چکیده (انگلیسی):

This paper discusses the importance of student learning styles within a Distance Learning (DL)
classroom. The study examines the learning style preferences of online business students as
measured by the Kolb Learning Style Inventory and determines if a significant difference in course
grades and course completion rates exist between students when they are sorted by learning style
preference. Subjects in the study were 344 online business students from a southeastern university
in the United States. Examination of the quantitative data indicated a significant difference existed
for Diverger Style Preference learners compared to the Assimilator, Accommodator and
Converger learning styles. They had a lower Mean Grade Point (GP) earned. The study revealed
approximately one out of five (20%) of the respondents had a Diverger Learning Style Preference.
Respondents with this learning style preference appear to be somewhat less likely to be successful
in a distance learning environment. A Chi Square calculation showed no significant difference
existed among learning styles for those dropping a course although one group (Accomodators)
had approximately twice the drop rate of the others. This paper and corresponding study offers
university administrators who seek to maintain quality instruction evidence and suggestions for
addressing 20 percent of their online population who may be at risk of not obtaining content
mastery. This includes implications for DL course design and pedagogy.