A Comparative Study of Learning Styles and Motivational Factors in Traditional and Online Sections of a Business Course

Published Online:https://doi.org/10.1287/ited.2019.0211

References

  • Alexandra M, Moldovan G (2011) How to better meet our students’ learning styles through the course resources. Ann. Univ. Oradea Econom. Sci. 1:578–585.Google Scholar
  • Arbaugh JB (2000) Virtual classroom vs. physical classroom: An exploratory comparison of class discussion patterns and student learning in an asynchronous Internet-based MBA course. J. Management Ed. 24(2):207–227.Google Scholar
  • Bencheva N (2010) Learning styles and e-learning face-to-face to the traditional learning. Accessed June 25, 2018, https://pdfs.semanticscholar.org/0927/8f8fa4f4243dbdb316cfa07b8f6d6fa466a7.pdf. Google Scholar
  • Bergevin PM (1993) The relationship between language and learning style. J. Language Internat. Bus. 4:1–6.Google Scholar
  • Black AE, Deci EL (2000) The effects of instructors’ autonomy support and students’ autonomous motivation on learning organic chemistry: A self-determination theory perspective. Sci. Ed. 84(6):740–756.CrossrefGoogle Scholar
  • Blau G, Mittal N, Schirmer M, Ozkan B (2017) Differences in business undergraduate perceptions by preferred classroom learning environment. J. Ed. Bus. 92(6):280–287.CrossrefGoogle Scholar
  • Bozionelos N (1997) Psychology of computer use: XLIV. Computer anxiety and learning style. Perceptual Motor Skills 84(3):753–754.CrossrefGoogle Scholar
  • Bristow D, Shepherd CD, Humphreys MA, Ziebell M (2011) To be or not to be: That isn’t the question! An empirical look at online vs. traditional brick-and-mortar courses at the university level. Marketing Ed. Rev. 21(3):233–242.Google Scholar
  • Brower, A. M. & Ketterhagen, A. (2004) Is there an inherent mismatch between how black and white students expect to succeed in college and what their colleges expect from them? J. Soc. Issues 60(1):95–116.Google Scholar
  • Carroll P, White A (2017) Identifying patterns of learner behaviour: What business statistics students do with learning resources. INFORMS Trans. Ed. 18(1):1–13.LinkGoogle Scholar
  • Cassidy S (2004) Learning styles: An overview of theories, models, and measures. Educ. Psych. 24(4):419–444.CrossrefGoogle Scholar
  • Cavanaugh JK, Jacquemin SJ (2015) A large sample comparison of grade based student learning outcomes in online vs. face-to-face courses. Online Learn. 19(2), http://dx.doi.org/10.24059/olj.v19i2.454.Google Scholar
  • Chang R, Hung Y, Lin C (2015) Survey of learning experiences and influence of learning style preferences on user intentions regarding MOOCs. British J. Ed. Tech. 46(3):528–541.CrossrefGoogle Scholar
  • Cheng G, Chau J (2016) Exploring the relationships between learning styles, online participation, learning achievement and course satisfaction: An empirical study of a blended learning course. British J. Ed. Tech. 47(2):257–278.CrossrefGoogle Scholar
  • Clark D (1999) Getting results with distance education. Amer. J. Distance Ed. 12(1):38–51.Google Scholar
  • Congress of the United States, Office of Technology Assessment (1988) Educating Scientists and Engineers: Grade School to Grad School (U.S. Government Printing Office, Washington, DC), 128.Google Scholar
  • Crisp G, Doran E, Reyes NAS (2018) Predicting graduation rates at 4-year broad access institutions using a Bayesian modeling approach. Res. Higher Ed. 59(2):133–155.CrossrefGoogle Scholar
  • Deci EL, Vallerand RJ, Pelletier LG, Ryan RM (1991) Motivation and education: The self-determination perspective. Ed. Psych. 26(3-4):325–346.CrossrefGoogle Scholar
  • Drennan J, Kennedy J, Pisarki A (2005) Factors affecting student attitudes toward flexible online learning in management education. J. Ed. Res. 98(6):331–338.CrossrefGoogle Scholar
  • Dunn R, Dunn K (1993) Teaching Secondary Students Through Their Individual Learning Styles: Practical Approaches for Grades 7-12. (Allyn & Bacon, Boston).Google Scholar
  • Dunn R, Griggs SA, eds. (2000) Practical Approaches to Using Learning Styles in Higher Education (Bergin & Garvey, Westport, CT).Google Scholar
  • Elliot AJ, Church MA (1997) A hierarchical model of approach and avoidance achievement motivation. J. Personality Soc. Psych. 72(1):218–232.CrossrefGoogle Scholar
  • Elliot AJ, McGregor HA (2001) A 2 x 2 achievement goal framework. J. Personality Soc. Psych. 80(3):501–519.CrossrefGoogle Scholar
