Learning Style and Students’ Perception of Satisfaction on Web-based Learning Environment at Arabian Gulf University- Kingdom of Bahrain Jefferson Gante Sanidad, MCP, DBM1, Bernard Gante Sanidad, MIT2, Sheryl Gante Sanidad3 1 Computer Engineering Department, Gokongwei College of Engineering, De La Salle University- Manila, Philippines 2 (Doctor in Information Technology Candidate) AMA Computer University,Quezon City Philippines 3 (Master of Arts in Education Candidate) Manuel Luis Quezon Elementary School, Quezon City Philippines

Abstract— Many educators and the public are is a need for additional research for the effectiveness of web- interested in online distance education, particularly web-based based instruction. , ﻣﻤﻠﻜﺔ اﻟﺒﺤﺮﯾﻦ :schooling. The underlying assumption is that this is a new and The Kingdom of Bahrain (in Arabic developing alternative modality of delivering distance education Mamlakat al-Bah-rayn, literally Kingdom of the Two Seas) is to accommodate various students who cannot attend the an island country in the Persian Gulf. Saudi Arabia lies to the traditional method of learning where physical interaction is west and is connected to Bahrain by the King Fahd Causeway required. (officially opened on November 25, 1986). Qatar is to the This study focused on the overarching question: “What south across the Gulf of Bahrain. The planned Qatar–Bahrain are the associations between learning styles and students’ perceptions of satisfaction among students enrolled in web-based Friendship Bridge will link Bahrain to Qatar as the longest learning environments?” To address this question, the researcher fixed link in the world. explored the associations between learning styles and students’ Bahrain has a total area of 665 km² (266 mi²), which perceptions of satisfaction in Arabian Gulf University- Kingdom is slightly larger than the Isle of Man, though it is smaller than of Bahrain. the nearby King Fahd International Airport near Dammam, Saudi Arabia (780 km² or 301 mi²). As an archipelago of Keywords— Distance Learning, Electronic Learning, Learning thirty-three islands, Bahrain does not share a land boundary Style, Supervised Learning, Web-based Learning with another country but does have a 161-kilometre (100 mi) coastline and claims a further twelve nautical miles (22 km) of I. INTRODUCTION territorial sea and a twenty-four nautical mile (44 km) The effectiveness of distance learning versus traditional contiguous zone. Bahrain's largest islands are Bahrain Island, classroom-based learning has been debated since the first Muharraq, Umm an Nasan, and Sitrah. Bahrain has mild generation of distance learning. As the use of technology to winters and very hot, humid summers. facilitate and deliver distance learning courses has increased, At the beginning of the twentieth century, Quranic new challenges have emerged for the administration, faculty, schools (Kuttab) were the only form of education in Bahrain. staff and students of post-secondary institutions developing They were traditional schools aimed at teaching children and and implementing distance learning programs (Drazdowski, youth the reading of the Qur'an. After the First World War, Holodick, & Scappaticci, 1998; Fulford & Zhang, 1993). Bahrain became open to western influences and a demand for Many professors fear distance learning is a means wherein modern educational institutions appeared. administrators can justify the reduction of faculty positions to The year 1919 marked the beginning of modern solve budget shortfalls. According to Novek (1996), many public school system in Bahrain when Al-Hidaya Al-Khalifia critics of distance learning fear the dehumanization and School for boys was opened in Muharraq. In 1926, the alienation of students as well as loss of critical thinking and Education Committee opened the second public school for social skills. Farrington (1999) posits that he does not accept boys in Manama and in 1928 the first public school for girls that distant learning can be the equivalent of the face-to-face was opened in Muharraq. instruction. On the other hand, many other researchers have In 2004 King Hamad bin Isa Al-Khalifa introduced a reported no significant difference between traditional project that uses information communication technology (ICT) classroom instruction and web-based instruction and that to support K–12 education in Bahrain. This project is named students feel closer to their faculty and peer students in web- King Hamad Schools of the Future. The objective of this based courses (Navarro & Shoemaker, 1999; Wade, 1999). project is to connect and link all schools within the kingdom Bloom and Hough (2003) postulate that a number of studies with the internet. have indicated that web-based instruction decreases student In addition to British intermediate schools, the island learning