Learning Styles of Online Students in a Distance LINC Program

Abstract

Online language learning and teaching is a fast growing trend in educational uses of technology. Online classes can provide a unique opportunity for learning, easy access to text, graphics, video, audio, materials, and activities to fit individual learning styles and preferences (Bonk, Wisher & Lee, 2004). However, with the rapid increase of online language learning, and when dealing with diverse adult learners, it is important to search for factors that may help predict the academic success of learners in online environments. Individual’s learning processes can be affected by multiple factors including their learning style, which refers to the cognitive, affective and physiological factors that influence how they perceive, process, and conceptualize information (Zacharis, 2011). This mixed-method study draws on the theories of learning styles and online language learning in order to investigate the learning style and profile of online language learners in a Canadian distance LINC program. The study used the perceptual learning-style preference questionnaire (PLSPQ) to investigate online students’ perceptions of their learning styles in an online LINC program. The perspective of LINC program teachers’ of their online students’ learning styles is also investigated through an online questionnaire and follow-up interviews. This study involved 27 online LINC students and 20 LINC teachers. The quantitative data were analyzed using descriptive statistics and qualitative data using thematic analysis. Data analysis showed that online learners favour kinaesthetic and auditory styles, followed by a tactile learning style. Teachers’ perspective differed as they identified their online students as visual and individual learners. This has lead us to provide some pedagogical recommendations for teachers in order to develop a shared awareness of students learning styles.