| The purpose of this study was to examine the instructional effectiveness of different online reading strategies for students identified as possessing different learning styles (internal or external locus of control) on tests measuring different learning objectives. Participants were 128 undergraduate students, randomly assigned to four online reading treatments (control, rereading, keyword, and question-answer). Immediately after interacting with their respective instruction, students received four individual criterion measures. Analyses indicated an insignificant interaction between learning style and treatment type. No significant main effect of reading strategies was found on students' learning objective scores. Students' different learning styles did not have significant main effect on the scores. Keyword strategy, however, appeared to be the most cost-effective design and encourages learning efficiency in the online environment. Results also indicated that not all the three types of reading strategies were equally effective in facilitating different types of learning objectives. Even though different reading strategies may be structurally different, they are functionally identical for raising questions relative to the cost and amount of time required for student interaction. |
