Abstract:

This study investigated whether differences in Kolb learning style types were associated with online conferencing performance, as measured by various indicators of level of participation and network involvement. The Kolb LSI was used to identify subject learning style. Subjects were enrolled in two graduate courses in a distance education university. Results frorn the study indicated that the Kolb types Convergers and Divergers differed most from one another in online conference interaction, while Accornrnodators and Assimilators regularly appeared to be less committed to specific online interaction strategies. Also, the instructors for the courses influenced students' conferencing behaviour. Students appeared to irnitate instructor behaviour in the levels to which discussions continued for different topics.