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Learning Style Responses to an Online Soil Erosion Lesson
This article describes a study in which researchers evaluated responses from students with different learning styles to the use of computer technology as a supplemental tool in teaching soil erosion concepts. The students participated in an online lesson on soil erosion and were tested before and after the lesson. They also completed two assessment tools, the Student Assessment of Learning Gains (SALG) and Kolb Learning Style Inventory (KLSI) within a week of concluding the lesson. Among the online lesson participants who completed the KLSI, 22, 29, 24, and 25 percent were divergers, accommodators, convergers, or assimilators, respectively. Accommodators had the lowest pre-test scores among the learning styles; however, there were no differences in post-test scores among learning styles. Responses to the 43 SALG questions which encompassed the areas of lesson design, skill gains, learning gains, and understanding were similar among the learning styles. This study suggests that with proper instructional design, online lessons can be used to broaden the range of available teaching tools and increase learning among students of all learning styles.
Intended for grade levels:
  • Graduate / Professional
Type of resource:
  • Text:
    • Journal article
Subject:
  • Educational theory and practice
  • Soil science
Technical requirements:
Adobe Acrobat reader
Cost / Copyright:
No cost
Copyright 2005, American Society of Agronomy.
DLESE Catalog ID: EVAL-TLKT-000-000-000-218
Resource contact / Creator / Publisher:
Author: Martha Mamo
Department of Agronomy and Horticulture
University of Nebraska

Publisher: The Journal of Natural Resources and Life Sciences Education
http://www.jnrlse.org/