Title: Relationship between learning styles and effectiveness of online learning systems

Authors: Vicky Ching Gu; Jason Triche; Mark A. Thompson; Qing Cao

Addresses: Department of ISQS, Rawls College of Business, Texas Tech University, Lubbock, TX 79409-2101, USA ' Department of ISQS, Rawls College of Business, Texas Tech University, Lubbock, TX 79409-2101, USA ' Department of ISQS, Rawls College of Business, Texas Tech University, Lubbock, TX 79409-2101, USA ' Department of ISQS, Rawls College of Business, Texas Tech University, Lubbock, TX 79409-2101, USA

Abstract: Online learning has become a popular medium to disseminate knowledge for both institutions of learning and for companies. The economic benefits to deliver knowledge and training online are well documented; however, there are still issues as to its effectiveness. One way that online learning may be more effective is by taking into account a student's learning style. Our research seeks to understand if online learning tools account for learning styles, will users find them useful and easier to use thus resulting in a successful online learning environment? We propose an extended Technology Acceptance Model (TAM) to include learning styles as an external variable. Our results show significance for six of the seven hypotheses. Educators and corporate training departments can use these findings to design a better online learning environment for their students and workforce.

Keywords: VARK; learning styles; TAM; technology acceptance model; online education; business education; learning effectiveness; online learning; e-learning; electronic learning.

DOI: 10.1504/IJIOME.2012.051600

International Journal of Information and Operations Management Education, 2012 Vol.5 No.1, pp.32 - 47

Received: 12 Mar 2012
Accepted: 02 Apr 2012
Published online: 29 Nov 2014 *

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