Thinking Styles: Maximizing Online Supported Learning

Abstract

Internet supported teacher education programs at the university are increasing, as is the need for qualified teachers in rural areas and inner cities. This study focused on the thinking styles of online learners in a post baccalaureate teacher education program. In order to more effectively meet students individual learning needs, 184 students were asked to take the Sternberg-Wagner Thinking Styles Inventory. Additionally, an initial marker of potential academic success—first semester grades—were analyzed in relationship to student thinking styles as categorized by the Sternberg-Wagner Thinking Styles Inventory. Are there dominant thinking styles present in the analysis of Sternberg-Wagner Thinking styles in student population of a post baccalaureate teacher preparation program? A cluster of thinking styles was not found in the survey results. The findings led to the conclusion that all thinking styles profiles must be considered in instructional systems design to ensure student learning is maximized.