1. Learning Diversity in Online Education The survey findings of two researchers in online education

2. Types of Learners Independent Learner: has developed an interpretive approach to learning Independent Learner: has developed an interpretive approach to learning Dependent Learner: has not yet discovered interpretive methods Dependent Learner: has not yet discovered interpretive methods

3. Student Control of Learning According to a survey done by Yanyan Yong, Ph.D., and Anne Parrella, Ph.D., of students enrolled in a freshman-level western civilization course at a community college, 30 percent described an education that placed the student in control of his own learning as “the library,” “one-sided,” “chaotic,” and “horrible.” The inference is that at least some students need a structured atmosphere and clear instructor guidance.

4. Student Awareness “Students expressed strong awareness of the existence of learning diversity and even suggested that learning is an individualized activity.” “Students expressed strong awareness of the existence of learning diversity and even suggested that learning is an individualized activity.” - Yong and Parrella - Yong and Parrella

5. Other Survey Results 50 percent indicated listening to the instructor as their learning preference. 50 percent indicated listening to the instructor as their learning preference. Only 6 percent selected reading online as their preference. Only 6 percent selected reading online as their preference. 62 percent indicated a preference for live presence or personality of instructor. 62 percent indicated a preference for live presence or personality of instructor. 72 percent expected that the instructor play an authoritative role. 72 percent expected that the instructor play an authoritative role.

6. Interpreting This Data The absence of the physical presence of an instructor may be a jarring experience for students new to online instruction. The absence of the physical presence of an instructor may be a jarring experience for students new to online instruction. Students seem to prefer the social dimension to be integrated into learning as much as possible. Students seem to prefer the social dimension to be integrated into learning as much as possible. Discussion boards are a very useful tool for improving social interaction among students and teacher. Discussion boards are a very useful tool for improving social interaction among students and teacher.

7. What Students Want 49 percent wanted lecture notes and instructor outlines in an online course. 49 percent wanted lecture notes and instructor outlines in an online course. 62 percent wanted descriptive course objectives. 62 percent wanted descriptive course objectives. 46 wanted materials presented as questions/historical problems. 46 wanted materials presented as questions/historical problems. 33 percent wanted the material presented as facts and explanations. 33 percent wanted the material presented as facts and explanations. Only 20 percent wanted both of the above. Only 20 percent wanted both of the above.

8. Guidance Needs Expressed by Students Feedback Feedback Clear communication Clear communication Linear directions Linear directions Study guides Study guides Review for exams Review for exams

9. Reading Materials 33 percent of students indicated a need for repetition of concepts to be learned from their readings. 33 percent of students indicated a need for repetition of concepts to be learned from their readings. 21 percent said the course outline was enough. 21 percent said the course outline was enough. 15 percent relied on question objectives. 15 percent relied on question objectives.

10. Instructor Visibility 64 percent wanted the instructor to be visible to them. 64 percent wanted the instructor to be visible to them. 36 percent wanted weekly contact with the instructor. 36 percent wanted weekly contact with the instructor. 31 percent wanted instructor contact as needed. 31 percent wanted instructor contact as needed. 4 percent wanted the instructor to decide on the amount and frequency of contact. 4 percent wanted the instructor to decide on the amount and frequency of contact.

11. Strongest Student Preferences Direction and guidance Direction and guidance Frequent contact Frequent contact Learning frameworks Learning frameworks Reading repetition Reading repetition Learning materials presented for a discovery activity Learning materials presented for a discovery activity