Learning Styles and Distance Learning Resources

1. Academic Senate for California Community Colleges. Guidelines for Good Practices: Effective Instructor-Student Contact in Distance Learning. Sacramento, CA: ERIC, January 1, 1999 ED 432338.

Abstract: This position paper elaborates the Academic Senate's existing positions on distance education and the effective use of technology in instruction. In particular it examines the implications of a 1998 change in the Title 5 regulations governing distance education in California community colleges, especially with regard to instructor-student contact. The paper begins with a review of good practices in technology-mediated instruction and proceeds to consider and make recommendations on effective instructor-student contact. Many of the recommendations apply equally to courses offered in any mode of instruction, but the paper specifically addresses local curriculum committees as they decide how to apply these recommendations in their review of distance education course proposals. The paper briefly mentions some unresolved issues in the area of faculty collective bargaining. Finally the paper makes recommendations for action by local academic senates to ensure that the curriculum review process for distance education courses separately documents effective instructor-student contact, technical support, accessibility, and
provision of support services to students.

For full text: http://www.academicsenate.cc.ca.us/Publications/Papers/Downloads/TechContactPaper.doc

2. Alexander, Steve. "Learning in 3-D. Three-Dimensional Virtual Classrooms Recapture the Sense of Belonging Often Missing from Distance Learning." OnlineLearning. Jul-Aug 2001 v5 n7 p30-32.

Abstract: Discusses the use of 3-D virtual classrooms for online learning, both by corporations for training and by universities for online courses. Topics include cost effectiveness; required software; problems encountered; and differences between corporate and university approaches to using 3-D virtual classrooms, including presentation and sense of movement.

For full text: http://www.onlinelearningmag.com./training/search/search_display.jsp?vnu_content_id=1224619.

3. Blackmore, J. Pedagogy: Learning styles. 1996. Retrieved October 19, 2002 from the World Wide Web: http://granite.cyg.net/~jblackmo/diglib/styl-a.html

4. Carnwell, Ros. "Approaches to Study and Their Impact on the Need for Support and Guidance in Distance Learning." Open Learning Jun 2000 v15 n2 p123-40.

Abstract: Discusses the results of interviews conducted with 20 women distance learners from community nursing disciplines at the University of Wolverhampton (United Kingdom) that investigated relationships between approaches to study, learning styles and strategies, and materials design, and how these impact on the need for support and guidance in distance learning.

For full text: http://search.epnet.com/direct.asp?an=3788736&db=aph

5. Ching, Luk Suet "The influence of a distance-learning environment on students' field dependence/independence" Journal of Experimental Education, Winter98, Vol. 66 Issue 2, p149, 12p

Abstract: Determines whether the level of field independence of students enrolled in the collaborative distance-education Bachelor of Health Science (Nursing) program would change over time. Information on the distance-education programs in Hong Kong; Change in cognitive style; Significance of the different learning styles of field-dependent and field-independent students.

For full text: http://search.epnet.com/direct.asp?an=496443&db=aph

6. Chih-Hsiung Tu; Corry, Michael "E-learning Communities" Quarterly Review of Distance Education, Summer2002, Vol. 3 Issue 2, p207, 12p, 1 chart, 4 diagrams

Abstract: Presents information on a study which examined the impact of eLearning communities on human learning. Weaknesses of the eLearning environment; Concepts associated with the instruction dimension of effective eLearning communities; Social interaction dimension of eLearning communities.

For full text: http://search.epnet.com/direct.asp?an=7548983&db=aph

7. Christensen, Edward W., Anakwe, Uzoamaka P., Kessler, Eric H. "Receptivity to Distance Learning: The Effect of Technology, Reputation, Constraints, and Learning Preferences." Journal of Research on Computing in Education, Spring 2001, Vol. 33 Issue 3, p263, 17p.

Abstract: Examines effect of technology perceptions on students' receptivity toward distance learning. Survey of students at two universities; Role of perceived technology usefulness; Technological familiarity and accessibility; Traditional classroom alternative; Distance learning receptivity model.

For full text: http://search.epnet.com/direct.asp?an=EJ635439&db=eric&tg=AN

8. Diaz, David P.; Cartnal, Ryan B. "Students' Learning Styles in Two Classes." College Teaching Fall99, Vol. 47 Issue 4, p130, 6p, 1 chart, 1graph.

Abstract: Compares two student learning styles, the online distance learning and the on-campus learning. Factors to consider when selecting a learning style instrument; Categories of learning styles; Implications for education delivery.

For full text: http://search.epnet.com/direct.asp?an=2516393&db=aph

9. Dunn, Rita; Stevenson, Joseph M. "Teaching diverse college students to study within a learning-styles prescription." College Student Journal, Sep97, Vol. 31 Issue 3, p333, 7p, 1chart

Abstract: Presents a framework for teaching diverse college students to study and do their homework on the basis of their learning-style preference as identified by one of the either two reliable and valid instruments. Effects of learning-style-based instruction and computer-generated study prescription on student achievement.

For full text: http://search.epnet.com/direct.asp?an=9710031689&db=aph

10. Everett, Donna R.; Grubb, Autumn. "Facilitating Learner Adjustment to the Distance Learning Environment." ERIC, January 1, 1997. ED 415925. Paper presented at the Teaching/Learning Conference (Ashland, KY, October 10-11, 1997).

