Dissertation/Thesis Abstract

Determining the dominant learning style of millennial students enrolled in online business courses to help instructors apply the appropriate teaching methodology in online courses
by Papoulias, Lambe Bobby, Ed.D., Pepperdine University, 2016, 212; 10131798
Abstract (Summary)

A student’s ability to achieve his or her goal in an online course depends on the quality of the material presented by the instructor, and the motivational aspect of the student before committing to an online course. However, neither of these can be reached to their maximum if the dominant learning styles of students are not uncovered prior to enrolling in an online course. With the quick expansion of online learning in higher education, proper protocol has not been taken in order to help millennials reach their full potential, by allowing instructors to help identify methods to communicate with the students through an online platform. To maximize the impact of these two aspects, the dominant learning styles of millennials must be uncovered. The purpose of this quantitative study was to examine the dominant learning styles of millennials enrolled in an online business course, on order to provide instructors with insight of how to present course material to students in an online platform. The population consisted of 37 millennials enrolled in three separate online business courses at a California State University. Data were collected using one research instrument, the Building Excellence (BE) Learning Style Survey, consisting of approximately 120 questions. The survey instrument was used to measure the dominant learning styles of the participants among 28 different elements among six categories (perceptual, psychological, environmental, physiological, emotional, and sociological). The study looked into the perceptual category to reveal a strong necessity of millennials preferring to learn material by having it presented using visual images, and/or visual text. By improving the method of instruction in an online business course to incorporate with these learning styles, instructors can maximize their ability to teach students.

Indexing (document details)
Advisor: Mallette, Leo A.
Commitee: Bueno, Ni, Dellaneve, James
School: Pepperdine University
Department: Education
School Location: United States -- California
Source: DAI-A 77/10(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Educational leadership, Business education, Educational technology, Higher education
Keywords: California, Distant, Dominant, Learning, Millennial, Online, Styles
Publication Number: 10131798
ISBN: 9781339895697
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