Abstract :
This research aimed to study the relationship between learning styles among two groups of
electronic and traditional students in PAYAM NOOR University and its relationship with the
satisfaction. The research method was descriptive and co relational research. The study population
included all male and female master students of electronic (virtual) (N=1400) and traditional
(N=1600) courses of PNU in 1395-1396.Using Cochran formula, the estimated sample size of
students for traditional and electronic courses were equal to 310 and 302 respectively (totaled
612). The sample size was selected by stratified random sampling method with proportional
assignment. In order to collect data, Kolb (1999) learning styles questionnaire and Bahrani and
Jokar (1378) critical student satisfaction questionnaire were used. For both, traditional and
electronic groups, between learning styles (convergent, divergent, assimilator and accommodator)
and satisfaction, there was a significant relationship. The results showed that in the traditional
course converging, diverging, assimilator and accommodator styles have the highest relationship
with the academic satisfaction. In electronic courses, divergent, assimilator, and convergent styles
have the most relation to academic satisfaction. The study of the status of learning styles in the
electronic group showed that the convergent learning style with (14.57%), has the least frequency,
divergent with (30.79%) has the highest frequency, the assimilator style has (28.14%) and the
accommodator has (26.49%) frequency. Regarding the status of learning styles in the traditional
group, convergent and accommodator style have the least frequency and the assimilator learning
style has the most frequency. In terms of quality assessment, most students were not satisfied with
the traditional courses and in contrast, the electronic group had more academic satisfaction.
Keywords :
Learning Styles , Academic Satisfaction , E-learning , Attendance course , Student
