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The perceptions of students with different learning preferences regarding their learning experiences in a university classroom that incorporates instructional strategies for diverse learners
|Kim Hyomi r.pdf||Version for non-UH users. Copying/Printing is not permitted||3.18 MB||Adobe PDF||View/Open|
|Kim Hyomi uh.pdf||Version for UH users||3.22 MB||Adobe PDF||View/Open|
|Title:||The perceptions of students with different learning preferences regarding their learning experiences in a university classroom that incorporates instructional strategies for diverse learners|
CREDE activity center tasks
the Learning Style Inventory
learning preference congruent teaching
|Date Issued:||May 2013|
|Publisher:||[Honolulu] : [University of Hawaii at Manoa], [May 2013]|
|Abstract:||This study investigated the extent to which the use of the Center for Research on Education, Diversity, and Excellence (CREDE) model facilitated learning preference congruent teaching, which I defined as instruction that seeks to maximize the utility of incorporating practices that take advantage of students' learning preferences into the educational process. The research questions were: How effectively do CREDE activity center tasks accommodate students with different learning preferences? How is the learning preference congruence of center tasks related to students' perceptions of center tasks? The learning styles of 16 undergraduates, in an introductory teaching course that used the CREDE model, were evaluated using the Learning Style Inventory. All data obtained from classroom observations, semi-structured individual interviews, and focus group interviews were analyzed using open and axial coding. The results showed the CREDE course facilitated learning preference congruent teaching to some extent, but not completely. Additionally, the center tasks that accommodated the participants' learning preferences were perceived more positively by the participants.|
|Description:||M.Ed. University of Hawaii at Manoa 2013.|
Includes bibliographical references.
|Appears in Collections:||
M.Ed. - Educational Psychology|
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