Search results

The purpose of this paper is to explore the extent to which learning styles influence tertiary students' preferences for flexible delivery and assessment methods in higher education.

A voluntary self‐administered questionnaire was distributed within three core undergraduate courses. A total of 891 students responded to the survey, across a range of locations, representing a response rate of approximately 45 per cent

Results reveal that learning styles do not appear to influence students level of preference overall for flexible delivery methods and assessment approaches. However, there remain a significant percentage of students who report that they do not want all course delivery to be online. The findings generally suggest that there are changing expectations of students in relation to delivery and assessment in tertiary education

The research has been conducted at undergraduate level in business disciplines and therefore may not adequately represent the opinions of postgraduate students, or students from other disciplines. In addition over 75 per cent of respondents fall within the Generation Y category, which means that these results may not be generalisable to older populations of learners.

Demonstrates to educators the importance of considering learning styles when developing, delivery and assessing courses, and reinforces that very few students desire entirely online courses.

The paper focuses specifically on the preferences of students in relation to assessment and delivery via technology and identifies critical considerations for course developers.

Central Queensland University (CQU) has used paper based distance education materials, such as course profiles, study guides and resource materials since 1971. The purpose of this exploratory study was to review three different approaches to online delivery and assessment currently being used in the Faculty of Business and Law, CQU, and to analyse the rates of take‐up and involvement, and students' reactions generally, to the use of non‐traditional forms of delivery and assessment. This study highlights that the key to success in this environment is accepting the constant demand to provide manageable and cost‐effective courses whilst at the same time ensuring that the needs of a large and diverse group of students are met. In this context, the use of technology in education although considered a necessity can also be a value‐adding tool.