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Learning Style Preferences and the Perceived Usefulness of E-learning

Mohr, Alexander T., Holtbrugge, Dirk, Berg, Nicola (2012) Learning Style Preferences and the Perceived Usefulness of E-learning. Teaching in Higher Education, 17 (3). pp. 309-322. ISSN 1356-2517. (doi:10.1080/13562517.2011.640999) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:33461)

The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided.
Official URL:
http://dx.doi.org/10.1080/13562517.2011.640999

Abstract

This paper uses data gathered from 953 students to investigate in how far individuals' preferences for a particular learning style are associated with the perceived usefulness of e-learning. Our findings reveal the effect of individuals' learning styles as well as their gender and professional experience on the perceived usefulness of different forms of e-learning. The study's findings enhance our understanding of the usefulness of different e-learning tools from a learner perspective and thus have implications for curriculum design. The study also contributes to the empirical basis on the relevance of learning styles in the design of virtual learning environments.

Item Type: Article
DOI/Identification number: 10.1080/13562517.2011.640999
Uncontrolled keywords: e-learning; empirical study; learning styles; virtual learning
Subjects: H Social Sciences > H Social Sciences (General)
Divisions: Divisions > Kent Business School - Division > Kent Business School (do not use)
Depositing User: Catherine Norman
Date Deposited: 18 Mar 2013 17:10 UTC
Last Modified: 16 Nov 2021 10:10 UTC
Resource URI: https://kar.kent.ac.uk/id/eprint/33461 (The current URI for this page, for reference purposes)

University of Kent Author Information

Mohr, Alexander T..

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