An evaluation of the effect of learning styles and computer competency on students' satisfaction in web-based distance learning environments

This study investigates the correlation between students' learning styles, computer competency and student satisfaction in Web-based distance learning. Three hundred and one graduate students participated in the current study during the Summer, and Fall semesters of 2002 at the University of North Texas. Participants took the courses 100% online and came to the campus only once for software training. Computer competency and student satisfaction were measured using the Computer Skill and Use Assessment and the Student Satisfaction Survey questionnaires. Kolb's Learning-Style Inventory measured students' learning styles.; The study concludes that there is a significant difference among the different learning styles with respect to student satisfaction level when the subjects differ with regard to computer competency. For accommodating and diverging styles, a higher level of computer competency results in a higher level of student satisfaction. But for converging and assimilating styles, a higher level of computer competency suggests a lower level of student satisfaction. A significant correlation was found between computer competency and students' satisfaction level within Web-based courses for accommodating styles and no significant results were found in the other learning styles.