by Maureen Motter-Hodgson
(adapted from an article originally published in Bulla Gymnasia Virtuales, CyberCorp Inc's monthly free email newsletter about on-line education and training. To subscribe to this newsletter visit the website at http://www.cybercorp.net/gymv or phone Dr. Tammy Dewar at 705-737-3266).
Since recently completing an on-line course called "Learning On-line" I have done much reflecting on my time as an on-line learner both in terms of my role as learner and my role as adult educator.
I came to learning on-line as a complete 'newbie' and was amazed to find myself logging on at every opportunity (much to the puzzlement and chagrin of my husband and two young children). Not only did I spent countless hours in front of the computer screen reading and sending e-mail messages, surfing the net for interesting websites and deciphering the mysteries of the MOO, but I found myself enjoying it! How could I, a humanistic and people-oriented adult educator, find this impersonal and high tech environment so compelling and engrossing?
The answer to this lies in the capacity of on-line learning to meet the needs of learners with diverse learning styles. As an adult educator who values an inclusive learning environment, it was important for me to experience first-hand how learning on-line could benefit all types of learners, regardless of their preferred learning style.
David Kolb postulates that learning is an individual's characteristic way of perceiving (the concrete versus abstract dimension) and processing (the active versus reflective dimension) information and experience. Effective learners use all four learning dimensions, but we all have preferences and make choices in some patterned ways. The way that learners choose from these dimensions determines their, preferred learning style. At this point I am going to refer the reader to Kolb for descriptions of each of the four learning styles in his typology (see references at end of article), while I limit myself here to describing how each style preference can be met through different on-line activities designed with each learning style in mind.
Learners with divergent learning styles (perceive information concretely; process it through reflective observation) will gravitate to group work on-line, and enjoy the opportunity to discuss ideas in small and large group conferences. Because they are very social learners, they may feel isolated in an on-line environment and it is important for them to have frequent contact with other learners on-line, with ample, opportunities for feedback and discussion.
Learners with assimilator styles (perceive information abstractly; process it through reflective observation) enjoy the plethora of material available on-line, as well as the individual focus, of on-line learning. Not naturally drawn to group activities, the adapt with adequate time for reflection and response.
Convergent learners (perceive information abstractly; process it through active experimentation) need ample opportunity for, individual hands-on practice and trial and error on-line learning. Because they do not naturally enjoy group work, they are more comfortable in on-line groups than in face-to-face groups.
Accommodator learners (perceive information concretely; process it through active experimentation) enjoy group work on-line, particularly when sharing their expertise with others. While the reflective aspect of a learning journal does not appeal to them, being able to share their reflections with others on-line does.
As an educator, I have found it very important to encourage all learners to 'flex' their preferred learning style in some situations in order to become more effective learners. Divergers may have to learn to be more active and think more abstractly; Convergers may need to become more experiential and reflective; Assimilators may need to be more active and concrete/feeling, while Accommodators may have to develop their reflective and abstract dimensions. As more and more opportunities emerge for learning on-line, both learners and adult educators developing on-line Courses need to be prepared to 'flex', in. order to create an on-line learning environment that values diversity and includes all types of learning preferences.
For further reading on learning styles:
Keefe, J.W. (1987). Learning Style: Theory and Practice.
National Association of Secondary School
Principals, Reston, Virginia.Kolb, D. (1981). Disciplinary Inquiry Norms and
Student Learning Styles: Diverse Pathways for
Growth. In Chickering (Fd.) The Modern American
College. San Francisco: Jossey-Bass.Note: Below are some websites that Maureen has come across that may be of interest to readers. Why not share websites and references that you have come across by sending them to the AACE Newsletter Editor?
- the ERIC Clearinghouse on Adult, Career and Vocational Education = http://www.osu.edu/units/education/cete/ericacve/index.html
- the Adult Education Network listserv = http://www.nova.edu/Inter-Links/education/aednet.html
For further reading on on-line beaming (courtesy of Rick LeBlanc):
Aspin,R. (1983). Myth Adventures. New York:
Nelson Doubleday.Carroll, J. & Broadstead, R. (1995). Canadian Internet
Handbook. Scarborough,ON: Prentice Hall Canada.,Cronin,MJ. (1994). Doing Business on the Internet.
New York: Van Nostrand Reinhold.Crosbie,B. (1995). "Common Misconceptions - thank you for the help".
NETTRAIN@UBVN.cc.buffalo.eduDaconta,M.C. (1994). 'How to start your own virtual corporation: Riding the information highway". Compuserv file at HOWTOV.TXT Library 15, Working From Home Forum.
Gehlj. & Douglas,S. (1995). "Survey of Educational Leaders". EDUCOM Edupage Mailing List at edupage@clanor.oit.unc.edu
Goodman,D. (1995). "The 10 Most Common myths of the Information Superhighway". Query Newsletter at http://www.syllabus.com/query.html
Hordeski,M. (1978). Illustrated Dictionary of Microcomputer Terminology. Blue Ridge Summit:PA
Pike, M.A. et al (1995). Using the Internet, Special Edition. Indianapolis:Que.
Ross, R. (1992). Dancing with a Ghost. Markham, ON:Reed.