levels. Even if there are no differences between is served by the Bahrain School (BS). The BS is a United distance learning and traditional learning environments, there States Department of Defense school that provides a K-12 curriculum including International Baccalaureate offerings. Bahrain has been at the vanguard of educational  Arab Open University progress within the region, establishing the Gulf’s first public  Royal University for Women education system in 1919 and giving its female population  Arabian Gulf University equal access to the Kingdom’s educational resources. Schooling is free and compulsory for all Bahrainis The study will focus on the institution offering web- and the Kingdom boasts an 87% adult literacy rate - among based learning in the Kingdom of Bahrain namely: Arabian the highest in the region with almost 11% of all government Gulf University- Kingdom of Bahrain. expenditure directed towards education. Education spending accounted for 10.8% of all II. THEORETICAL FRAMEWORK OF THE STUDY government spending in 2006. Recent government reforms have included a teacher training program, a new polytechnic The first block represents the independent variable or college, improvement of the upper-secondary vocational the input. It serves as stimulus variable used to determine the program and a quality assurance initiative which will raise relationship to an observed phenomenon. Here, all the data are accreditation standards and inspections for the education gathered in preparation for the intervening variable. The system and rank the performance of the system through independent variable in the study is the analysis and regular national exams. The said reforms have been put in evaluation of the existing system. The second block place to avoid a skills crunch further down the line. Over the represents the intervening variable where all the data are next decade an additional 100,000 Bahrainis are expected to analyzed, evaluated and processed. The third block represents enter the job market. the dependent variable , which is the study itself “Learning A new Quality Assurance Authority for Education Style and Students’ Perception on Web-based Learning and Training (QAA) was launched in February 2009. The Environments at Arabian Gulf University- Kingdom of QAA will review and assess schools, universities and training Bahrain”. Overall outcome of the study are the evaluation that institutes, as well as conduct national exams. The body will the university can get out of the study and most importantly raise Educational standards within Bahrain. the implications to the Philippine universities’ web-based The QAA operates four monitoring units: learning environment. - Schools Review Unit - Vocational Review Unit The study aimed to determine the “Learning Style - Higher Education Review Unit and Students’ Perception of Satisfaction on Web-based - National Examinations Unit Learning Environments at the Arabian Gulf University- Higher Education Kingdom of Bahrain”. Specifically, it sought to answer the following As the platform for developing professional questions: capacities and improving the career choices of Bahrainis, 1. What is the demographic profile of the following higher education takes the lead in providing cutting-edge respondents in terms of: skills necessary to thrive in an increasing global competitive a. gender environment. There are a vast number of specialist colleges b. age offering courses in subjects such as finance, medicine, and IT. c. number of web-based courses taken  University of Bahrain d. number of hours dedicated to the web-  Bahrain Institute of Banking and Finance based courses weekly  DePaul University 2. What are the learning styles of the student-  New York Institute of Technology respondents?  RCSI-Medical University of Bahrain

Figure I. Paradigm of the Study 3. What is the level of satisfaction on the web- web-based courses at the Arabian Gulf University – Kingdom based learning environment as perceived by the of Bahrain. The second analysis was on the computed values student-respondents? of variables related to the individual learning styles of the 4. Is there a significant relationship between participants. The third analysis was an analysis of the learning styles and the perceptions of computed values of variables related to students’ perceptions satisfaction with computers among students of satisfaction in web-based courses. The final analysis used enrolled in web-based courses? the Chi-square test of independence to test the association 5. Is there a significant relationship between between learning styles and students’ perceptions of learning styles and the perceptions of satisfaction in web-based courses. satisfaction with the World Wide Web among The researcher used three sets of variables that students enrolled in web-based courses? focused