Implementing a case‐based e‐learning environment in a lecture‐oriented anaesthesiology class: Do learning styles matter in complex problem solving over time?*

Abstract

This study explores how students' learning styles influence their learning while solving complex problems when a case-based e-learning environment is implemented in a conventional lecture-oriented classroom. Seventy students from an anaesthesiology class at a dental school participated in this study over a 3-week period. Five learning-outcome tests and two course-satisfaction surveys were implemented during the case-based instruction using a blended approach (online and face-to-face). The results of one-way ANOVAs with repeated measures revealed that the four learning styles (active-reflective, sensing-intuitive, visual-verbal, sequential-global) did not influence students' learning experience and learning outcomes during the implementation of case-based e-learning. However, the pattern of the students' performance graph and further analysis with a liberal approach implied that the activereflective learning style may influence learning outcomes slightly at an earlier time during the case-based learning implementation; however, as time passed, this learning style no longer influenced their learning at all. Thus, learning styles may not be considered important or may be considered only during the early stages of instructional implementation in order to facilitate the students' transition to the new case-based learning environment. It is more efficient to encourage students to adapt to different learning environments than to design adaptive systems in order to embrace diverse learning styles.

Survey of learning experiences and influence of learning style preferences on user intentions regarding MOOCs

“…The visual learning style is associated with creativity, which is the “sensing‐intuitive” dimension of learning that can influence innovation. The adaptive learning style has also received considerable attention, with numerous researchers applying knowledge about learning styles to their development of adaptive educational systems (Choi, Lee & Kang, ; Graf & Liu, ).…”

Contributions to innovative learning and teaching? Effective research-based pedagogy – a response to TLRP’s principles from a European perspective1

“…Direct instructional guidance may help students to become familiar with the discipline, basic concepts and outline of the course (Albanese and Mitchell 1993). However, when there is a gradual transition towards a learning environment that makes strong appeal to students' responsibility in learning, students can adjust their learning style and role to the student-centred approach (Choi, Lee, and Kang 2009;Hung 2009). As such, appropriate scaffolding is indeed of utmost importance.…”

Can verbalisers learn as well as visualisers in simulation‐based CAL with predominantly visual representations? Preliminary evidence from a pilot study

“…Finally, many studies have contributed to examine the effects of the learning preferences on the learning performances in computer‐based environments (eg, Choi, Lee & Kang, 2009; Kinshuk, Liu & Graf, 2009; Massa & Mayer, 2006; Smith & Woody, 2000; Zacharis, 2011). However, no consistent finding has been produced so far and few plausible reasons could be found to explain the inconsistent results.…”