Effects of learning style and interaction on satisfaction of community college online learners

Instructors, as they strive to provide the best online learning experience for their students, need to be aware how learning styles and course interaction levels influence student satisfaction. This study was to determine how learning styles and interaction both individually and together affect satisfaction in online courses.; Students in seven different online classes were directed to an online survey that consisted of three sections: learning style, level of interaction, and satisfaction. A modified Grasha-Riechmann Student Learning Style Scales (GRSLSS) measured learning styles, and Roblyer's Rubric for Assessing Interactivity in Distance Courses measured interaction level. Satisfaction was measured by three questions worded to reflect characteristics of learning style, interaction level, or overall satisfaction.; Results of the analysis of student satisfaction based on learning styles showed that among the 6 learning styles, 3 showed significant associations with satisfaction. The avoidant learning style showed a negative association with satisfaction, while participant and collaborative learning styles showed a positive association. Participant and dependent were the most prevalent learning styles and avoidant was the least prevalent learning style.; Examination of student satisfaction based on level of interaction showed a positive association. Satisfaction increased as interaction levels rose. Perception of interaction level was then analyzed for each learning style. A negative association existed between interaction level and avoidant learning style, while positive associations existed between interaction level and participant and collaborative learning styles.; When investigating overall satisfaction based on learning styles and interaction level, the 6 learning styles were divided into high and low preference and interaction levels were divided into low, medium, and high levels. Overall satisfaction was ascertained for each category. In a surprising development, students who tested above the median in avoidant and independent learning styles preferred high interaction courses. In fact, students who tested above the median in all 6 different learning styles showed a preference for high interaction levels in courses (with one exception). Students who tested below the median in each learning style also showed a preference for high interaction courses.