The impact of teachers' approaches to teaching and students' learning styles on students' approaches to learning in college online biology courses
Abstract
With the rapid growth of online courses in higher education institutions, research on
quality of learning for online courses is needed. However, there is a notable lack of
research in the cited literature providing evidence that online distance education promotes
the quality of independent learning to which it aspires. Previous studies focused on
academic outcomes and technology applications which do not monitor students’ learning
processes, such as their approaches to learning. Understanding students’ learning
processes and factors influencing quality of learning will provide valuable information
for instructors and institutions in providing quality online courses and programs.
The purpose of this study was to identify and investigate college biology teachers’
approaches to teaching and students’ learning styles, and to examine the impact of
approaches to teaching and learning styles on students’ approaches to learning via online
instruction. Data collection included eighty-seven participants from five online biology
courses at a community college in the southern area of Texas. Data analysis showed the
following results. First, there were significant differences in approaches to learning
among students with different learning styles. Second, there was a significant difference
in students’ approaches to learning between classes using different approaches to
teaching. Three, the impact of learning styles on students’ approaches to learning was not
influenced by instructors’ approaches to teaching.
Two conclusions were obtained from the results. First, individuals with the ability to
perceive information abstractly might be more likely to adopt deep approaches to
learning than those preferring to perceive information through concrete experience in
online learning environments. Second, Teaching Approach Inventory might not be
suitable to measure approaches to teaching for online biology courses due to online
instructional design and technology limitations.
Based on the findings and conclusions of this study, implications for distance
education and future research are described.
Department
Description
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