An Examination through Conjoint Analysis of the Preferences of Students Concerning Online Learning Environments According to Their Learning Styles

Abstract

This study examines learning styles of students receiving education via online learning environments, and their preferences concerning the online learning environment. Maggie McVay Lynch Learning Style Inventory was used to determine learning styles of the students. The preferences of students concerning online learning environments were detected through the prioritization of determined main factors and sub-factors. Conjoint analysis, which is a multivariate statistical method, was employed in this study. The prepared conjoint questionnaire was administered both to the entire research group and to visual, auditory and kinesthetic style learning student groups separately. The findings obtained were interpreted by matching with their learning styles. It was concluded that online learning students attached great importance to the employed technology characteristic and to the student-administrator interaction. Considering general of the students, the synchronization or asynchronization of mode of communication and the existence or non-existence of technical support in the prepared environment were not considered important. It was concluded that as the learning styles of students varied, their views about other variables, the interaction preferences in the online learning environment in particular, also differed. Learning styles of students and their preferences concerning the learning materials also showed a parallelism.

Adult Learners’ Learning Environment Perceptions and Satisfaction in Formal Education—Case Study of Four East-European Countries

“…8, No. 2; 1999; Daghan & Akkoyunlu, 2012;Lee et al, 2011;Dorman, 2003) and they primarily tend to validate different learning environment instruments. Comparisons between European, and especially former socialist, countries are even more unusual.…”

“…on goal setting (Maehr & Midgley, 1991), on teaching strategies (Varughese & Fehring, 2009), characteristics of learning in groups, class and school settings (Perry & Van de Kamp, 2000;Shera, 2012), and learning in virtual environments (Daghan & Akkoyunlu, 2012;Weller, 2007). On the other hand, there are not many cross-cultural studies that have tried to compare differences in the perceptions of learning environments and its influence on satisfaction in education.…”

Online Instructors As Thinking Advisors: A Model For Online Learner Adaptation

“…These strategies include helping students to identify their learning styles (identifying the lens), developing methods for navigating the course (creating the map), and utilizing a system for interpreting learner preferences based on learning styles (delivering the tool). The process of learner adaptation should be cyclical to allow for variances in courses and instructors and changes to student learning styles/preferences (Daghan & Akkoyunlu, 2012). In this model, the instructor becomes the thinking advisor to the student, as the student is in control of identifying learning styles and preferences.…”

Moving toward Digital Transformation by Force: Students’ Preferences, Happiness, and Mental Health

“…In this line of research, in ref. [28], different learning styles with the advantages and disadvantages of online learning were compared. The authors concluded that in online classes, students place the highest importance on applied technology characteristics and the student-administrator interaction, meaning that interactions between students and professors and the online platforms' characteristics generally play a big role in the learning experience of the students.…”