on the students’ demographic profile, the students’ 6. Is there a significant relationship between preferred learning style, and students’ satisfaction with web- learning styles and the perceptions of based courses. The first set of variables focused on the satisfaction with social interaction among students’ demographic profile. These variables consist of students enrolled in web-based courses? information concerning gender, age, number of web-based 7. Is there a significant relationship between courses taken, the number of hours dedicated to the web-based learning styles and the perceptions of course weekly, and the university in which the student was satisfaction with instructor feedback among enrolled. The second set of variables focused on the students enrolled in web-based courses? participant’s preferred learning style. These variables were 8. Is there a significant relationship between analyzed based on responses of the participants to Felder and learning styles and the perceptions of overall Silverman’s (1988) Index of Learning Styles (ILS) Inventory. satisfaction among students enrolled in web- The third set of variables focused on the participant’s based courses? satisfaction with web-based learning environments. These 9. What implications may be drawn for the variables were analyzed based on the participant’s responses Philippine universitiies’ web-based learning to Ham’s (2002) web-based version of Hiltz’s Distance environment? Learning Perception Survey. Finally, the learning style variables and the satisfaction with web-based courses Hypotheses variables were analyzed to determine if a statistically The following hypotheses were tested in the course significant association exists between learning styles and of conducting this study: students’ perceptions of satisfaction in web-based learning 1. The tests of association between learning styles environments. and the perceptions of satisfaction with computers among students enrolled in web- The Research Site based courses: Arabian Gulf University- Kingdom of Bahrain was 2. Tests of associations between learning styles used as the research site for this study, the institution was and the perceptions of satisfaction with the chosen because the students enrolled are easy to reach by World Wide Web among students enrolled in the researcher. web-based courses. Arabian Gulf University also known as AGU is a 3. Tests of associations between learning styles university in Al-Manāmah, Bahrain, accredited by the and the perceptions of satisfaction with social Ministry of Education, Bahrain, and governed by Gulf interaction among students enrolled in web- Cooperative Countries, and is a member of Federation of the based courses. Universities of the Islamic World 4. Tests of associations between learning styles Arabian Gulf University, a regional university that and the perceptions of satisfaction with was founded to be a symbol for joint Gulf cooperation and an instructor feedback among students enrolled in environment for fostering unity in the Gulf Cooperation web-based courses. Council. One of the main objectives of this university is that 5. Test of associations between learning styles this academic institution, with its various colleges and and the perceptions of overall satisfaction programs, will participate in every way that it can in the among students enrolled in web-based courses. enhancement of education and research, and the comprehensive development of the member states. III. RESEARCH DESIGN Materials for web learning are composed of in-house The researcher used of the descriptive correlational United Kingdom Open University (UKOU) and external method to explore the association between learning styles and academic contributors, and from third-party materials. For students’ perceptions of satisfaction in web-based learning most courses, students are supported by tutors ('associate environments. The components of the study consisted of four lecturers') who can provide feedback and tutorials on their different parts of description and analysis. The first analysis work via face-to-face, by telephone, and/or the internet. was based on the demographics of the students enrolled in Respondents Zwanenberg, Wilkinson, and Anderson, the ILS instrument The target population of this study includes students yields alpha values that range between .53 and .70 for every who enrolled in one or more web-based courses during the learning style dimension. second semester of School Year 2011- 2012 under the Zwyno (2003) posits that the widely accepted social graduate studies department of Arabian Gulf University- science cutoff value for alpha tests is α ≥.70. However, Kingdom of Bahrain taking up Distance Teaching and Tuckman (1999) reports that it is acceptable for attitudinal Training. Respondents were chosen at random. tests to yield an