Assessing Web-Enhanced Courses and Student Learning Outcomes
2006
Though empirical and theoretical literatures in other disciplines suggest an
important relationship between computerized education and learning styles,
accounting education has yet to examine its importance. If optimal learning is
dependent on learning style then faculty should be aware of these differences
and alter instructional methods accordingly. The purpose of this study is to
examine the impact of learning styles and traits on academic performance and
course satisfaction in a web-enhanced accounting academic setting. The Long-
Dziuban Reactive Behavior Protocol is used to assess learning styles of
students.
The results indicate that the learning styles and traits of students enrolled in webenhanced
courses do impact academic achievement as well as course
satisfaction. Though no significant difference was noted in academic
performance and course satisfaction between most learning styles, "passive
dependent" students did not perform as well academically nor did they appear to
experience as high a level of course satisfaction. In addition, students
possessing the "hysteric" trait did not perform as well as expected while
"compulsive" students performed better than expected.
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