An Examination of the Learning Styles of Online MBA Students and Their Preferred Course Delivery Methods

Abstract

This study asked students of non‐traditional age enrolled in an online MBA program to complete a questionnaire for assessing their learning styles, using the well‐known Kolb Learning‐Style Inventory. In addition to the questions about learning style, students were asked to evaluate eight electronic course delivery methods used by their professors. Students were asked to assess those methods using a 6‐point Likert‐type scale. They were also asked how the method could be qualitatively improved, but this research paper does not address those written comments. The following research questions were posed: What are the different learning styles of online MBA students?, What, if any, differences are there in the learning styles of students enrolled in online MBA courses?, and Do online students prefer certain electronic course delivery methods over others? Differences were identified in the learning styles of the students. Students reported preferences in certain course delivery methods over others. There were also significant relationships reported between learning styles and preferred course delivery methods. Implications for instructors are discussed.

Understanding pedagogical essentials of employability embedded curricula for business school undergraduates: a multi-generational cohort perspective

“…Also, key factors of the learning process include the amount of knowledge the learner already has in the subject area, the level of interest in and the need to acquire the learning, the degree to which the learner is ready to accept the responsibility for their learning, and the learner's degree of skill in learning. Therefore, students' learning experiences would be conditioned by their age generation, as their learning styles change from generation to generation (Barnes et al, 2004;Yawson & Yamoah, 2021). Little (2005) posited that these factors are also related to students' subject of study and their gender.…”

“…Other studies further called for modifications in pedagogy for students' employability and their associated learning styles (Yawson, Yamoah, Sarpong, & Abban-Ampiah, 2020). More importantly, Barnes, Presziosi, and Gooden (2004) reported that 'learning styles change from generation to generation requiring faster speed, a more visual approach and greater active engagement' (p.21). Prensky (2001aPrensky ( , 2001b) argued that learners today think and process information fundamentally differently from their predecessors (preceding generations) as a result of being surrounded by new technology, which conditions them.…”

“…In this contextualization, it is posited that there are differences in values, needs, preferences, characteristics, and behaviours which are conditioned by the age generations (Howe & Strauss, 2003;Howe & Strauss., 1993, 2000Reeves & Oh, 2008;Strauss & Howe, 1991. Therefore, students' learning experiences would be conditioned by their age generation, as their learning styles change from generation to generation (Barnes et al, 2004). This has, however, not been researched in a multiple generational cohort context especially in an African context.…”

Learning Style Changes And Their Relationship To Critical Thinking Skills

“…Their research data analysis indicates positive correlations between critical thinking disposition and ability and the learning style of 'convergers'. Barnes et al (2004) utilize Kolb's Learning Style Inventory to examine the nexus between student learning styles and their preference of course delivery methods in an online MBA course. Their research data show most students' learning styles mainly fall in two of Kolb's four learning styles and indicate different delivery methods preference, albeit all of them do not like PowerPoint presentations.…”

An Examination Of Kolb's Learning Style Inventory

“…The online delivery of college and university courses is growing and thus, the mandate has to be on consistency of learning outcomes in both ground based and online deliveries. Barnes et al (2004) identified differences in the learning styles of the students and that students had preferences in certain course delivery methods over others. In another research paper Barnes et al (2008) also found that there may be differences in learning outcomes for certain courses when courses are offered at different locations.…”