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Experiential learners: The impact o...

Peterson, Candace Therese.

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Experiential learners: The impact of learning style awareness and application on academic self-concept of technical college freshmen.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Experiential learners: The impact of learning style awareness and application on academic self-concept of technical college freshmen./
作者:	Peterson, Candace Therese.
面頁冊數:	374 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-05, Section: A, page: 1494.
Contained By:	Dissertation Abstracts International64-05A.
標題:	Education, Adult and Continuing. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3089549

Experiential learners: The impact of learning style awareness and application on academic self-concept of technical college freshmen.
Peterson, Candace Therese.

Experiential learners: The impact of learning style awareness and application on academic self-concept of technical college freshmen. - 374 p.

Source: Dissertation Abstracts International, Volume: 64-05, Section: A, page: 1494.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2003.

The purpose of this study was to investigate how the awareness and application of information about learning styles and learning style-based learning strategies affected the academic self-concept of technical college freshmen with an experiential learning style. The study employed a mixed model research design, combining both quantitative and qualitative approaches to the questions of interest. A learning style inventory was administered to 1,723 incoming college freshmen at a mid-size vocational/technical/community college in the Midwestern United States in the fall of 1999.Subjects--Topical Terms:

626632
Education, Adult and Continuing.

Experiential learners: The impact of learning style awareness and application on academic self-concept of technical college freshmen.
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245 1 0 $a Experiential learners: The impact of learning style awareness and application on academic self-concept of technical college freshmen.
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500 $a Source: Dissertation Abstracts International, Volume: 64-05, Section: A, page: 1494.
500 $a Supervisor: Boyd Rossing.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 2003.
520 $a The purpose of this study was to investigate how the awareness and application of information about learning styles and learning style-based learning strategies affected the academic self-concept of technical college freshmen with an experiential learning style. The study employed a mixed model research design, combining both quantitative and qualitative approaches to the questions of interest. A learning style inventory was administered to 1,723 incoming college freshmen at a mid-size vocational/technical/community college in the Midwestern United States in the fall of 1999.
520 $a The learning styles inventory was used to identify and recruit experiential learners to take part in the study. Once participants were recruited, the participants were randomly assigned to a treatment or control group. At the beginning of the fall 1999 semester, all 53 study group participants completed an instrument designed to assess academic self-concept. Over the course of one semester, the 23 treatment group participants then met with the researcher for five educational sessions on learning style and learning style-based learning strategies. At the end of the semester, the academic self-concept instrument was administered a second time to all study participants. Quantitative data analysis revealed no statistically significant findings regarding impact of the educational sessions on the academic self-concept of the treatment group participants.
520 $a At the end of the semester, qualitative data was also collected from treatment group participants via focus group interviews. Qualitative analysis of these interviews found that participants perceived the following benefits to themselves as a result of their participation in the educational sessions: increased awareness and appreciation of themselves as learners; increased confidence and competence as learners; increased ability to intentionally direct their learning activities; and increased motivation for, engagement in and enthusiasm about learning.
520 $a Quantitative and qualitative findings are considered together. Implications for students, instructors and administrators are discussed.
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