The perceptions of students with different learning preferences regarding their learning experiences in a university classroom that incorporates instructional strategies for diverse learners
Date
2013-05
Authors
Contributor
Advisor
Department
Instructor
Depositor
Speaker
Researcher
Consultant
Interviewer
Narrator
Transcriber
Annotator
Journal Title
Journal ISSN
Volume Title
Publisher
University of Hawaii at Manoa
Volume
Number/Issue
Starting Page
Ending Page
Alternative Title
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
Keywords
CREDE
Citation
Extent
Format
Geographic Location
Time Period
Related To
Theses for the degree of Master of Education (University of Hawaii at Manoa). Educational Psychology.
Related To (URI)
Table of Contents
Rights
Rights Holder
Local Contexts
Collections
Email libraryada-l@lists.hawaii.edu if you need this content in ADA-compliant format.