Learning style preferences and the perceived usefulness of e-learning

This paper uses data gathered from 953 students to investigate in how far individuals' preferences for a particular learning style are associated with the perceived usefulness of e-learning. Our findings reveal the effect of individuals' learning styles as well as their gender and professional experience on the perceived usefulness of different forms of e-learning. The study's findings enhance our understanding of the usefulness of different e-learning tools from a learner perspective and thus have implications for curriculum design. The study also contributes to the empirical basis on the relevance of learning styles in the design of virtual learning environments.