Abstract:

The possibilities for accommodating a diversity of learning-style preferences in online courses are vast. The online course forum allows for faculty instructors to implement purposeful and dynamic forms of instructional support mechanisms while assessing student mastery of learning objectives through triangulated evaluation methods (Cicco, 2009; Cicco, 2011). The combination of presenting instructional content through varied and well-balanced modules in online courses with the provision of multiple opportunities for students to demonstrate their competencies ultimately supplies them with an array of tools for academic success and self-assessment. This article outlines the specific advantages that exist for higher education faculty and students within the virtual classroom, including the potential for differentiation of instructional methods as well as offering students numerous vehicles for self-expression, reflection, critical thinking, peer interaction, ongoing communication with faculty, and assignment options for capitalizing on personal learning-style strengths and preferences (Andrade, 2008; Cicco, 2014; Yang & Chou, 2008). The article concludes with faculty considerations for mentoring and supervision, within the context of a virtual learning environment that values feedback, formative and summative evaluation, individual learning needs, and recognition of milestones of academic achievements. Reflective faculty instructors who employ student-focused strategies in teaching online courses will potentially transform students’ perceptions of the virtual learning landscape by facilitating positive learning experiences that rely on mutual respect, effective communication practices, responsibility for one’s own academic development, and professional accountability (Cicco, 2014; Robinson & Hullinger, 2008). Furthermore, conscientious online faculty instructors encourage student engagement and their expression of ideas and concerns while providing them with activities that allow for practical application of course objectives, making the overall course experience more satisfying and meaningful (LaBarbera, 2013; Jung, Choi, Lim, & Leem, 2002; Robinson & Hullinger, 2008).

Keywords:

Course satisfaction, learning-style preferences, online courses, online instruction, self-assessment, student engagement, virtual classroom, virtual learning experiences.