alpha value that is greater than .50. As a result, Measures to ensure the confidentiality of the students Zwyno and Livesay et al. suggest that the ILS instrument is a were established. As a result, students’ records and responses suitable psychometric tool to assess the learning styles of were kept strictly confidential and stored securely in a locked individuals for the purpose of providing effective learning filing cabinet. Accesses were restricted to persons conducting environments. As a result, this researcher accepts that the the study. Upon completion of the study, the student data construct validity of the instrument is valid for the purpose of records and responses was destroyed to safeguard the assessing the learning styles for the students enrolled in one or identities of the respondents. more web-based courses at the four community colleges. Table I. Instrumentation Cronbach’s alpha values for ILS

The researcher used the following tools in order to A-R S-N VS-VB SQ-G SOURCE gather data necessary for the proposed study: 0.60 0.70 0.63 0.53 Zwyno 0.56 0.72 0.60 0.54 Livesay et al. Questionnaire and Evaluation Sheet. It is a written list of 0.51 0.65 0.56 0.41 Zwanenberg et questions that the respondents will be made to answer. This is al. the main tool for the information gathering. The questions are partly fill-in the blanks and partly multiple-choice format. Adapted from “Applications, reliability and validity of the A. Index of Learning Styles index of learning styles,” by R. M. Felder and J. E. Spurlin, Felder and Silverman’s Index of Learning Styles 2005, International Journal of Engineering Education, 21(1), (ILS) instrument was used to identify the preferred learning p. 108. style of each participant. The ILS instrument was developed from Felder and Silverman’s (1988) learning style model. The C. Perceptions of Web-based Courses Survey ILS instrument contains 44 questions that are designed to measure the participant’s preferred learning style based on the Hiltz’s Distance Learning Perception Survey Processing (Active-Reflective), Perception (Sensing-Intuitive), (HDLPS) instrument was developed in the late 1980s by Hiltz Input (Visual-Verbal), and Understanding (Sequential-Global) (1994) to evaluate the effectiveness of distance learning dimensions discussed in Chapter Two of this study. programs delivered in a closed network system. Hiltz (1994) The range of data associated with each learning style designed the survey to measure student subjective assessment dimension is from 0 to 11 (e.g.,(A-R) Active-Reflective, (S-N) of computer-based courses based on Centra’s (1982) literature Sensing-Intuitive, (VS-VB) Visual-Verbal, and (SQ-G) review of teaching effectively and Paulhus and Christie’s Sequential-Global), resulting in 16 possible learning style (1981) scales for measuring personal self-efficacy and preferences for each respondent. For statistical analyses, a interpersonal control. Hiltz postulated that conceptualized scoring method that counts each dimension’s corresponding effectiveness occurs along course content, characteristics of value, (a) or (b), is used to determine the learning style teaching, course outcomes and comparison of the process in preference for each dimension. The ILS instrument learning technology-based formats. While the Internet is a newer style dimensions are categorical data, meaning that a learner’s delivery method for collegiate programs and courses of study, preference on a given scale can be strong, moderate, or mild. the same principles addressed by Hiltz are equally pertinent For example, if a learner responds to the 11 questions relative today as when the computer-based distance learning courses to the Processing dimension at a rate of 9a (Active learning) to were delivered on closed systems (Ham, 2002). 2b (reflective learning), then it would be determined that the For the purpose of this study, the researcher chose to respondent has a strong preference towards the Active use Ham’s (2002) revised version of the HDLPS to capture learning style versus the reflective learning style. the data required to reflect the changes that have occurred in B. Index of Learning Styles Instrument Validity today’s web-based courses of study The researcher asked Zwyno (2003), Livesay et al. (2002), and Van permission to use Ham’s web-based distance learning version Zwanenberg, Wilkinson, and Anderson (2000) have tested the of the HDLPS. The HDLPS used in this study focused on five construct validity of the Felder-Silverman ILS instrument’s sets of variables to gather data concerning students’ individual dimensions using Cronbach’s alpha test. A perceptions of satisfaction in web-based courses including: summary of the reported alpha levels from each study are (Two Sections) current feelings about computers listed in Table 3.2. With the exception of