Learning styles and student perceptions of the use of interactive online tutorials

Abstract

Abstract This study examined the effects of learning styles on learner perceptions of the use of interactive online tutorials. Learners were categorised into five learning style categories and four learning modalities. The responses to a questionnaire with four survey dimensions were analysed in order to ascertain differences based on learning styles, gender and class standing. Researchers investigated whether relationships, interactions, main effects and associations between the variables and survey dimensions existed. The majority of learners perceived the tutorials as useful, accessible, well designed and helpful in completing assignments. Researchers found significant main effects for both gender and learning style, and gender and the perception of usefulness. The relationship between learning styles and gender was statistically significant.

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