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Abstract Scientific collaboratories hold the promise of providing students access to specialized scientific instruments, data and experts, enabling learning opportunities perhaps otherwise not available. However, evaluation of scientific collaboratories in higher education has lagged behind their development. We conducted a repeated‐measures study that provided data regarding social interaction learning styles and perceptions of a scientific collaboratory system from 40 university science students working face‐to‐face and remotely. Students with a strong competitive learning style preference or who worked with a student with a strong competitive learning style reported a slightly more positive perception of the relative advantage, compatibility and complexity of the collaboratory system. Students with a strong individualistic learning style preference or who worked with a student with a strong individualistic learning style reported a more negative perception of the observability of the system. No relationships were found between students’ cooperative learning style preference and their perceptions of the system after using it face‐to‐face or remotely.
Sonnenwald et al. (Fri,) studied this question.