Web-based learning interaction and learning styles

This paper reports a study exploring the learning styles and perceptions of a group of undergraduate and postgraduate learners in a university in the UK in relation to using the web for learning. In particular, we explore the sequential/global learning style dimension (which is concerned with the progress of understanding) in relation to three categories of web-based interaction: learnertutor, learner-learner, and learner-information. An Index of Learning Styles is used as the tool to explore this dimension. The findings are presented with regard to the learning preferences of a group of learners towards these three categories of interaction. We conclude with a discussion of these findings in relation to Interactive Learning Systems (ILSs) design. Web-based learning interaction and learning styles Khaled Sabry and Lynne Baldwin Based in the Department of Information Systems and Computing at Brunel University, UK, Khaled Sabry is a researcher, and Lynne P. Baldwin is a senior lecturer. Their research interests include interactive learning systems and learning styles. Address for correspondence: Department of Information Systems and Computing, Brunel University, Uxbridge, Middlesex, UB8 3PH, England, UK. Telephone: +44 (0)1895 274000; fax: +44 (0)1895 251686; email: {Khaled.Sabry;Lynne.Baldwin}@brunel.ac.uk. © British Educational Communications and Technology Agency, 2003. Published by Blackwell Publishing Ltd., 9600 Garsington Road, Oxford OX4 2DQ, UK and 350 Main Street, Malden, MA 02148, USA. Introduction Increasingly, web technology is used for learning interaction (Nielsen NetRatings, 2002; McGraw-Hill, 2002) and becoming commonplace in education institutions (Whittington and Campbell, 1998; Collis et al, 2000). However, there is still much to learn about how to make the most out of it (Hase and Ellis, 2001). As part of the instructional design process, it is important to understand the variables associated with effective matching of instructional style to learning styles (Liu and Reed, 1994). Individual differences have significant effects on learners behaviour (Riding and Rayner,1998). These differences include gender (Ford and Miller, 1996), system experience (Holscherl and Strubel, 2000), prior knowledge and spatial ability (Mayer and Gallini, 1990), occupational experience (Durling et al, 1996) and cognitive styles (Durfresne and Turcotte, 1997; Shih and Gamon, 1999). However, individual differences make designing ILSs a complicated task as it requires accommodating a wide range of characteristics (Galitz, 2002), and for these to be interactive, certain qualities and principles need to be related to different learners’ needs. Much of the learning styles research has given little attention to influencing factors such as learner perception of British Journal of Educational Technology Vol 34 No 4 2003 443–454