Customizing online information: How learning style, content delivery and pre-instructional strategy affect recall and satisfaction

How people understand and learn information is changing due to an increased reliance on technology. The Internet is creating a complex environment where the lines between media and information are blurring. This switch can be seen in mass media, classroom learning applications and the work environment. Along with this reliance on technology comes access to an almost unlimited amount of information presented in a multitude of ways. This presentation can be overwhelming to information seekers and online learners alike. By taking advantage of the inherent properties of new media, namely the ability to present content in different forms to a variety of learners, online learning can be structured to improve recall and satisfaction for multimedia learners.; This research presents the results of an experimentally designed research study that examines the effects of learning style, content delivery method, and pre-instructional strategy on recall and satisfaction in an online learning environment. Two hundred and forty-two participants were tested on their individual learning styles and online learning self efficacy and then randomly assigned to one of six conditions. The three independent variables consisted of (1) two learning styles: concrete and abstract; (2) two content delivery methods: linear and nonlinear; and (3) three pre-instructional strategies: control, elaborative interrogation and factual questioning. Online learning self-efficacy, or one's belief in their ability to learn using the Web, was used as a covariate in all analyses.; This research indicated a strong relationship between learning style, recall and satisfaction. Abstract learners had higher recall scores and were more satisfied in the online learning environment than concrete learners. Online learning self-efficacy was found to play an important role with recall and satisfaction in the online learning environment. Content delivery method also affected content satisfaction. Future research is needed to examine the role of learning style and online learning self efficacy in both educational and mass media contexts.