Collister, Colin Trevor2024-08-132024-08-1319961996https://hdl.handle.net/1828/17545This 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.147 pagesAvailable to the World Wide WebThesis