When words fail

A case for multimodality in e-learning

Abstract

Research conducted to study the impact of learning styles in e-learning environments examined three cohorts (undergraduate e-learners, graduate e-learners, and educators working in electronic educational environments in higher education) to identify the impact of learning styles in e-learning design. Quantitative data was gathered from the research cohorts through the Index of Learning Styles (Felder & Soloman, 1991, 1994). In addition, qualitative responses were collected from the participants using open-ended questions via a survey questionnaire. Of the quantitative results, all three cohorts rated a moderately strong preference for visual communication over text (verbal or written communication). The results are consistent with other research findings (Felder & Spurlin, 2005), and they suggest that, at times, words do fail. These results support a case for multimodality in e- learning environments. This goes beyond situating vast chunks of text in e-learning environments and towards the inclusion of various forms of visual communication in e- learning designs. Further, it is argued, that at a time when various forms of historically text- reliant communications media are shifting towards visually inclusive constructs, that this adoption within academia is also socio-historically appropriate.