Investigating the Impact of E-Learner Cognitive Style on the Predictive Value of Student Success in Online Distance Education Courses

Author

Heather Butler, Lynn University

Date of Award

4-2008

Document Type

Dissertation

Granting Institution

Lynn University

Degree Name

Doctor of Philosophy (PHD)

Degree Program

Global Leadership

Department

College of Education

First Advisor

Mary L. Tebes

Abstract

Currently, online professional development is growing rapidly in business and industry. The purpose of this study was to determine whether learners' cognitive styles influenced the learners' online course satisfaction and the possible relationships with student demographic characteristics. 83 participants of a Southeast Florida public school district completed the data-gathering instruments. Data was entered into a Statistical Package for the Social Science (SPSS) computer program for statistical analyses. Results suggest that cognitive learning styles influence a learner's online course satisfaction. Furthermore, certain student demographic characteristics effect online course satisfaction. Successful experience in an online learning environment increases student achievement.

Recommended Citation

Butler, H. (2008). Investigating the Impact of E-Learner Cognitive Style on the Predictive Value of Student Success in Online Distance Education Courses [Doctoral dissertation, Lynn University]. SPIRAL. https://spiral.lynn.edu/etds/129