Student Learning Style and Asynchronous Computer-Mediated Conferencing (CMC) Interaction

Abstract

This article describes a study of the relation between learning style, as measured by the Kolb Learning Style Inventory, and online communication behavior, as measured by analysis of transcripts of computer-mediated conferencing (CMC) interaction using a previously developed tool. Analysis of over fifty-nine hundred sentences, generated by forty graduate students in moderated online conferences from two different courses, showed that some theoretical predications of the Kolb learning style model were confirmed, especially for the dichotomous types Convergers and Divergers, and Assimilators and Accommodators.

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