In an attempt to serve online students' needs, several questions were asked: Is there a dominant learning style of students in online courses? Is there a preferred method of online instruction? Is there a relationship between learning styles and the preferred method of online instruction? A two-part survey was administered to all graduate students enrolled in SetonWorldWide. Part A consisted of the Gregorc Learning Styles Delineator (GSD) and Part B consisted of demographic questions and a Likert scale focusing on the rating of online instructional methods. Subjects (N = 96) displayed varied learning styles with dual learning styles (56.2%) representing the largest group. Subjects demonstrated strong preferences for asynchronous log-ons (99%), a high degree of interaction within the course, and noted a high degree of satisfaction with their online programs (95%). Convenience was the most frequent reason reported (92%) for selecting a Web course. The strongest preferences were noted for instructional activities emphasizing convenience, time management, and interactivity. Correlation analysis between students' learning styles scores and six online instructional methods revealed several significant relationships which were inconsistent with personality traits. It was found that students enrolled in online education because of the convenience, displayed a dual learning style, and favored individual assignments and threaded discussions.
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