Does style matter?

Considering the impact of learning styles in e-learning

Abstract

In order to seek best practice in e-learning design, doctoral research was conducted to identify the impact of learning style preferences on the e-learning environment. Three cohorts were identified: undergraduate e-learners, graduate e-learners, and educators working in e-learning environments. Participants in all three cohorts were asked to complete two data collection instruments: the Index of Learning Styles (ILS) (Felder & Soloman, 1991, 1994), and a survey questionnaire that contained open-ended questions to obtain qualitative data on the respondents experiences in e-learning in general, and more specifically, on their self-perceptions on their personal learning style preferences. The findings challenge one-size-fits-all approaches to learning design.