The relationship among students? learning styles, learning strategies and participation levels in online asynchronous discussions

The main goal of this research is to examine the relationship among learners? learning styles, learning strategies and participation levels in online asynchronous learning environment. In parallel to this goal, students? learning styles, learning strategies, participation reasons and barriers to asynchronous discussion board are investigated.In this research both quantitative and qualitative data gathering techniques were used. While survey and content analysis techniques were used to gather quantitative data, qualitative data were gathered through semi-structured interviews from third class students in Anadolu University Open Education Faculty English Language Teaching Program.The findings show that students mostly need educational support in asynchronous discussions although there are some problems in quality and timing of the academic feedback. The program seems insufficient in regard to the social support issue. Also, the majority of students preferred lurking (vicarious interaction) during the study. Results also reveal that there are many participation barriers in online learning environment such as not needing to post, not liking the group dynamics, lack of computer and internet connection and so on. In addition, it was concluded from the findings that the learning style determines the participation level of students in asynchronous discussion. Furthermore, findings suggest that there is no correlation between learning styles and learning strategies, despite the fact that online learners use learning strategies in an adequate level.