the .41 alpha value (CEFFICACY), current feelings about the World Wide Web for the Sequential-Global dimension reported by Van (WEFFICACY), social interaction (SINTERACT) (items 1-12 and 14 on survey), instructor feedback (IRESPONSE) (items c. moderate-Visual 13 and 15-20 on the survey), and overall satisfaction d. mild-Sequential (SATISFY) with web-based course environments (items 21- 5. Majority of the participants’ feelings about 34 on the survey). Additionally, the HDLPS asked open-ended computers were positive: computers are questions that addressed the “likes” and “dislikes” of the web- stimulating (84%); computers are fun (77%), based environment. The open-ended questions were coded easy (76%), personal (78%), helpful (72%), using frequency of response analyses. efficient (75%), and reliable (78%). 6. Overall, the participants’ feelings about the HDLPS Validity World Wide Web were positive. They felt that Ham’s (2002) revised version of the HDLPS was the World Wide Web is stimulating (90%); that reviewed by three distance learning professionals who it is fun (87%); easy (71%); personal (75%); analyzed the face validity of the survey. Based on their helpful (59%); efficient (86%); and, reliable feedback, the decision was made to decrease the potential for (76%). response bias by negatively phrasing questions in the Likert- 7. The participants were asked to list what they scale (items 22, 23, 24, 27, 28, 30 on the survey). Zwyno “liked best” and “liked least” about their web- (2003) posits that the widely accepted social science cutoff based courses. Majority of the participants, value for alpha tests is a >=.70. The HDLPS yields alpha 70% (of 81 web-based courses), liked best values that range between .78 and .89 for every component group and team work, and liked least too tested in this study. The reported alpha levels for the HDLPS much busy work which is characteristic of are listed in Table 3.3. web-based courses. 8. The tests of association between learning styles Table II and the perceptions of satisfaction with Construct Validity of the HDLPS computers among students enrolled in web- based courses: Composite Scale Cronbach’s Alpha a. H1a-i: There is no significant association Current feelings about computers 0.81 between the Active-Reflective learning Current feelings about the World Wide 0.83 style dimension and the perceptions of Web computers among students enrolled in web- Social Interaction 0.78 based courses. Instructor Feedback 0.81 b. H1j-r: There is a limited association Overall Satisfaction 0.89 between the Sensing-Intuitive learning style dimension and the perceptions of computers Target Population as being stimulating among students enrolled in web-based courses. The target population of this study was 162 students enrolled c. H1s-aa: There is no association between the in one or more web-based courses at Arabian Gulf University- Visual-Verbal learning style dimension and Kingdom of Bahrain. The researcher received 100 completed the perceptions of computers among surveys from the target population, a cumulative response rate students enrolled in web-based courses. of 61.73%. d. H1bb-jj: There is no association between the Sequential Global learning style dimension IV. SUMMARY OF FINDINGS and the perceptions of computers among Hereunder are the highlights of the significant students enrolled in web-based courses. findings of this study: 9. Tests of associations between learning styles 1. Majority of the participants were male, 25 – and the perceptions of satisfaction with the 34 years old, enrolled in two or more web- World Wide Web among students enrolled in based courses and spent 13 or more hours per web-based courses. week completing their web-based course e. H2a-i: There is no association between the assignments. Active-Reflective learning style dimension 2. Half of the participants use computers and and the perceptions of the World Wide Web World Wide Web in their professions. among students enrolled in web-based 3. The most frequently used web-based learning courses. activities were bulletin board discussions and f. H2j-r: There is no association between the group project. Sensing-Intuitive learning style dimension 4. In terms of the learning styles, majority of the and the perceptions of the World Wide Web participants fell between the following: among students enrolled in web-based a. Mild-Active courses. b. Strong-Sensing g. H2s-aa: There is no association between the feedback (IRESPONSE) among students Visual-Verbal (VS-VB) learning style enrolled in web-based courses. . dimension and the perceptions of the World 12. Test of associations between learning styles Wide Web (WEFFICACY) among students and the perceptions of overall satisfaction enrolled in web-based courses. among students enrolled in web-based courses. h. H2bb-jj: There is no association between q. H5a-n: There is a limited association the Sequential-Global (SQ-G) learning style between the Active-Reflective (A-R) dimension and the perceptions of the World learning style dimension and the perceptions Wide Web (WEFFICACY) among students of overall satisfaction (SATISFY) among enrolled in web-based courses. students enrolled in web-based courses. 