Research Proposal Running head: RESEARCH PROPOSAL

Final Assignment #2: My Research Proposal on How Graduate Students Motivation and Differences in Learning Styles Affects their Success in an Online Learning Environment Diana Bang The University of British Columbia

Research Proposal Introduction Recently, there has been a proliferation in e-learning offered by educational institutions and companies. However, research examining students learning styles and its effects on the

design of e-learning environments is contentious. Yet, Jonassen & Grabowski (1993) emphasize the importance of designing effective learning environments since students individual differences affect their learning process (as cited in Graf et al., 2010). Although, some researchers found no relationship between students learning styles and success in online environments, Battalios (2009) study confirmed that learning styles are associated with student success in e-learning. Clayton, Blumberg & Auld (2010) also cite motivation as a key factor for learning. Therefore, it is imperative to design online courses conducive to student learning since it is associated with their success and retention rates (West et al., 2006). Yet, there is a lack of research examining the effects of students learning styles and motivation on achievement in e-learning. My study attempts to address this gap by providing a greater understanding of how graduate students motivation and differences in learning styles affects their success in e-learning. For this research proposal, I will provide a concise literature review, describe my research objectives, methodology and significance of my research. Literature Review Learning styles and e-learning Alomyans (2004) article Individual differences: Implications for web-based learning design reviews literature on students learning styles to suggest how e-learning systems can be adapted to meet their individual needs. Based on past research analysis, the author concludes that e-learning systems may not be suitable for all students. Field-dependent learners and those with low prior knowledge may require additional support from educators whereas other learners may be able to work independently in e-learning systems. Adaptability is suggested to be an

Research Proposal

important factor in the design of e-learning environments to enable a variety of individuals to use the system and is illustrated through the authors proposed learning model on the effects of individual differences on web-based learning. Subsequently, West et al. (2006) published How learning styles impact e-learning: A case comparative study of undergraduate students who excelled, passed or failed an online course in scientific/technical writing building on Aloymans (2004) research by examining demographic data, Internet use, and students learning style differences in an online writing course based on their achievement categorized as excelled, passed or failed. The results revealed: 1) there were no demographic differences, 2) students who excelled spent significantly more time online for school work, 3) students who excelled significantly differed in their learning strategies and study habits. Overall, I thought that the dual role of author/researcher could bias the results as this was not addressed. Two major weaknesses of this study included the 75% response rate of students who excelled compared to 35% who failed since generalization is difficult, and the large number of variables examined in a small sample means that further studies are necessary to confirm these findings. After understanding how learning styles may impact e-learning, Moallem (2008) conducted a mixed methods study entitled Accommodating individual differences in the design of online learning environments: A comparative study. He examined the effects of integrating students learning styles in the design, instruction and outcome of students learning. Participants in this study included 14 graduate students in an online instructional technology course using WebCT and Horizon Wimba. Data collection consisted of narrative and survey data. The results indicate that while some learning strategies appear useful to all students with any learning styles, students tend to become more selective if other strategies are available. Some of this studys limitations included small sample size, non-representative sample, and the short duration of

Research Proposal classes which may have influenced the results. Similar to West et al. (2006) I thought that the authors dual role of being the researcher may have biased their study. Measuring Success in e-learning In relation to accommodating learning styles, Battalios (2009) quantitative study Success in Distance Education: Do Learning Styles and Multiple Formats Matter? measured achievement in e-learning by examining students learning styles and different course formats. Using convenience sampling, 120 undergraduate students participated in collaborative and self-

directed versions of an online English course created in Blackboard. Students completed surveys consisting of demographic, learning styles and end of term information. E-learning was found to be advantageous for self-directed, independent, and goal-oriented students. Reflective learners were most successful, excelling in both the collaborative and self-directed versions of the course. However, similar to Moallems (2008) study, this was not a representative sample as 51% of participants were older than average university students. Motivation and Learning Strategies Lastly, in order to address the aspect of motivation in relation to learning strategies and preferences of learning environments, Clayton, Blumberg & Aulds (2010) provided timely research on The relationship between motivation, learning strategies, and choice of environment whether traditional or including an online component. They examined how students achievement goals, self-efficacy and learning strategies influenced their choice of learning environments. Surveys were completed by 132 post-secondary students during their psychology class on preferences of learning environments, motivational learning orientation, and learning strategies. Results indicated that most students who preferred traditional learning environments differed in their motivational beliefs and learning strategies. Students who preferred traditional environments showed a mastery of goal orientation and greater willingness

