Abstract
Purpose. The purpose of this study was to examine the learning style preferences of online business students as measured by the Kolb Learning Style Inventory and determine if a significant difference in course grades and course completion rates exist between students when they are sorted by learning style preference. Methodology. Subjects in the study were 344 online business students from a southeastern university in the United States. In the first phase of the study, subjects responded to an online learning style inventory and determined one of four possible learning style preferences. The second phase used student identification and course numbers to gather corresponding quantitative data on course completion and individual grades earned. These quantitative data were sorted by Learning Style Preference. The results were used to describe a course completion rate and the mean grade points (GP) earned for each Preferred Learning Style Grouping. Findings. Examination of the quantitative data indicated at the .01 level there was no significant difference in mean grade points (GP) earned for three of the four possible learning style preferences (Assimilator, Accommodator, and Converger). At the .05 level, a significant difference existed for Diverger Style Preference learners. They had a lower mean grade points (GP) earned. A chi-square calculation showed no significant difference existed among learning styles for those dropping a course. Conclusions. The study revealed approximately one out of five (20 percent) of the respondents had a Diverger Learning Style Preference. These respondents had statistically significant lower mean grade points earned (2.7) at the .01 level. Respondents with this learning style preference appear to be somewhat less likely to be successful in a distance learning environment. Recommendations. Further research is advised regarding reasons why online students drop courses and whether or not gender differences exist in learning style preferences. A replication of the study should be conducted in a different environment and include qualitative data by contacting respondents who dropped a course.