  • Elliot ES, Dweck CS (1988) Goals: an approach to motivation and achievement. J. Personality Soc. Psych. 54(1):5–12.CrossrefGoogle Scholar
  • Fox J, Bartholomae S (1999) Student learning style and educational outcomes: Evidence from a family financial management course. Financial Serv. Rev. 8(4):235–251.CrossrefGoogle Scholar
  • Gainen J (1995) Barriers to success in quantitative gatekeeper courses. Gainen J, Williamson EW, eds., Fostering Student Success in Quantitative Gateway Courses (Jossey-Bass, San Francisco), 5–14.CrossrefGoogle Scholar
  • Gardner JN (1986) The freshman year experience. J. Amer. Assoc. Collegiate Registrars Admissions Officers 61(4):261–274.Google Scholar
  • Giordano J, Rochford R (2005) Understanding business majors’ learning styles. Community College Enterprise 11(2):21–39.Google Scholar
  • Haughton J, Kelly A (2015) Student performance in an introductory business statistics course: Does delivery mode matter? J. Ed. Bus. 90(1):31–43.CrossrefGoogle Scholar
  • Hazrati-Viari A, Rad AT, Torabi SS (2012) The effect of personality traits on academic performance: The mediating role of academic motivation. Procedia Soc. Behav. Sci. 32:367–371.CrossrefGoogle Scholar
  • Herndon MK, Moore JL (2002) African American factors for student success: Implications for families and counselors. Family J. 10(3):322–327.CrossrefGoogle Scholar
  • Horn LJ, Premo MD (1995) Profile of Undergraduates in U.S. Postsecondary Education Institutions: 1992–93, With an Essay on Undergraduates at Risk. U.S. Department of Education, National Center for Education Statistics. NCES 96-237 (U.S. Government Printing Office, Washington, DC).Google Scholar
  • Horn L, Peter K, Rooney K (2002) Profile of Undergraduates in U.S. Postsecondary Institutions: 1999–2000. U.S. Department of Education, National Center for Education Statistics. NCES 2002-168 (U.S. Government Printing Office, Washington, DC).Google Scholar
  • Hosmer DW, Lemeshow S (2000) Applied Logistic Regression, Wiley Series in Probability and Statistics, 2nd ed. (Wiley-Interscience, New York) CrossrefGoogle Scholar
  • Huber H, Lowry JC (2003) Meeting the needs of consumers: Lessons for post-secondary environments. New Directions Adult Continuing Ed. 2003(100):79–88.CrossrefGoogle Scholar
  • IBM (n.d.) SPSS. Accessed December 19, 2017, http://www-01.ibm.com/support/docview.wss?uid=swg24041224.Google Scholar
  • Jiao QG, DaRos-Voseles DA, Collins KMT, Onwuegbuzie AJ (2011) Academic procrastination and the performance of graduate-level cooperative groups in research methods courses. J. Scholarship Teaching Learn. 11(1):119–138.Google Scholar
  • Kolb DA (1981) Learning styles and disciplinary differences. Clickering A, ed. The Modern American College: Responding to the New Realities of Diverse Students and a Changing Society (Jossey Bass, San Francisco), 232–255.Google Scholar
  • Kolb DA (1986) Learning Style Inventory: Technical Manual (Hay Group, Hay Resources Direct, Boston).Google Scholar
  • Kozlowski SWJ, Bell BS (2006) Disentangling achievement orientation and goal setting: Effects on self-regulatory processes. J. Appl. Psych. 91(4):900–916.CrossrefGoogle Scholar
  • Kutner MH, Nachtsheim CJ, Neter J (2004) Applied Linear Regression Models, 4th ed. (McGraw-Hill Irwin, New York).Google Scholar
  • Lai G, Williams D (2017) Exploring undergraduate business students’ difficulties in learning statistics. Soc. Inform. Tech. Teacher Ed. Internat. Conf., March 2017, 1954–1959 (Association for the Advancement of Computing in Education, Waynesville, NC).Google Scholar
  • Lakshminarayan N, Potdar S, Reddy SG (2012) Relationship between procrastination and academic performance among a group of undergraduate dental students in India. J. Dental Ed. 77(4):524–528.Google Scholar
  • Lo J, Shu P (2005) Identification of leaning styles online by observing learners’ browsing behaviour through a neural network. British J. Ed. Tech. 36(1):43–55.CrossrefGoogle Scholar
  • Loo R (2002) A meta-analytic examination of Kolb’s learning style preferences among business majors. J. Ed. Bus. 77(5):252–256.CrossrefGoogle Scholar
  • McEwan BC (2001) Web-assisted and online learning. Bus. Commun. Quart. 64(2):98–103.CrossrefGoogle Scholar
  • Meece JL, Anderman EM, Anderman LH (2006) Classroom goal structure, student motivation, and academic achievement. Annual Rev. Psych. 57:487–503.CrossrefGoogle Scholar
  • Mitra S, Goldstein Z (2015) Designing early detection and intervention techniques via predictive statistical models–A case study on improving student performance in a business statistics course. Comm. Statist. Case Stud. Data Anal. Appl. 1(1):9–21.Google Scholar