Abstract: A Teaching/Learning Conference addressed the challenge of facilitating learner adjustment to distance learning. By understanding the concerns of both students and faculty regarding the distance learning environment, professional development specialists may find ways to ease the transition from traditional teaching/learning environments to the "virtual environment." Students take distance education courses because of conveniences in time and location. Apprehensive at first, students soon develop coping mechanisms and learning strategies. However, to make this adjustment, they must have supportive faculty who involve them in the learning process as much as possible. Faculty, in turn, must acquire skills that help them adjust to new teaching surroundings and deal with fears regarding interpersonal shortcomings, job security, and the use of new technology. Faculty must realize their integral role in distance education, overcome their fears--which are often magnified in new environments, and develop these skills through training and practice. Distance education guidelines and training components are included in the appendices.

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11. Fries, Bedelia, Monahan, Brian. "Low Cost Distance Learning Strategies for Educators." ERIC, January 1, 1999. ED 426988.

Abstract: New technologies offer educators a lower cost, easier to access opportunity to use distance learning. The Internet, which has had a wide impact on education, has only recently become widely available and is much easier to navigate than in past years. Educational benefits for students using the Internet include learning materials posted on Internet pages, learning to work cooperatively, and learning to write correctly when creating web pages. Videoconferencing is another new technology. Within the last year, new technologies have made it possible videoconference over the Internet for a reasonable price. Until recently, only those in professional laboratories could turn photographs, sounds, and video images into digital files that could be manipulated by computer. Digital cameras that once cost thousands of dollars now cost hundreds. They are as easy to use as standard cameras. Many schools use digital cameras to create web pages. Digital images can be created by scanners at reasonable costs. As prices drop, schools must consider whether it is worth the expense to use technology, determining how and why the technology is important to them and whether the time it takes to integrate it into the curriculum is justified by the educational benefits. Use of the new technologies can naturally foster the kind of collaborative learning that is harder to achieve in other settings.

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12. Imel, Susan. "E-Learning." ERIC Clearinghouse on Adult, Career and Vocational Education. 2002

For full text: http://ericacve.org/docs/tia00108.pdf

13. James, Waynne Blue, Gardner, Daniel L. "Learning Styles: Implications for Distance Learning." New Directions for Adult and Continuing Education. Fall 1995, Issue 67, p19-31.

Abstract: Reviews types of learning styles and criteria for choosing an appropriate assessment instrument. Describes four generations of distance learning and suggests ways to enhance distance education instructional design for different learning styles.

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14. Kerka, Sandra. "Learning Styles and Electronic Information." ERIC Clearinghouse on Adult, Career and Vocational Education. 1998.

For full text: http://ericacve.org/docgen.asp?tbl=tia&ID=112

15. McLoughlin, Catherine. "Learner Support in Distance and Networked Learning Environments: Ten Dimensions for Successful Design." Distance Education, Oct2002, Vol. 23 Issue 2, p149, 14p

Abstract: How do educators and instructional designers assess the effectiveness of the learning environments they design? One important means of ensuring the effectiveness of instruction in distance and face-to-face settings is through provision of learner support. Increasingly, as learners utilize the World Wide Web for collaborative learning, support systems contribute to the processes of learning and assist the learner in developing competencies and confidence in self-regulated learning and social interaction. Originating in the socio-cultural perspective of Vygotskyan theory, the term scaffolding refers to learning support based on social constructivist models of learning. As the World Wide Web becomes increasingly integrated into the delivery of learning experiences at primary, tertiary and secondary levels, the concept of scaffolding needs to be reconsidered because it is not readily translated into contexts where the teacher is not present, such as in online learning environments. The aim of this paper is to offer a conceptualization of the term scaffolding in distance learning, to provide examples of how learners can be supported in the processes of constructivist inquiry in a range of learning settings, and to offer principles for the design of learning support that can be applied across a range of instructional settings.

For full text: http://search.epnet.com/direct.asp?an=7484634&db=aph

16. Pilcher, Carol; Miller, Greg. "Learning Strategies for Distance Education Students." Journal of Agricultural Education v41 n1 p60-68.

Abstract: Results of a literature review were organized into a taxonomy of distance learning strategies: (1) cognitive (rehearsal, elaboration, organization); (2) metacognitive (planning, monitoring, regulating); and (3) resource management (time management, study environment, effort management, social support).

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17. Reisman, Sorel; Dear, Roger G.; Edge, Denzil. "Evolution of Web-based Distance Learning Strategies." International Journal of Educational Management 2001 v15 n5 p245-51.

Abstract: Compares and contrasts the requirements, advantages, and disadvantages of the most common strategies for implementing distance learning. Discusses an emerging large-scale strategy, partnering with a for-profit application service provider (ASP), and describes recent experience with this at California State University, Fullerton. (EV)

For full text: http://search.epnet.com/direct.asp?an=EJ632972&db=eric&tg=AN (click Find a Copy for full text from EJC)

18. Stevenson, Joseph; Dunn, Rita "Knowledge Management and Learning Styles: Prescriptions for Future Teachers" College Student Journal, Dec2001, Vol. 35 Issue 4, p483, 8p,1bw

Abstract: This manuscript presents a framework for teaching diverse college students who are studying to become teachers. On the basis of learning-style preference, the authors identify a model in which one of either of the two prototype reliable and valid instruments could be designed for multicultural students at the pre-collegiate and post-secondary levels. Based on earlier research cited by the authors, the essay reports the results of experimental studies as a potential model, in which undergraduates were randomly selected from a total population of first-time, full-time freshmen and transfer students. Many of these students could be "knowledge management oriented" teachers for the nation's growing multicultural schools.

For full text: http://search.epnet.com/direct.asp?an=6381921&db=aph

19. Wonacott, Michael E. "Blending Face-to-Face and Distance Learning Methods in Adult and Career Technical Education." ERIC Clearinghouse on Adult, Career and Vocational Education. 2002

For full text: http://ericacve.org/docs/pab00032.pdf