Does individual learning styles influence the choice to use a web-based ECG learning programme in a blended learning setting?

Table 3

	Learning content		Self-assessment questions		Interactive ECG interpretation
	Mean ± SD		Mean ± SD		Mean ± SD
Students ranking the pedagogic value of the modules in the web-based programme 1-6 (worst possible -best possible)	4.5 ± 1.2		4.5 ± 1.3		5.0 ± 1.3
	Median (IQR)		Median (IQR)		Median (IQR)
Time spent in modules (hh:mm)	01:21 (0:06-05:30)		0:13 (0:03-00:42)		0:37 (0:04-02:55)
Total n	User n*	Non User n	User n**	Non User n	User n***	Non User n
	40	53	58	35	33	60
	User %	Non User %	User %	Non User %	User %	Non User %
Total %	43%	57%	62%	38%	35%	65%
Learning styles
Active/Reflective
Active	18%	21%	15%	26%	12%	23%
Intermediate Act/Ref	70%	60%	71%	54%	67%	63%
Reflective	13%	19%	14%	21%	21%	13%
Visual/Verbal
Visual	50%	36%	44%	38%	39%	43%
Intermediate Vis/Ver	48%	57%	51%	56%	55%	52%
Verbal	3%	8%	3%	9%	6%	5%
Sensing/Intuitive
Sensing	38%	43%	42%	38%	48%	37%
Intermediate Sen/Int	55%	45%	48%	51%	45%	52%
Intuitive	8%	11%	8%	12%	6%	12%
Sequential/Global
Sequential	18%	21%	17%	24%	24%	17%
Intermediate Seq/Glo	58%	57%	55%	60%	55%	58%
Global	25%	23%	27%	18%	21%	25%

The upper part of the table 3 shows the students ranking, time spent, with inter quartile range (IQR). The lower part results in user - non user from the individual modules divided into learning style. *A user in the Learning content module was defined as a student who logged on for at least 20 min in that specific module. **A user in the Self-assessment questions module was defined as a student who logged on for at least 10 min in that specific module. ***A user in the Interactive ECG interpretation module was defined as a student who logged on for at least 20 min in that specific module.

ISSN: 1472-6920