How do learning activities that address multiple learning styles affect student learning in an online blended course?
Abstract
How do learning activities that address multiple learning styles affect student learning in a online blended course?
On the first day of class, when teachers look out over a classroom full of students, how do they know if their class is appropriately designed to meet the needs of every student? What if the class is an online-blended course? One that relies heavily upon students directing themselves through the learning material. How do online teachers know if their learning materials, presentations, Web site, organization, activities, delivery and communication is good enough to provide every student with the chance to succeed and feel comfortable learning on their own? How can students be empowered to do A work?
The purpose of this research is to evaluate how several different learning activities, designed to target multiple learning styles, affect students’ learning and feelings in an online-blended course.
First, the research will look at learning style models and their place in our education system. A brief history of people and ideas that have influenced learning styles will be explored.
Second, through a review of literature, several learning style models that are used in today’s education field will be discussed. The intent and concepts behind each learning style will be addressed, and how teachers can apply and use them in their classrooms.
Third, several best practices will be evaluated in regards to designing learning activities and materials for web-based delivery—in both web-based and instructor-based classrooms. The intent of studying how other teachers have used web-based learning and materials will be to glean fresh ideas and successful strategies for use in my own classroom.
Lastly, several learning activities and materials will be introduced into an existing online blended course, Graphic Design & Marketing, in the fall of 2006. The same activities will also be introduced into a new online blended course, Illustration Concepts, in the spring of 2007. These courses will be used to evaluate the affect these activities and materials have upon student learning and feelings while in the course. “Feelings” will include student anxiety, stress, comfort and satisfaction with the course.
My goal is to learn from my online blended students which learning materials and activities they feel work best for them, help them succeed in class, and increase their comfort level and confidence while completing the coursework.
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