An individual differences learning model (IDL) for asynchronous distributed learning (ADL) preferences: Gender, cultural backgrounds, learning styles, and attitudes toward collaborative learning

The purpose of this study was to empirically develop and test a hypothesized theoretical causal model of differences in individuals' preference for asynchronous distributed learning (ADL). This individual differences learning model (IDL) explicates the causal relationships among gender, cultural backgrounds, learning styles, and attitudes toward collaborative learning that determine college students' ADL preferences. Previous studies have suggested that distributed learning provides a more positive environment for instruction designed to accommodate individual differences compared to traditional face-to-face (FtF) instruction (Ahuja, Caeley, & Galletta, 1997; Bates, 1994; Berge, 1999; Dede, 1995; Dede, 1996; Silvan, 1999). Two hundred and ninety-six college students from four universities in the United States and four universities throughout Japan and Taiwan participated in this study. The instrument was created in English and translated into Japanese and Chinese using translation/back-translation method. Kolb's Learning Style Inventory (Version 3) was used as part of the survey along with the ADL Preference Scale and Collaborative Learning (CL) Attitude Scale developed by the researcher. The final IDL model suggests that culture explains both collaborative learning and asynchronous distributed learning, and that association between collaborative learning and asynchronous distributed learning may be spurious. Gender in this study proved not to be a factor for the IDL model and has no impact on ADL. Path analysis results showed that learning styles do not have significant relationships with ADL preferences; however, learning styles do have moderate effects on ADL preferences. This study suggests that ADL environments need to be designed in ways, which accommodate the cultural backgrounds and learning styles of students. In conclusion, this study was the first to investigate individual learning differences in the ADL environment and made a significant contribution to learning by advancing our knowledge and understanding on how gender, culture, and learning styles impact ADL.