Learning style preferences and the perceived usefulness of e-learning

Mohr A, Holtbrügge D, Berg N (2012)

Publication Language: English

Publication Type: Journal article

Publication year: 2012

Journal

Teaching in Higher Education Taylor & Francis (Routledge)

Publisher: Taylor & Francis (Routledge)

Book Volume: 16

Pages Range: 309-322

DOI: 10.1080/13562517.2011.640999

Abstract

This paper uses data gathered from 953 students to investigate in how far individuals' preferences for a particular learning style are associated with the perceived usefulness of e-learning. Our findings reveal the effect of individuals' learning styles as well as their gender and professional experience on the perceived usefulness of different forms of e-learning. The study's findings enhance our understanding of the usefulness of different e-learning tools from a learner perspective and thus have implications for curriculum design. The study also contributes to the empirical basis on the relevance of learning styles in the design of virtual learning environments. © 2012 Copyright Taylor and Francis Group, LLC.

Authors with CRIS profile

Dirk Holtbrügge Lehrstuhl für Betriebswirtschaftslehre, insbesondere Internationales Management

Involved external institutions

Universität Hamburg (UHH) DE Germany (DE)

How to cite

APA:

Mohr, A., Holtbrügge, D., & Berg, N. (2012). Learning style preferences and the perceived usefulness of e-learning. Teaching in Higher Education, 16, 309-322. https://doi.org/10.1080/13562517.2011.640999

MLA:

Mohr, Alexander, Dirk Holtbrügge, and Nicola Berg. "Learning style preferences and the perceived usefulness of e-learning." Teaching in Higher Education 16 (2012): 309-322.

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