Research Proposal to apply effort while learning whereas those who preferred online environments were more

confident that they could manage a non-traditional class. This study provides an understanding of students motivation and preferences to learn in different educational settings. Yet, it is evident that there is a need to address how motivation and differences in learning styles play a role in achievement. Statement of Research Questions My research objectives will be twofold. First, I will examine how graduate students motivation affects their success in e-learning environments. Second, I will investigate how differences in students learning styles affect their success in e-learning. Success will be defined as a measure of course completion rate, assignment and course grades, and students self-reports of success, satisfaction and experience. As a graduate student studying educational technology and future instructional designer I am interested in this topic since understanding how motivation and learning styles affects their achievement in e-learning will facilitate and inform the development of e-learning systems which supports all students learning needs. Conceptual Definitions e-learning This term refers to the use of the Internet and computer technologies to teach students who may not be in the same physical location. According to Yilmaz-Soylu & Akkoyunlu (2009), learning environments can try to raise successful students but will not achieve desired results if the following aspects are not considered in the instructional design process: learning styles, age, maturity level and students interests. In relation, learning management systems (LMSs) aka elearning systems such as Blackboard are commonly used in distance learning. However, these typically do not consider the individual differences and personal needs of learners thus providing minimal support and adaptive features for learners (Graf et al., 2010).

Research Proposal Learning Styles The concept of learning styles is difficult to define due to its varied nature as there are

different viewpoints, definitions, and models of learning styles. Research is controversial as there are mixed results regarding learners and matching learning styles to teaching styles (Graf et al., 2010); Moallem, 2008). However, it will be defined here using Felder and Solomans (1998) Index of Learning Styles which measure students learning styles on 5 scales: 1) activereflective, 2) sensing-intuitive, 3) visual-verbal, and 4) sequential-global (as cited by Battalio, 2009; Graf et al., 2010; Moallem, 2008). Motivation For the purposes of this study, motivation is defined in terms of achievement goals and self-efficacy. Achievement goals are the reasons or purposes for engaging in academic-related tasks. According to Bandura (1986, 1987) self-efficacy refers to students perceptions about their ability to complete a specific task (as cited in Clayton et al., 2010). In relation to online environments, Dennis et al. (2007) found that motivation is influenced by situational variables including course design, instructional approach, and behaviour. Learners motivation has been consistently linked to successful learning as it is central to persistence and learning that lasts (Clayton et al., 2010; Dennis et al., 2007). As there is a lack of literature regarding motivational beliefs and learning strategies of online learners it is imperative to address this gap. Methodology Participants To obtain a representative sample, participants will be randomly selected graduate students enrolled in fall session courses in the Master of Educational Technology (MET) program at the University of British Columbia. Prior to contacting participants, I will receive permission from course instructors to conduct my study. Informed consent forms assuring

Research Proposal anonymity and confidentiality will be provided to participants. Since my study will involve human participants ethics approval will be obtained from UBCs Office of Research Ethics. Data Collection I plan to use a mixed methods approach, specifically the QUAN-QUAL model where quantitative and qualitative data are weighed equally and collected concurrently throughout the same study. According to Gay et al. (2009), the main advantage of this method is that the

strengths of the qualitative data will offset the weaknesses of the quantitative data and vice versa. I acknowledge that the fully integrated QUAN-QUAL approach is the most challenging type of mixed methods research since it requires that the researcher equally value concurrently collected data. Online questionnaires will be emailed to participants. The survey will consist of 4 major sections: demographic data, Felder and Solomans Index of Learning Styles survey (as cited by Battalio, 2009; Graf et al., 2010; Moallem, 2008), the Motivated Strategies for Learning Questionnaire (as cited in Clayton et al., 2010; West et al., 2006), and an assessment of success measured by course completion rate, assignment and course grades, and students self-reports of success, satisfaction and experience. To ensure validity and reliability, my survey instruments will be pilot-tested with a select group of MET students prior to the study. Analysis My results will be interpreted using statistical analysis software: NVivo for coding qualitative data and SPSS for quantitative analysis. Qualitative data results will be analyzed by reading/memoing, describing, classifying and directly compared with quantitative results. Emerging themes will be identified, appropriately coded and statistical trends will be supported by qualitative themes.

