The role of student learning styles, gender, attitudes and perceptions on information and communication technology assisted learning Graham Shaw a,*, Nigel Marlow b aDepartment of Basic Medical Sciences, California College of Podiatric Medicine, 1210 Scott Street, San Francisco, CA 94115, USA bSchool of Health and Sports Science, The University of North London, Holloway Road, N7 8DB, London, UK Received 16 March 1999 accepted 15 September 1999 Abstract The present study adopts an illuminative approach to evaluate students��� initial attitudes towards the use of information and communication technology (ICT). Ninety-nine undergraduate science students participated in this study and their learning styles were classified according to Honey and Mumford (1986) (Honey, P., Mumford, A., 1986. The Manual of Learning styles. Peter Honey, 10 Linden Avenue, Maidenhead) learning style questionnaire. Student learning styles were classified as activist, reflector, theorist, or pragmatist. No significant di��erence in learning styles was observed between genders and between student cohorts. Six dimensions to student attitudes toward ICT were identified as follows ���comfort���, ���interactivity���, ���self-satisfaction���, ���value new technology���, ���experience��� and ���context���. Students exhibited low scores in the attitude dimensions of ���value new technology���, ���interactivity��� and ���context��� indicating that they were uncomfortable with computers, were unhappy about the lack of personal contact and would prefer to learn in a more traditional mode. A significant, though weak, negative correlation between the ���theorist��� and the ���interactivity��� and ���context��� attitude dimensions was also observed. In addition, based on the results of this study it appears that first year students exhibit a more positive perception of ICT supported learning than second and third year students. Though the use of ICT in higher education is becoming more widespread based on the results of this study student use of the technology may be limited by a negative attitude toward a style of teaching which is not consistent with their past learning experiences. # 2000 Elsevier Science Ltd. All rights reserved. Keywords: Computer assisted learning Learning styles Attitude Gender Computers & Education 33 (1999) 223���234 0360-1315/00/$ - see front matter # 2000 Elsevier Science Ltd. All rights reserved. PII: S0360-1315(99)00020-2 www.elsevier.com/locate/compedu * Corresponding author. Tel.: +44-171-607-2789 X 2274 fax: +44-171-753-5081. E-mail address: g.shaw@unl.ac.uk (G. Shaw).

1. Introduction During the last decade, as access to university education has increased, class sizes have expanded. At The University of North London enrolment in the Biological Sciences has increased by almost 300% in the last 5 years. Set against this background of increasing student numbers traditional teaching methods are gradually being replaced by teaching methods with a greater emphasis on information and communication technology (ICT). Though the rationale for this change in delivery style is pedagogically sound it may not meet with the approval of all students. The degree to which students accept the integration of ICT into the curriculum may be influenced by a number of factors such as learning style preferences, previous computing experience and gender (Spennemann, 1996). An individual���s learning style is a distinctive and habitual manner of acquiring knowledge, skills or attitudes through study or experience (Curry, 1991) and can be identified using a learning style inventory, such as that described by Kolb (1984). Using Kolb���s learning style inventory four learning style types can be identified ���divergers���, ���assimilators���, ���convergers��� and ���accomodators���. Individuals capable of using all of these learning styles are considered to be well-balanced e��ective learners. The majority of individuals have one or two preferred learning styles with the other styles being used to a lesser degree, if at all. Honey and Mumford (1986) modified Kolb���s approach and developed a learning style questionnaire (LSQ) that allows individuals to be classified in terms of their strengths and weaknesses for each stage of the learning cycle. Using this classification system four distinct learning styles can be identified: . Activists: Individuals who are usually enthusiastic when a concept is novel and exciting but tend to lose patience quickly. These individuals learn best from competitive activities and respond well to challenges. . Reflectors: Cautious individuals who consider their actions carefully before making a final decision. These individuals learn best when given time to prepare in advance. . Theorists: Individuals who consider all alternatives and make conclusions from their experiences. These individuals usually attempt to fit their observations into a logical model or theory and learn best when required to understand complex problems. . Pragmatists: Individuals who get impatient with too much reflection and like to experiment with new plans usually putting them into operation immediately without too much discussion. These individuals learn best when the link between the subject matter and the desired outcome is apparent or there are obvious advantages to learning a given task. Though there have been numerous studies on the relationship between learning styles and the use of ICT, evidence remains contradictory. Some workers (Liu, 1994 and Ellis et al., 1993) suggest that there is a strong relationship between student learning style and attitudes to the use of online technology whilst others (Hart, 1995) suggest that no such relationship exists. The present study adopts an illuminative approach (Parlett and Hamilton, 1987) to investigate students��� initial attitudes towards the use of ICT and to assess how individual learning styles, gender and cohort interact with these. The hypothesis to be evaluated is as follows G. Shaw, N. Marlow / Computers & Education 33 (1999) 223���234 224