Student Learning Preferences in Nontraditional Degree Programs: A Look toward the Future of Higher Education in America


Lynda Folts

Document Type


Degree Name

Doctor of Education (Ed.D)


Educational Administration

Date of Award

Fall 2018


This research project was used to examine variables influencing preferred learning modes of online competency-based education (CBE) students registered in a Bachelor's of Organizational Leadership degree program at a traditional university in east Texas, using 4 learning modes (independent, instrumental, interactive, and collaborative). A quantitative inquiry was used to collect responses from 273 students, which confirmed demographics and any preferred preferences for the 4 learning modes. Interactive and collaborative learning modes were determined as most substantial through frequencies, ANOVA means, and multiple regressions, explaining likelihoods of student enrollment in a program using such learning modes for online CBE course design and delivery in the program. Findings can be informative to the course design and teaching process to build upon the knowledge of preferred learning modes in online CBE programs. The study of student characteristics and learning mode preferences may assist in obtaining information desired to facilitate achievement of Department of Education (DOE) and State of Texas benchmarks outlined for leaders of higher education institutions by the year 2030.


Mary Jo Dondlinger

Subject Categories

Education | Educational Administration and Supervision | Educational Leadership