  • Nelson PF (2006) Student retention in online education at the community college. Unpublished doctoral dissertation, Wilmington College, Wilmington, OH.Google Scholar
  • Neuhauser C (2002) Learning style and effectiveness of online and face-to-face instruction. Amer. J. Distance Ed. 16(2):99–113.CrossrefGoogle Scholar
  • Paden RR (2006) A comparison of student achievement and retention in an introductory math courses delivered in online, face-to-face, and blended modalities. Unpublished doctoral dissertation, Capella University, Minneapolis.Google Scholar
  • Pappano L (2012) The year of the MOOC. New York Times (November 2), https://www.nytimes.com/2012/11/04/education/edlife/massive-open-online-courses-are-multiplying-at-a-rapid-pace.html.Google Scholar
  • Pintrich PR, De Groot EV (1990) Motivational and self-regulated learning components of classroom academic performance. J. Ed. Psych. 82(1):33–40.CrossrefGoogle Scholar
  • Raykov T, Marcoulides G (2006) A First Course in Structural Equation Modeling, 2nd ed. (Lawrence Erlbaum Associates, Mahwah, NJ).Google Scholar
  • Rogers C, Freiberg J (1994) Freedom to Learn, 3rd ed. (Merrill Publishing, Upper Saddle River, NJ).Google Scholar
  • Ross J, Schulz R (1999) Can computer-aided instruction accommodate all learners equally? Br. J. Ed. Tech. 30(1):5–24.CrossrefGoogle Scholar
  • Rozental A, Carlbring P (2014) Understanding and treating procrastination: A review of a common self-regulatory failure. Psychology. 5(13):1488–1502.CrossrefGoogle Scholar
  • Russell TL (2001) The “No Significant Difference” Phenomenon: A Comparative Research Annotated Bibliography on Technology for Distance Education (IDECC, Raleigh, NC).Google Scholar
  • Ryan RM, Deci EL (2000) Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. Amer. Psych. 55(1):68–78.CrossrefGoogle Scholar
  • Scarr S (1992) Developmental theories of the 1990s: Development and individual differences. Child Dev. 63(1):1–19.CrossrefGoogle Scholar
  • Sheather S (2009) A Modern Approach to Regression with R (Springer, New York).CrossrefGoogle Scholar
  • Shoemaker N, Kelly M (2015) How college business students learn with emphasis on differences between majors. J. College Teaching Learn. 12(3):223–230.CrossrefGoogle Scholar
  • Shotwell M, Apigian CH (2015) Student performance and success factors in learning business statistics in online vs. on-ground classes using a web-based assessment platform. J. Stat. Ed. 23(1).Google Scholar
  • Tinto V (1993) Leaving College: Rethinking the Causes and Cures of Student Attrition, 2nd ed. (University of Chicago, Chicago).Google Scholar
  • Tucker S (2001) Distance education: Better, worse, or as good as traditional education? Online J. Distance Learn. Admin. 4(4), https://www.westga.edu/∼distance/ojdla/winter44/tucker44.html.Google Scholar
  • Tuckman BW (1991) The development and concurrent validity of the procrastination scale. Ed. Psych. Measurement 51(2):473–480.CrossrefGoogle Scholar
  • Valenta A, Therriault D, Dieter M, Mrtek R (2001) Identifying student attitudes and learning styles in distance education. J. Asynchronous Learn. Network. 5(2):111–127.Google Scholar
  • Waschull SB (2001) The online delivery of psychological courses: Attrition, performance, and evaluation. Teaching Psych. 28(2):143–147.CrossrefGoogle Scholar
  • Weldy TG (2018) Traditional, blended, or online: Business student preferences and experience with different course formats. e-Journal Bus. Ed. Scholarship Teaching 12(2):55–62.Google Scholar
  • Wilson D, Allen D (2014) Success rates of online vs. traditional college students. Res. Higher Ed. 14:1–8.Google Scholar
  • Wratcher MA, Morrison EE, Riley VL, Scheirton LS (1997) Curriculum and Program Planning: A Study Guide for the Core Seminar (Nova Southeastern University Programs for Higher Education, Fort Lauderdale, FL).Google Scholar
  • Zapalska AM, Dabb H (2002) Learning styles. J. Teaching Internat. Bus. 13(3–4):77–97.CrossrefGoogle Scholar
  • Zimmerman BJ, Pons MM (1988) Construct validation of a strategy model of student self- regulated learning. J. Ed. Psych. 80(3):284–290.CrossrefGoogle Scholar
INFORMS site uses cookies to store information on your computer. Some are essential to make our site work; Others help us improve the user experience. By using this site, you consent to the placement of these cookies. Please read our Privacy Statement to learn more.