10. Tests of associations between learning styles r. H5o-bb: There is no association between and the perceptions of satisfaction with social the Sensing-Intuitive (S-N) learning style interaction among students enrolled in web- dimension and the perceptions of overall based courses. satisfaction (SATISFY) among students i. H3a-m: There is limited association enrolled in web-based courses.. between the Active-Reflective (A-R) s. H5cc-pp: There is no association between learning style dimension and the perceptions the Visual-Verbal (VS-VB) learning style of social interaction (SINTERACT) among dimension and the perceptions of overall students enrolled in web-based courses. satisfaction (SATISFY) among students j. H3n-z: There is no association between the enrolled in web-based courses. Sensing-Intuitive (S-N) learning style t. H5qq-ddd: There is no association between dimension and the perceptions of social the Sequential-Global (SQ-G) learning style interaction (SINTERACT) among students dimension and the perceptions of overall enrolled in web-based courses. satisfaction (SATISFY) among students k. H3aa-mm: There is no association between enrolled in web-based courses. the Visual-Verbal (VS-VB) learning style dimension and the perceptions of social V. CONCLUSIONS AND RECOMMENDATIONS interaction (SINTERACT) among students Distance learning is not a panacea, but as web-based enrolled in web-based courses. courses continue to evolve, their potential for broadening l. H3nn-zz: There is a limited association access to higher education and training and development between the Sequential-Global (SQ-G) programs is compelling (Pantazis, 2002). Understanding web- learning style dimension and the based course delivery technologies in a world that demands perceptions of social interaction opportunities for continuous learning, flexibility, convenience, (SINTERACT) among students enrolled in and accessibility is increasingly important to higher education web-based courses. (Pantazis, 2002). While some teaching/learning models are 11. Tests of associations between learning styles very much like those used in a traditional classroom, and the perceptions of satisfaction with electronic delivery makes the methods different enough to instructor feedback among students enrolled in create new opportunities for evaluation (Offir & Lev, 1999; web-based courses. Pantazis, 2002). Consideration of this issue is based on the m. H4a-g: There is no association between the perspective that students should be taught using methods that Active-Reflective (A-R) learning style maximize learning effectiveness. As a result, there is a need dimension and the perceptions of instructor for research that examines which learning styles are effective feedback (IRESPONSE) among students in a web-based learning environment, as well as the enrolled in web-based courses. association between students’ preferred learning styles and n. H4h-n: There is no association between the satisfaction with web-based learning environments. Sensing-Intuitive (S-N) learning style dimension and the perceptions of instructor Recommendations feedback (IRESPONSE) among students Additional research is needed with different enrolled in web-based courses. populations to confirm the findings based on the association o. H4o-u: There is no association between the of learning styles and students’ satisfaction of web-based Visual-Verbal (VS-VB) learning style learning environments. dimension and the perceptions of instructor 1. Colleges must evaluate and assess the effectiveness feedback (IRESPONSE) among students of web-based course offerings in order to identify enrolled in web-based courses. . how technology impacts learning. p. H4v-bb: There is no association between the 2. Future research could explore a variety of dependent Sequential-Global (SQ-G) learning style and independent variables that impact the students’ dimension and the perceptions of instructor satisfaction of web-based environments. 