Comparison of learning style and other characteristics of site-based, hybrid and online students

Postsecondary institutions have rapidly increased the number of distance education courses offered to students via the Internet. At the same time, recognition of the importance of interaction to the learning process has meant that researchers and educators must become more aware of the interaction learning style preferences of students involved in Internet-based distance education courses. The Curry Onion Model and three generations of communication technologies created the background for comparing the social interaction learning style preference and other characteristics of site-based and distance education students involved in three learning environments, site-based (SBLE), hybrid (HBLE), and online (OLLE). The data for conducting comparisons were obtained from four self-reporting surveys: a background information questionnaire, Grasha-Riechmann Student Learning Style Scales (GRSLSS), Santo's Online Attitude Survey (OLAS), and a course satisfaction survey (CSS). Final course grades were also compared. The background information questionnaire, GRSLSS, and OLAS were administered at the beginning of the course and the GRSLSS, OLAS, and CSS were administered at the end of the course. The SBLE participants completed the surveys during class time and the HBLE and OLLE participants completed the surveys on their own time using a web-based version of the surveys. The research was conducted at a large suburban southwestern university with over 50,000 students. A total of 80 SBLE, 23 HBLE, and 43 OLLE students completed the surveys. Results showed that participants in the three learning environments were significantly different in terms of their general information, course selection, Internet experience, location of Internet use, housing, and work schedule, learning style preferences for the Avoidant and Dependent dimensions, and attitudes toward online learning. The participants were not significantly different in terms of final course grade and course satisfaction. The results of this study will be of value to postsecondary institutions that are considering an investment in online distance education and to instructors designing distance education courses.