This study explores how students’ learning styles influence their learning while solving complex problems when a case-based e-learning environment is implemented in a conventional lecture-oriented classroom. Seventy students from an anaesthesiology class at a dental school participated in this study over a 3-week period. Five learning-outcome tests and two course-satisfaction surveys were implemented during the case-based instruction using a blended approach (online and face-to-face). The results of one-way ANOVAs with repeated measures revealed that the four learning styles (active–reflective, sensing–intuitive, visual–verbal, sequential–global) did not influence students’ learning experience and learning outcomes during the implementation of case-based e-learning. However, the pattern of the students’ performance graph and further analysis with a liberal approach implied that the active– reflective learning style may influence learning outcomes slightly at an earlier time during the case-based learning implementation; however, as time passed, this learning style no longer influenced their learning at all. Thus, learning styles may not be considered important or may be considered only during the early stages of instructional implementation in order to facilitate the students’ transition to the new case-based learning environment. It is more efficient to encourage students to adapt to different learning environments than to design adaptive systems in order to embrace diverse learning styles.
['Ikseon Choi', 'Sang Joon Lee', 'Jeong-Wan Kang']
Implementing a case-based e-learning environment in a lecture-oriented anaesthesiology class: Do learning styles matter in complex problem solving over time?*