Abstract
We often see students visiting the online class at the beginning of the semester and moving to an in class setting later. We, of course, expect the converse to happen, sometimes less visibly. Can we help these students in selecting the setting better suited to their own learning styles? We explore this question with a large sample of students in our finance core classes going beyond conventional measures of student competence like GPA, and demographic measures like major, and gender. Our initial findings suggest there are ways in which we can direct students to the class setting that is more appropriate given their learning styles. The discussion will encourage the audience to reflect on the learning styles that matter and contribute ideas for how to fine-tune our teaching styles in these settings given these initial findings about different, effective student learning styles.
Location
Room 2904
Publication Type and Release Option
Event
Recommended Citation
Shrikhande, Milind and Fendler, Richard J., "Are Some Students Better Suited for Online Class and Others Better Suited for In-Class?" (2009). SoTL Commons Conference. 36.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2009/36
Are Some Students Better Suited for Online Class and Others Better Suited for In-Class?
Room 2904
We often see students visiting the online class at the beginning of the semester and moving to an in class setting later. We, of course, expect the converse to happen, sometimes less visibly. Can we help these students in selecting the setting better suited to their own learning styles? We explore this question with a large sample of students in our finance core classes going beyond conventional measures of student competence like GPA, and demographic measures like major, and gender. Our initial findings suggest there are ways in which we can direct students to the class setting that is more appropriate given their learning styles. The discussion will encourage the audience to reflect on the learning styles that matter and contribute ideas for how to fine-tune our teaching styles in these settings given these initial findings about different, effective student learning styles.
