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Multiple pathways to learning: An ex...

Hicks, Maryruth Wilks.

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Multiple pathways to learning: An examination of universal design and online strategic learning in higher education.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Multiple pathways to learning: An examination of universal design and online strategic learning in higher education./
Author:	Hicks, Maryruth Wilks.
Description:	192 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-09, Section: A, page: 3175.
Contained By:	Dissertation Abstracts International71-09A.
Subject:	Education, Instructional Design. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3413166
ISBN:	9781124134895

Multiple pathways to learning: An examination of universal design and online strategic learning in higher education.
Hicks, Maryruth Wilks.

Multiple pathways to learning: An examination of universal design and online strategic learning in higher education. - 192 p.

Source: Dissertation Abstracts International, Volume: 71-09, Section: A, page: 3175.

Thesis (Ph.D.)--Capella University, 2010.

The purpose of this study was to examine the effectiveness of universally designed (UD) instruction on strategic learning in an online, interactive learning environment (ILE). The research focused on the premise that the customizable, media-based framework of UD instruction might influence diverse online learning strategies. This study investigated UD model concepts for cognitive, constructivist, and media-based principles which incorporate multiple pathways to learning and intelligent technologies. The Learning and Study Strategies Inventory for Learning Online (LLO), an 11-scale, 88-item instrument was used to assess information processing, self-testing, and study skills which contribute to self-regulation and meaningful learning. Additionally, the LLO was used to assess collaboration skills which emphasize online communications strategies. This study did not assess the LLO components for anxiety, attitude, concentration, motivation, selecting main ideas, time management, and test strategies. Seventy-seven undergraduate students majoring in business and social sciences participated in the quasi-experimental, non-equivalent control group design. LLO pre-instructional and post-instructional scores were collected and analyzed to determine if UD media-based principles for flexibility and customization influenced meaningful learning and collaboration skills among adults with diverse strategic learning abilities. During a ten week term, participants in both groups learned statistics in the Blackboard course management system (CMS); in addition to using Blackboard, the experimental group accessed assignments using CengageNOW, a CMS that features UD tools for customizable learning, a personalized study plan, and intelligent tutors. Statistical results indicated that there were no significant differences in strategic learning abilities between groups using UD and those not using UD. Results of the study suggested that men and women differ significantly in online information processing abilities, self-testing, and study skills. Participants were less skilled in online collaboration than in any other concept under investigation. Even though this study did not assess motivation, which is considered a critical aspect of learning acquisition, current research indicates that motivation positively influences study strategies and academic performance. Future research about UD instruction and adult online learning should examine motivation, collaboration, and the role that customization plays on all online strategic learning components.

ISBN: 9781124134895Subjects--Topical Terms:

1669073
Education, Instructional Design.

Multiple pathways to learning: An examination of universal design and online strategic learning in higher education.
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245 1 0 $a Multiple pathways to learning: An examination of universal design and online strategic learning in higher education.
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500 $a Adviser: Kimberly Rynearson.
502 $a Thesis (Ph.D.)--Capella University, 2010.
520 $a The purpose of this study was to examine the effectiveness of universally designed (UD) instruction on strategic learning in an online, interactive learning environment (ILE). The research focused on the premise that the customizable, media-based framework of UD instruction might influence diverse online learning strategies. This study investigated UD model concepts for cognitive, constructivist, and media-based principles which incorporate multiple pathways to learning and intelligent technologies. The Learning and Study Strategies Inventory for Learning Online (LLO), an 11-scale, 88-item instrument was used to assess information processing, self-testing, and study skills which contribute to self-regulation and meaningful learning. Additionally, the LLO was used to assess collaboration skills which emphasize online communications strategies. This study did not assess the LLO components for anxiety, attitude, concentration, motivation, selecting main ideas, time management, and test strategies. Seventy-seven undergraduate students majoring in business and social sciences participated in the quasi-experimental, non-equivalent control group design. LLO pre-instructional and post-instructional scores were collected and analyzed to determine if UD media-based principles for flexibility and customization influenced meaningful learning and collaboration skills among adults with diverse strategic learning abilities. During a ten week term, participants in both groups learned statistics in the Blackboard course management system (CMS); in addition to using Blackboard, the experimental group accessed assignments using CengageNOW, a CMS that features UD tools for customizable learning, a personalized study plan, and intelligent tutors. Statistical results indicated that there were no significant differences in strategic learning abilities between groups using UD and those not using UD. Results of the study suggested that men and women differ significantly in online information processing abilities, self-testing, and study skills. Participants were less skilled in online collaboration than in any other concept under investigation. Even though this study did not assess motivation, which is considered a critical aspect of learning acquisition, current research indicates that motivation positively influences study strategies and academic performance. Future research about UD instruction and adult online learning should examine motivation, collaboration, and the role that customization plays on all online strategic learning components.
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