Journal of College Teaching & Learning – May 2008 Volume 5, Number 5 17 Modern Learning Theories Provide Applications For Distance Learning Practice Dana V. Tesone, University of Central Florida Denver Severt, University of Central Florida Monica L. Carpenter, University of Central Florida ABSTRACT This article reports the findings of a recent empirical study that was conducted at a large university in the United States. The study compared the findings from modern learning theories to reported perceptions of undergraduate and graduate students taking courses in online learning environments. The intention of the study was to compare perceived student learning preferences with theories that support distance learning design and delivery. The article provides a report of objectives, methodology, findings, discussion, conclusions, and implications relative to the study. Final suggestions concerning online courses aimed at satisfying student learning expectations are implicated from the findings of the study. Keywords: distance learning, learning theories, higher education INTRODUCTION he article presents findings from a recent study that centered on distance learning design and delivery methods for instructors. The authors begin by presenting evidence from the literature in the discipline of education to support four selected learning theories. These theories appear to support distance learning delivery methods. The article then presents a comparison of those theoretical constructs with findings in the distance learning literature. The purpose of this comparison is to determine the extent of compatibility between findings from the social sciences and those discovered through practical pedagogical applications. Next, the authors use the combined evidence to support a single theoretical model of learning that is conducive to distance learning course design and delivery techniques. The article tests this model from the standpoint of distance learning activities through a preliminary empirical process. The authors conclude the article with practical implications for those educators engaged in distance learning activities. SELECTED LEARNING THEORIES It may be argued that learning theories extend back to the time of Socrates. Written theories emerged in the western world during prior centuries through the works of individuals such as Dewey and Piaget (Dewey, 1895). Since that time, numerous modern learning theories have emerged in evolutionary fashion through the use of investigative techniques associated with the social sciences. There are four relatively modern theories in existence that seem to lend nicely to the pedagogy associated with distance learning methods. These include: Cognitive Flexibility Theory, Dual-Coding Theory, Elaboration Theory, and Transactional Distance Theory. It would seem appropriate to provide a brief description of each of the four theories. All of the theories could fall within the domain of Learning Constructivism, an overriding concept that suggests learners „construct‟ their own meaning as part of the learning processes. Two common themes within t he domain include meta-learning (thinking about learning) and the belief that knowledge is defined as meaning attributed by the learner to the content matter (Hein, 1991). T