Do generation and learning styles affect online learning satisfaction?

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Do generation and learning styles affect online learning satisfaction? by Mind Map: Do generation and learning styles affect online learning satisfaction?

1. Identifying generations

1.1. Generation - cohort with common beliefs due to common social experiences.

1.1.1. useful for interpreting behavior

1.2. GI Generation

1.2.1. 1901-1924

1.3. Silent Generation

1.3.1. 1925-1942

1.4. Baby Boomer Generation

1.4.1. 1943-1960

1.5. Generation X

1.5.1. 1961-1981

1.6. Millennial Generation

1.6.1. 1982-2001

2. Research Method

2.1. correlational study to determine relationships between generation and learning styles and distance education satisfaction

2.1.1. Independent variables Learning styles determined by Felder and Soloman Index of Learning Style instrument Active and reflective Sensing and intuitive Visual and verbal Sequential and global Generational demographics identified by Strauss & Howe, 1991 Baby Boomers Gen X Millennials

2.1.2. Dependent variables Student satisfaction scores identified using Distance Education Learning Environment Survey (DELES) Instrument Examines six DELES predictor variables

3. Participant Demographics

3.1. Total population: 1426

3.1.1. Gender 75.3% female 22.9% male

3.1.2. Ethnicity Native American 3.2% Asian 1.4% Black .9% Hispanic 3.2% Caucasian 88.3%

3.2. Generational population

3.2.1. Millennials 49.4%

3.2.2. Generation X 35.8%

3.2.3. Baby Boomers 13.1%

3.2.4. Under 18 1.7%

4. Results

4.1. Hypothesis 1

4.1.1. No difference in perceived learning style based on Felder and Soloman ILS among Baby Boomer, Generation X, and Millennial Generation students. Rejected Differences found between generational groups regarding Visual – Verbal learning style indicator

4.2. Hypothesis 2

4.2.1. No difference in satisfaction in online courses reported among Baby Boomer, Gen X, and Millennial Generation students. Rejected Significant differences found between generations regarding satisfaction with online course

4.3. Implications and recommendations

4.3.1. Need improvements in online education regarding needs of generations

4.3.2. Need improved instructional and learning strategies for the different learning styles

4.3.3. Need more study on learning management systems relationship to satisfaction with online courses respective of learning styles and generation.

4.3.4. Recommends research on providing students information on learning styles to determine if the awareness of preference impacts course satisfaction.

4.3.5. Recommends study on instructor knowledge of learning styles and the relationship to designing effective courses.

4.3.6. Recommends research on impact of instructor training on student satisfaction of online course.

5. Article reference

5.1. Williams, C. J., Matt, J. J., & O’Reilly, F. L. (2014). Generational Perspective of Higher Education Online Student Learning Styles. Journal of Education and Learning, 3(2), 33–51. doi: 10.5539/jel.v3n2p33