Content area
The purpose of this quasi-experimental nonequivalent group post-test only study was to compare the student learning styles of a distance learning nursing class (N=37) with an equivalent on-campus class (N=95). The Canfield Learning Style Inventory (CLSI) was administered to determine student-learning preferences in four major learning style categories. The data showed that students who enrolled in the distance learning nursing courses did not significantly demonstrate any learning style characteristics different from students in the equivalent on-campus nursing courses. Furthermore, the data showed that there were no differences in the National League of Nursing (NLN) exam scores between the two groups of students.
Because there were no differences in the NLN exam scores between the two groups, the distance learning nursing option was found to be as effective as the traditional nursing option. Faculty, who are considering developing a distance-learning course based on a traditional course, should consider administering a student learning style inventory to both their distance and traditional students. Knowledge of student learning preferences can aid faculty in class preparation, designing class delivery methods, choosing appropriate technologies, and developing sensitivity to differing student learning preferences within the most appropriate learning education environment.