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Abstract
The delivery of distance education has changed in the last ten years to include more technology-driven methods. Although the effectiveness of these methods has been studied, there has been little research on how student characteristics influence learning in a technologically-driven delivery method. Few studies have focused on the relationship of the delivery method to student learning styles in the distance education classroom and whether there is a difference in the student learning outcomes based on this relationship.
The purpose of this quasi-experimental study was to compare two types of delivery methods for medical technology students--the technology-driven method at distance sites versus the on-site method on campus--and medical technology student learning styles in terms of learning outcomes. The independent variables in this study included the delivery methods, consisting of interactive videoteleconferencing and on-site classroom methods, and the learning styles, determined using Kolb's Learning Style inventory. The dependent variables of this study were learning outcomes that were determined by two methods: the average of eight posttests scheduled at periodic intervals and a national certification examination score.
Results showed no significant difference between the students' examination scores based on delivery method, except in one topic area. No significant difference was found between the examination scores based on learning styles. When examining the interaction between the delivery method and the student's learning style, no significant difference was found.
The impact of this study is on distance educators, who may need to find ways to vary their instructional techniques, methods, and media when using interactive videoteleconferencing to meet the learning styles of their students, and for students, as well, who may need to adjust their learning strategies to compensate for a delivery method inconsistent with their preferred learning style.
