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Asynchronous web-based resources offer the potential for an individualized learning process. Each learner may tailor the experience with regard to depth of content, order of presentation, and repetition of material. A web-based resource makes multimedia content easily accessed and updated, and also provides the flexibility for user tailoring. To exploit this flexibility in the learning process, the resource developer must anticipate and accommodate the needs of learners while efficiently satisfying the educational objectives of the instructor. Learning styles analysis provide a guide for evaluating the resource as an effective learning environment for students with different learning styles. A learning-styles study on the effectiveness of tutorial modules is described within the context of an engineering subject. Sequential and global learner characteristics were considered as a design parameter. Similar versions of several resource modules were designed to meet the expected desires of sequential and global users within the context of a graduate/senior-elective electrical engineering course. The tutorials provided an introduction to the basic concepts, terminology, and mathematics for the class. The learning style classifications of students were correlated to their success and satisfaction with specific versions of the tutorials. In particular, four assessment instruments were used: the Felder-Soloman Learning Styles Inventory, short content quizzes to assess learning after specific module lessons, a content examination at the end of the introductory session, and a student satisfaction survey taken at the end of the session. A match between students’ preferred learning styles and the associated version of the tutorial modules produced a minor improvement in student learning and satisfaction.

Learning Styles As A Design Parameter For Asynchronous Web Based Learning Modules