’s
experiences
Fulfills personal aspirations Break out of imposed domesticity E-learning, or blended learning endeavors
to reach marginalized groups Must consider social conditions of people
who participate Conditions may be unfavorable Studying in physical space of domestic
responsibilities Time frames – pre-existing roles
Developing time management strategies Balancing conflicting responsibilities Resulting stress, pressure, frustration Sacrificed social life Time poverty Lack of self care Support paramount for success
Researched experiences of female graduates of doctoral programs
Advocated the need for practical options for female adult learners
Care-giving, financial support Recommendations to promote women’s
health and well being
Reduces “seat time” – reduces need for child care
Reduces making provisions for family Reduces travel time Incentive for more women to return to
higher education Learner attributes are worth considering Acknowledging and addressing social
conditions which obstruct making education accessible for both genders
Draws attention to research studies acknowledging differences in learning style preferences
Learning styles are subject area sensitive Students have the capability to style-flex Cognitive learning styles may not make a
difference in the long haul Do they make a difference for the mature
female learner experiencing frustration and lack of support with service delivery that is incompatible with personal learning style?
Learning styles influence students perceived satisfaction with the new learning environment within the first few hours (Choi, Lee & Jung, 2008).
Blended learning service delivery needs to ensure that student’s learning style preferences are met within the first few hours
Implications are critical for mature female learners
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