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University Educators' Instructional Choices and Their Learning Styles Within a Lesson Framework.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	University Educators' Instructional Choices and Their Learning Styles Within a Lesson Framework./
作者:	Mazo, Lucille B.
面頁冊數:	1 online resource (368 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.
標題:	Higher education. -
電子資源:	click for full text (PQDT)
ISBN:	9781369662382

University Educators' Instructional Choices and Their Learning Styles Within a Lesson Framework.
Mazo, Lucille B.

University Educators' Instructional Choices and Their Learning Styles Within a Lesson Framework. - 1 online resource (368 pages)

Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.

Thesis (Ph.D.)--Walden University, 2017.

Includes bibliographical references

Research on learning styles often focuses on the learning style of the student; however, the learning style of the educator may affect instructional choices and student learning. Few studies have addressed the lack of knowledge that exists in universities with respect to educators' learning styles and a lesson framework (development, delivery, and debriefing). This sequential mixed methods study explored university educators' conscious, reflective instructional choices as they related to learning styles application within a lesson. Two theoretical frameworks and one conceptual framework drew on Kolb's experiential learning theory; Bloom's, Reigeluth's, and Gagne's instructional design theories and models; and Fiddler and Marienau's events model of learning from experience. Research questions addressed learning styles, usage patterns, instructional choices, and reflections of university educators within a lesson framework. An online inventory recorded 38 university educators' instructional choices, learning styles, and learning styles patterns within the framework of a lesson. Interviews were conducted with 7 of the university educators to document their conscious reflections regarding their instructional choices. Results from the inventory identified that more than 56% of university educators applied the accommodation learning style during the stages of development and delivery of a lesson, and 34% applied the assimilation learning style during the debriefing stage; these findings were supported by detailed reflections about participants' instructional choices in relation to their learning styles. The knowledge acquired about learning styles applications within a lesson framework may benefit university educators' teaching, thereby providing a foundation for positive social change within academic and social communities.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369662382Subjects--Topical Terms:

1148448
Higher education.
Index Terms--Genre/Form:

554714
Electronic books.

University Educators' Instructional Choices and Their Learning Styles Within a Lesson Framework.
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500 $a Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.
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504 $a Includes bibliographical references
520 $a Research on learning styles often focuses on the learning style of the student; however, the learning style of the educator may affect instructional choices and student learning. Few studies have addressed the lack of knowledge that exists in universities with respect to educators' learning styles and a lesson framework (development, delivery, and debriefing). This sequential mixed methods study explored university educators' conscious, reflective instructional choices as they related to learning styles application within a lesson. Two theoretical frameworks and one conceptual framework drew on Kolb's experiential learning theory; Bloom's, Reigeluth's, and Gagne's instructional design theories and models; and Fiddler and Marienau's events model of learning from experience. Research questions addressed learning styles, usage patterns, instructional choices, and reflections of university educators within a lesson framework. An online inventory recorded 38 university educators' instructional choices, learning styles, and learning styles patterns within the framework of a lesson. Interviews were conducted with 7 of the university educators to document their conscious reflections regarding their instructional choices. Results from the inventory identified that more than 56% of university educators applied the accommodation learning style during the stages of development and delivery of a lesson, and 34% applied the assimilation learning style during the debriefing stage; these findings were supported by detailed reflections about participants' instructional choices in relation to their learning styles. The knowledge acquired about learning styles applications within a lesson framework may benefit university educators' teaching, thereby providing a foundation for positive social change within academic and social communities.
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