Cognitive styles and preferences for computer-assisted learning in a self-paced second-chance environment

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dc.contributor.authorCollister, Colin Trevoren_US
dc.date.accessioned2024-08-13T18:12:17Z
dc.date.available2024-08-13T18:12:17Z
dc.date.copyright1996en_US
dc.date.issued1996
dc.degree.departmentDepartment of Social and Natural Sciences
dc.degree.departmentDepartment of Educational Psychology and Leadership Studies
dc.degree.levelMaster of Arts M.A.en
dc.description.abstractThis school examined the relationship between students' cognitive styles and their preferences for computer-assisted learning (CAL) in a self-paced, second-chance environment. The data were collected through the utilization of user logs, the Gregorc Style Delineator, and a questionnaire on demographics and computer-use in learning. In order to corroborate these data, interviews were conducted with twenty students who participated in all aspects of the study. Demographic information provided a basis for comparison of the study population with secondary school students, other young adult and adult learning centres, and general drop-out populations in Ontario. Comparisons of age groups and gender were made within the study population and with other reference populations regarding cognitive styles and computer-assisted learning. The present study supported several statements found in the literature regarding an increase in achievement based on either computer-assisted learning resources, the self-paced environment, or both. The study also supported research that suggested changes in behaviour to computer-use would occur when the CAL was more aligned with student coursework and with ease of use, regardless of cognitive style.
dc.format.extent147 pages
dc.identifier.urihttps://hdl.handle.net/1828/17545
dc.rightsAvailable to the World Wide Weben_US
dc.titleCognitive styles and preferences for computer-assisted learning in a self-paced second-chance environmenten_US
dc.typeThesisen_US

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