Despite the general consensus that learning styles and instructional preferences should be addressed in online learning, there remains a gap in the research into how different styles might be correlat

The gap

Consensus across the literature

Supporting evidence — 5 representative gaps

• Effectiveness of E-Learning in Analyzing Difficulties in Object-Oriented Programming (2026) · doi

  While this research endeavours to provide a comprehensive analysis, the following limitations are acknowledged: • Self-Reporting Errors: Data collected through surveys and questionnaires may be subject to recall bias or social desirability bias, affecting the accuracy of responses. • Rapidly Evolving Technology: The e-learning landscape and AI-powered educational tools evolve quickly, meaning findings may become outdated as platforms adopt new features. • Platform Diversity: The sheer variety of e-learning platforms, each with different pedagogical approaches, makes it challenging to draw universal conclusions about e-learning effectiveness. • Measurement of Learning Outcomes: Assessing genuine understanding of OOP concepts is complex, and traditional assessments such as quizzes may not fully capture a learner’s depth of conceptual understanding. • Cultural and Linguistic Factors: Differences in language proficiency and cultural learning styles among participants may influence the findings in ways that are difficult to control. • Instructor Variability: The quality of instructor engagement varies widely across platforms and courses, making it difficult to standardize this variable in the comparative analysis.

  Keywords: learning platforms bias understanding cultural difficult instructor endeavours provide comprehensive following limitations acknowledged self reporting
• Self-assessment of ESP oral performance (2020) · doi

  Research to date acknowledges the learning, instructional and assessment advantages of self-assessment used in different fields of study in higher education contexts, yet little known research has focused on its use for learning and raising learner awareness while studying English for Specific Purposes (ESP).

  Keywords: learning assessment date acknowledges instructional advantages self used different fields higher education contexts little known
• Shared video media and blogging online (2011) · doi

  Research limitations/implications The research reported on in this paper should, preferably, be followed by additional research on educational technology, social software and e‐assessment; informed design of practices of formative e‐assessment; and the role of formative e‐assessment in the facilitating and enhancement of the students' learning and meaning‐making processes.

  Keywords: assessment formative limitations implications reported preferably followed additional educational technology social software informed design practices
• The impact of digital technologies on children and adolescents in Aotearoa New Zealand: A case for the development of best-practice recommendations for schools (2024) · doi

  While studies present mixed results, emerging evidence from analysis of international and national standardised assessments indicates that the impact of digital technologies on learning outcomes is not neutral, and while some use can benefit learning, frequent use has been associated with reduced learning outcomes.

  Keywords: learning outcomes present mixed emerging evidence international national standardised assessments indicates impact digital technologies neutral
• An Examination of Online Instructional Practices Based on the Learning Styles Of Graduate Education Students (2013) · doi

  Despite the general consensus that learning styles and instructional preferences should be addressed in online learning, there remains a gap in the research into how different styles might be correlated with certain instructional preferences to improve the e-learning experiences.

  Keywords: learning styles instructional preferences despite general consensus addressed online there remains different correlated certain improve