The relationship between learning styles and the effectiveness of vsc modules in finance education

Abstract

The advent of tablet PCs and electronic ink, combined with video screen capture (VSC) software, provides for an easy and cost-effective recording of both visual and auditory components of the development of a mathematical concept, with very simple technological requirements. The resulting learning module, in addition to providing an oral exposition in real time, can be stopped, started and replayed at any point, providing the learner with the ability to engage the material at a time and speed of their choosing. Given the multiple modalities of learning that VSC modules encapsulate, the question arises as to whether the predominant learning style of a course participant impacts the perceived and actual value of the technology. Employing students from an introductory MBA finance course, the reported use and perceived value of VSC modules, along with actual examination performance, are studied within the context of international versus domestic students, as well as primary learning styles. The results indicate that, possibly due to a lack of familiarity with the language of instruction, international students place less value on in-class instruction and report higher use of the modules. In addition, linguistic and interpersonal learners appear to report greater usage of the modules and higher perceived value, respectively. Although further study is warranted, the results appear to indicate that a significant benefit of VSC modules, for instructing mathematical topics, is in the accompanying synchronous verbal exposition.