In our experiment we applied Vermunt´s questionnaire of Inventory of Learning Styles at Faculty of Sports Studies in e-learning course “Prescription of Physic Activities in Diseases and Disabilities”.
In this article we aimed to distinctness in access to learning styles between 2 groups of students. Experimental group: 46 students used in education e-learning course. And control group with classical way of face-to-face teaching with 51 students. We choose Vermunt´s ILS (Inventory of Learning Styles) questionnaire to obtain data. There are combinations of 4 elements: cognitive processing strategies (cognition), metacognitive regulation strategies (metacognition), conceptions of learning (views about teaching and learning), and learning orientations (motivation).
For data analysis we used basic descriptive statistics, including measures of central tendency, measures of dispersion, and measures of relative position. For comparison between two groups we used these statistical methods: t-test and Pearson correlation coefficients. We determined significance level alpha, together with Cohen´s „d“ (size of effect).
In conclusion there is discussion about our findings: changes of learning styles and comparison of two groups and our recommendations for designers of e-learning courses.