Assessing Web-Enhanced Courses and Student Learning Outcomes

Abstract

Though empirical and theoretical literatures in other disciplines suggest an important relationship between computerized education and learning styles, accounting education has yet to examine its importance. If optimal learning is dependent on learning style then faculty should be aware of these differences and alter instructional methods accordingly. The purpose of this study is to examine the impact of learning styles and traits on academic performance and course satisfaction in a web-enhanced accounting academic setting. The Long- Dziuban Reactive Behavior Protocol is used to assess learning styles of students. The results indicate that the learning styles and traits of students enrolled in webenhanced courses do impact academic achievement as well as course satisfaction. Though no significant difference was noted in academic performance and course satisfaction between most learning styles, "passive dependent" students did not perform as well academically nor did they appear to experience as high a level of course satisfaction. In addition, students possessing the "hysteric" trait did not perform as well as expected while "compulsive" students performed better than expected.