Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/45820

Using Learning Styles to Differentiate: A Usability Study of a Teacher Resource Website

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Item Summary

Title: Using Learning Styles to Differentiate: A Usability Study of a Teacher Resource Website
Authors: Smith, Jennifer
Instructor: Ho, Curtis
Keywords: usability study
Individualized instruction
learning styles
differentiation
Issue Date: 18 Apr 2017
Citation: Smith, J. (April 18, 2017) Using Learning Styles to Differentiate: A Usability Study of a Teacher Resource Website
Abstract: This study was created to determine the usability of a website designed as a teacher resource on learning styles and differentiation for K-12 educators. It was determined that a resource was needed that would allow educators to first identify students’ preferred learning styles and then be able to match appropriate learning activities and strategies to each learning style. Educators are encouraged to differentiate their instruction but are not necessarily given the proper time or tools to do so. A website was created using Wix website builder to include information on specific learning styles, an assessment to determine students’ preferred learning styles and strategies and activities relevant to each learning style to differentiate instruction. K-12 educators as well as home educators agreed to participate in the usability study where they performed a series of specific tasks aimed at refining the usability of the site. The usability test was conducted to be sure that the best, most efficient and useful resource has been provided. After conducting the test sessions and interviews it was concluded to refine the website features to provide the most effective tools for educators.
Description: This usability study was designed to determine the usability of a website as a teacher resource on learning styles and differentiation for K-12 educators.
Pages/Duration: 33
URI/DOI: http://hdl.handle.net/10125/45820
Rights: Attribution required
Appears in Collections:LTEC 690, Spring 2017



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