Assessment of Learning Preferences In a Compressed Video Distance Learning Environment.

Abstract

The purpose of the study was to assess learning preferences of graduate students in a compressed video distance learning environment. The sample consisted of students enrolled in a complete Masters degree program offered through a compressed video distance learning environment. T-tests were utilized to determine the learning preferences between the home-based site and the external sites. The home-based students indicated a preference for tactile learning. External site students preferred a learning environment that contains many short-term assignments.

Introduction

Today it is estimated that there are approximately 50,000 distance learning courses available throughout the United States (Dunn, 2000). Due to the increase of the student population participating in distance learning, educators must address the "how to's" in the delivery of quality instruction. Consideration should be given to three areas: (1) Type of delivery system, (2) number of distance learning sites, and (3) student learning preferences.

Delivery systems vary. Some delivery systems create a necessity for student/teacher relations at a distance; others permit learning on an individual basis where the only teacher contact is generated through the computer. To facilitate the issue of quality instruction at a distance, this research addresses issues surrounding a compressed video delivery system where students have continual interaction with the educator, both audibly and visually. Through the use of new technology, "Traditional" classrooms have been altered and are no longer confined to the school setting. The term eco-learning-environment (p. 260) has been coined by De Vore, Cambiano, and Harvey (2000), to encompass the total learning environment, i.e., every aspect of the learning environment including motivation, attitudes, preferences, and technology.

Educators must also realize there are other extraneous variables besides the type of delivery that may retard the quality of instruction. Tsai, Cambiano, De Vore, and Harvey (2000) found that the external site students perceived they had more problems when the number of external sites increased, which in turn affected learning. Based on the findings of Tsai, et al., considerations might be given to the following: (a) visits to external sites, (b) constant communication with all learners by the educator, (c) maintain teacher student interaction, (d) allowance of interaction between students at all sites, and (e) addressing the issues of isolation. Therefore, the number of sites can also affect the quality of instruction.

Considering the increasing technological base of education, how do we address learning preferences of distance learning students? "Too often, instructional designers and curriculum developers have become enamored with the latest technologies without dealing with the underlying issues of learner characteristics and needs ..." (Sherry, 1996, p.1). Sims (1995) indicated that learning might not occur if the delivery of information is not conducive to students' learning preferences. When educators address the issues surrounding learning, identifying and informing individual students of their learning preferences will enhance learning.