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Paper (refereed) Internet Delivery

Recommended Citation: Liegle, J O and T N Janicki. Effect of learning styles on the navigational needs of Computer-Based Training module learners. In The Proceedings of the Information Systems Education Conference 2001, v 18 (Cincinnati): §28c.

Effect of learning styles on the navigational needs of Computer-Based Training module learners

Refereed

Jens O. Liegle    [a1] [a2]
Computer Information Systems Department
Georgia State University    [u1] [u2]
Atlanta, Georgia, USA    [c1] [c2]

Thomas N. Janicki    [a1] [a2]
Information Systems Dept
University of North Carolina at Wilmington    [u1] [u2]
Wilmington, North Carolina, USA    [c1] [c2]

Web-based training with all its potential benefits is growing at a tremendous rate; however, nearly all-current systems provide a "one-size-fits-all" approach to the delivery of the material. Two approaches that try to improve end-user training have emerged in the area of software training research: adaptation of the training material content and adaptation of the training material presentation mode. Here, two modes have been discussed in the literature: learner control vs. system control. So far, no clear answer to the question which presentation mode should be used - and for whom - has been found. However, if the amount of learning is indeed dependent on the training material presentation mode and the learning style of the users, then more effective systems that adapt to this relationship could be developed. This paper analyzes the results of an experiment completed by 58 subjects that first measured their learning style preferences (using the Kolb Learning Style Inventory Tool) and compared it to their actual usage of linked web-pages. The study found that learners classified as "Explorers" tended to "jump" more create their own path of learning, while subjects classified as "Observers" tended to follow the suggested path by clicking on the "Next" button. In addition, test scores for explorers who did jump were higher then explorers who did not jump, while conversely observers who did not jump scored higher then observers who did jump.

Keywords: computer-assisted instruction, computer-based training, web-based training, course authoring tools, authoring, CAI, CBT

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