3. Qualitative studies should be conducted to reveal ACKNOWLEDGMENT “thick descriptions” about learning styles and The researcher wishes to extend his sincere and profound students’ satisfaction in web-based learning gratitude, a genuine feeling of admiration to the persons who environments. extended their untiring efforts to work together and made 4. The exploration of the use of other instruments or valuable contribution to the success of this study as well as tools could provide another dimension of the institutions which serve as the fountain of knowledge like De relationship between learning styles and web-based La Salle University-Manila, Philippines, University of La learning environments. Salette-Santiago City Philippines, Arabian Gulf University- 5. Additional research is needed to explore social Kingdom of Bahrain and AMA International University- interaction and instructor feedback of web-based Kingdom of Bahrain. learning environments. Heartfelt thanks to Dr. David R. Shockley, Executive 6. Student evaluation on the effectiveness be included Vice President Caldwell Community College and Technical as part of the web-based course. Institute, for his invaluable guidance and help in the researchers’ pursuit of this study. His willingness to share Implications to Philippine Universities and Colleges substantial ideas for the improvement of this study will never Web-based learning is not yet a commonly accepted be forgotten. modality of education in most Philippine universities and To Dr. Fathi Abdulghader, for granting the colleges. Mainly because, before lessons can be delivered researcher’s request to conduct the study at the Arabian Gulf through the web, E-learning materials should be first University- Kingdom of Bahrain. developed. Many universities and colleges in the Philippines To Mr. Adnan Ali Moh’d Alzawayed, I.T. Director are ill-equipped with personnel who can develop e-learning of Arabian Gulf University-Kingdom of Bahrain for materials. providing all the necessary data required for the realization of There is therefore a need to strengthen first the this study. capability of Philippine universities and colleges in making e- To the late Rev. Fr. Romeo B. Gonzales, MS, Ph D, learning materials before this modality will be used to deliver former President of University of La Salette- Philippines for distance learning. Another reason why web-based learning his valuable suggestions and support of this study. has difficulty being accepted in Philippine universities and To the researcher’s parents, brother and sister, who colleges as a modality to deliver education is the poor ICT were the researcher’s source of strength and inspirations infrastructure with which to deliver web-based learning. which brought about the success of this piece of work and for While there are internet service providers availability of always being supportive in all his endeavors. internet connectivity is unstable and missing in some remote To our Almighty God, for being the source of places. Provision for mobile internet connection by internet wisdom, unconditional love and blessings. service providers is available but quite expensive that only quite a few could afford. REFERENCES Decisions about web based learning courseware must begin with an understanding of how the mind works during Bloom, K. C., & Hough, M. C. (2003). Student satisfaction with technology- learning and of what research data tell us about what factors Enhanced learning. CIN: Computers, Informatics, Nursing, 21, 241-246. lead to learning. This is where decisions must begin. Naturally Ham, M. K. (2002). Students’ perceptions of web-based distance learning factors other than psychological effectiveness come into play courses. Dissertations Abstracts International, 63(04A), 3050298 in your multimedia learning decisions. For example, instructional strategies will be shaped by parameters of the Hiltz, S. (1994). The virtual classroom: Learning without limits via computer networks. Norwood, NJ: Ablex. technology like bandwidth and hardware, and by Livesay, G., Dee, K., Felder, R., Hites, L., Nauman, E., & O´Neal, E. (2002). environmental factors such as budget, time, and organizational Statistical evaluation of the Index of Learning Styles and Honey and culture. Mumford’s Learning Styles Questionnaires: How they compare and do they It may take some time for web-based learning predict academic performance? Psychology, 20(3), 364-381. courses to be adopted in Philippine universities and colleges Navarro, P., & Shoemaker, J. (1999). The power of cyberlearning: An but it is the future of education which will eventually become empirical test. Journal of Computing in Higher Education, 11, 29-54. borderless and can be accessed anytime anywhere. Novek, E. M. (1996). Do professors dream of electronic sheep? Academic anxiety about the information age. (ERIC Clearinghouse on Resources ED399594).

Shockley, David Russel. (2005). Learning Styles and Students’ Perceptions of Satisfaction in Community College Web-based Learning Environments

Zwyno, M. S. (2003). A contribution to the validation of score meaning for Felder-Soloman’s Index of Learning Styles. Presented at the Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition, Session 2351. Retrieved October 15, 2004, from http://ncsu.edu/felderpublic/ILSdir/zwyno_validation_study_.pdf