Correlation of Honey & Mumford Learning Styles and Online Learning media preference Panarat Sangvigit Surasak Mungsing, Ph.D. Information Technology Program Computer Science Program Graduate School Faculty of Informatics Sripatum University, Thailand Sripatum University, Thailand E-mail : panarat007@yahoo.com E-mail : surasak.mu@spu.ac.th Anuchai Theeraroungchaisri, Ph.D Department of Pharmacy Administration Faculty of Pharmaceutical Sciences Chulalongkorn University, Thailand E-mail : anuchai@gmail.com Abstract This research provides the strategy in analyzing learning styles in accordance to online learning of learners. The research conduction periods can be classified into 2 phases. The work in the first phase is concerned with the collection of learning style questionnaire as proposed in the theory of Hoeny & Mumford to be studied, classified through groups learners, explored the similarities or differences of the groups. In the second phase, the researcher employs LMS Moodle in storing learning styles in online learning. The information gained in this phase is obtained through the participation of the learners in each learning activity, frequency rate in joining learning activities, preference in choosing learning activities, and posttest scores of the learners in the lesson. The information obtained in this phase is examined for the relationship with the information collected in the first phase. There is the low achievement in learners with learning style of Activist and Pragmatist style when text material is used. While, learners in the learning style of Reflector perform high learning achievement when video material is used. As for the Theorist style learners, they have high learning achievement when text material is used. As can be seen, the analysis result obtained in this study is in accordance with the principles of learning styles proposed in Honey & Mumford with the statistically significant value at .05. Keywords : Adaptive Hypermedia System, Adaptive Educational Hypermedia System, Courseware Engine, Self – direct Learning, Learning Styles, Learner Behavior, e-Learning, Online Learning 1. Introduction In the consideration of individual learner differences, the factor accepted in the education arena as the crucial element of learner’s success is the activities provided as appropriate to learning styles as stated in Grasha, A., F., and Riechmann,. S. W.[1], Witken, Herman A.,R.B. Dyk, H.F. Faterson and other[2], Kolb,D.A[3], and Honey,P., and Mumford,A.[4] These scholars emphasize on the importance of learning style and believe that it is the main factor for learning achievement. As such, teachers need to know how to provide learning activities as appropriate to learning styles of the learners. However, in providing learning activities in accordance to the learning styles of the learners, we need the tool for measuring and classifying preference of individual learners. The tools used nowadays; nevertheless, has many limitations; for example, it depends much on the feeling and emotion of the raters or learners when answering the questionnaire, learners may try to provide the responses as expected by the administration, learners may have lack of motivation in completing the questionnaire, learners may even not realize what their preference in learning actually is, and Panarat Sangvigit et al ,Int.J.Computer Technology & Applications,Vol 3 (3), 1312-1317 IJCTA | MAY-JUNE 2012 Available online@www.ijcta.com 1312 ISSN:2229-6093