Learning styles, self-efficacy, and satisfaction with online learning: Is online learning for everyone

This causal-comparative study examined learning style differences in and computer self-efficacy and satisfaction with online professional development. Thirty teachers enrolled in a Lesson Lab BreakThrough Mathematics online course completed three different instruments: Kolb's Learning Style Inventory (Kolb, 1999); Computer Usage Self-Efficacy Scale (Cassidy & Eachus, 2002); and Web-Based Learning Instrument (Chang & Fisher, 2003).; Kolb's Learning Style inventory divulged the percentage of participants with the Assimilator learning style was much higher than the other three learning styles---Accommodator, Diverger, and Converger. Analysis of Variance (ANOVA) was used to examine group differences in computer self-efficacy and satisfaction with online professional development. T-test of related samples compared pre- and post-computer self-efficacy scores. The results indicated a significant increase from pre- to post- survey (p = .027). Pearson Correlation revealed no significant relationship between computer self-efficacy (pre or post) and satisfaction with online learning.; The results of this study revealed participants in an online course do not differ significantly by learning style, with respect to computer self-efficacy and satisfaction with online learning. However, computer self-efficacy increased significantly from pre- to post- survey.