Research Proposal Limitations My study may be affected by issues related to survey instrumentation. Self-report instruments are prone to attrition, non-respondents, response bias, and response set. Thus, a researcher can never be certain that individuals are expressing their true opinions. To address non-respondents I will try to determine whether they are different from respondents in a systematic way by randomly selecting and interviewing a small number of non-respondents. If the responses are essentially the same, then the results will be generalizable. However, if they differ then I will discuss this in my final report. Another limitation of this research are extraneous variables including different instructors and students work/life balance that could affect results. Budget Cost of NVivo and SPSS software. Timeline Table 1: Research Timeline Date May to August 2011 Research

Pre-study preparation: develop consent forms, construct and pilot test survey, obtain ethics and instructors approvals.

September to December 2011 January to April 2012

Data collection at times 1 and 2 Data analysis, draft and finalize research.

Research Proposal Significance of Proposed Research Designing online learning environments requires an understanding of how students motivation, learning styles and success interact. I anticipate that my research will contribute significantly to developing adaptable e-learning systems. As educational institutions and companies increasingly provide e-learning, my study has several practical implications. Educators will benefit as they become better equipped to design effective online courses and

administrators will be able to better support prospective distance students. Thus, the implications of my findings include forming criteria conducive to students learning styles and motivations thereby informing the design of e-learning environments. Students can be provided with personalized study suggestions that can aid their coursework and positively affect their online learning experience. Therefore, my research will be beneficial to educators in the field, the academic research community, and most importantly students as it will contribute to the best practices employed by instructors to motivate students and design courses using learning styles.

References Alomyan, H. (2004). Individual differences: Implications for web-based learning design. International Education Journal, 4(4), 188-196. Battalio, J. (2009). Success in distance education: Do learning styles and multiple formats matter? American Journal of Distance Education, 23(2), 71-87. Clayton, K., Blumberg, F., & Auld, D. P. (2010). The relationship between motivation, learning strategies and choice of environment whether traditional or including an online component. British Journal of Educational Technology, 41(3), 349-364. Dennis, K., Bunkowski, L., & Eskey, M. (2007). The little engine that could--how to start the motor? Motivating the online student. InSight: A Collection of Faculty Scholarship, 2, 37-49. Gay, L. R., Mills, G. E., & Airasian, P. (2009). Educational research: Competencies for analysis and applications (9th ed.). Upper Saddle River, NJ: Pearson Education. Graf, S. S., Liu, T. C., & Kinshuk. (2010). Analysis of learners' navigational behaviour and their learning styles in an online course. Journal of Computer Assisted Learning, 26(2), 116-131. Moallem, M. (2008). Accommodating individual differences in the design of online learning environments: A comparative study. Journal of Research on Technology in Education, 40(2), 217-245. West, W., Rosser, B., Monani, S., & Gurak, L. (2006). How learning styles impact elearning: A case comparative study of undergraduate students who excelled, passed, or failed an online course in scientific/technical writing. E-Learning, 3(4), 534-543.

UBC Office of Research Ethics. (n.d.). Behavioural research ethics board. Retrieved from http://www.research.ubc.ca/ethics/behavioural-research-ethics-board UBC Office of Research Ethics. (n.d.). Policies, procedures & guidelines. Retrieved from http://www.research.ubc.ca/ore/policies-procedures-guidelines Yilmaz-Soylu, M., & Akkoyunlu, B. (2009). The effect of learning styles on achievement in different learning environments. Turkish Online Journal of Educational Technology, 8(4), 43-50.