Dissertation/Thesis Abstract

Utilizing the Index of Learning Styles (ILS) in a technology-based publishing program
by Lee, Michael, Ed.D., University of Phoenix, 2009, 217; 3364165
Abstract (Summary)

This case study was designed to analyze the efficacy and synergy of identifying and grouping students by their learning styles in a college level publishing career program using the bipolar concept of the learning styles model of Felder and Silverman and the data-generating applications of the Index of Learning Styles (ILS) psychometric instrument. A quantitative research method with a causal-comparative design was used to examine the degree to which the learning styles of 110 students affected their assignment grades using the archived data of four publishing classes from different academic years. The use of a directional t-test showed that students with unconventional learning styles (Active, Sensing, Visual, and Global) were able to achieve statistically significant higher mean grades than students with conventional learning styles (Reflective, Intuitive, Verbal, and Sequential) in a hands-on, visually-based, and technology-driven publishing program involving the use of unconventional instructional methods. An active learning style appeared to be the main driver of the unconventional students allowing them to gain educational success. The interviewing of a group of 20 graduates of the same program out of the same population working in industry settings showed that former students valued a proactive rather than a reactive approach to learning in the workplace, which allowed them to make connections to like-minded people and excel rapidly in work settings that were constantly changing. The research results reflected that active participation in learning, the strength of the unconventional learners, could be the best predictor of educational and occupational success.

Indexing (document details)
Advisor: Iwamoto, Dawn
Commitee:
School: University of Phoenix
School Location: United States -- Arizona
Source: DAI-A 70/06, Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Educational psychology, Educational technology, Curriculum development
Keywords: ILS, Index of Learning Styles, Learning styles, Mixed methods research, Proactive learning, Publishing, Publishing program, Technology-based programs
Publication Number: 3364165
ISBN: 978-1-109-23296-7
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