We investigate the relationship between learning styles, online content usage and exam performance in an undergraduate introductory Computer Information Systems class comprised of both online video tutorials and in-person classes. Our findings suggest that, across students, (1) traditional learning style classification methodologies do not predict…

This preliminary study compared the effects of technology-enabled courses and face-to-face instruction using student learning styles and student preferences for content types. Two groups of students enrolled in problem-based courses (one in the College of Engineering and the other in the College of Applied Science) were included in this…