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Evolving online learning: can attention to learning styles make it more personal?

As online education continues its ubiquitous expansion, particularly among large scale educational institutions, forces of economics of scale often drive the development of online courses and the process of their instruction towards homogeneity. This migration towards consistency can easily ignore individual differences between students resulting in ineffective instruction and dissatisfaction with the online learning process. Although the importance of faculty - learner interaction has been highlighted as a key ingredient to online learning satisfaction, learner differences, specifically their learning styles, have not been adequately evaluated to propose instructional methods to accommodate these differences. This report analyzes the experience of faculty and learners in online courses to determine the characteristics of and the appropriate amount of individually focused course interaction based on the articulated desires and characteristics of learners. It evaluates whether providing a higher level of faculty interaction to learners who have learning styles aligned with interpersonal collaboration impacts course satisfaction or performance. Based on this analysis, a process of initial learner evaluation and individually focused communication is proposed to effectively instruct diverse online courses.