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Syftet med denna studie är att belysa likheter och skillnader i hur läromedel för svenskämnet årskurs 4-6 utformar uppgifter med hänsyn till olika lärstilar och studieteknik. För att göra detta valdes två läromedel ut, läroboken Prima Svenska 6 och det digitala läromedlet Clio. Valet av dessa baserades på ett intresse att jämföra ett analogt läromedel med ett digitalt. Utifrån syftet formulerades sedan tre frågeställningar; Vilka lärstilar förekommer i läromedlens uppgifter och i vilken grad? Hur stor del av uppgifterna innefattar 3–4 lärstilar respektive 1–2 lärstilar? Hur erbjuder läromedlen kunskap om studieteknik? Analysverktyget som används för att besvara frågorna är The Dunn & Dunn Learning Styles Model som är en modell vilken syftar till att identifiera påverkansfaktorer för en individs lärande. Det finns 21 faktorer i modellen som påverkar en individs lärstil, denna studie har avgränsats till att undersöka en av dessa faktorer, de perceptuella preferenserna. Dessa är det visuella, det auditiva, det taktila samt det kinestetiska och avser sinnena. Analysen utgår även från den metakognitiva teorin för att undersöka hur läromedlen bidrar till att utveckla studieteknik då metakognition handlar om att få kontroll över sitt lärande. De teoretiska utgångspunkterna grundar sig i ett sociokulturellt perspektiv på lärande då läromedel och dess instruktioner ses som en stödstruktur och kan därmed få ett liknande utfall som när lärande sker mellan individer. Genomförandet av analysen består av både en kvantitativ och en kvalitativ innehållsanalys av ett jämförbart antal uppgifter i de båda läromedlen. Uppgifterna kategoriseras in efter de olika perceptuella preferenserna och sammanställs för att få fram ett resultat om de olika lärstilarnas representation. Utefter nyckelord ur den metakognitiva teorin tas sedan exempel på studieteknik ut i respektive läromedel för en närmare analys i den kvalitativa delen av studien. Resultatet som presenteras är att majoriteten av uppgifter i båda läromedlen är av visuell karaktär. En skillnad gällande det auditiva visar att Clio har en högre andel auditiva uppgifter än Prima vilket kan förklaras av att många av Clios visuella uppgifter även erbjuds auditivt. Båda läromedlen har en underrepresentation av taktila och kinestetiska uppgifter vilket kan försumma elever som lär sig bäst på de sätten. Prima har en betydligt högre andel uppgifter som representerar 3–4 lärstilar än Clio, vilket kan underlätta i syfte att få uppgifterna att tilltala fler elever. Båda läromedlen har ett separat område som explicit lär ut studieteknik. Dock så synliggjorde den kvalitativa analysen att Clio erbjuder en bättre genomgående struktur av studieteknik än Prima, då reflektion över sitt lärande, strategier som presenteras och förklaras samt möjligheten till olika lösningar ges kontinuerligt. Slutsatsen av detta blev att en underrepresentation av uppgifter som innefattar fler lärstilar möjligen kan kompenseras av en stark genomgående struktur av studieteknik. De sammantagna resultaten visar på skilda strukturer i hur lärstilar och studieteknik kan behandlas i läromedel, och att olika tillvägagångssätt är möjliga. Båda de analyserade läromedlen har fördelar och utvecklingsmöjligheter på de områden som studiens frågeställningar berör.

El objetivo de la presente investigación fue identificar la diferencia en los puntajes de cansancio emocional según el tipo de estilo de aprendizaje en estudiantes de secundaria de un colegio privado de Lima Metropolitana. Para ello se evaluó 156 estudiantes (52.6% mujeres y 47.4 % hombres), cuyas edades oscilaron entre 15 y 17 años. Fueron evaluados con la adaptación peruana (Escurra, 1992) del Inventario de Estilos de aprendizaje (Kolb, 1984) y la adaptación peruana (Domínguez, 2013) de la Escala de Cansancio Emocional (Ramos et al., 2005). Como resultados principales se encontró que existen diferencias significativas entre el estilo acomodador y los estilos convergente, asimilador y mixto, presentándose en los tres casos un mayor cansancio emocional en los estudiantes con un estilo de aprendizaje acomodador. Así mismo, se encontró una diferencia significativa entre el estilo divergente y los estilos asimilador y mixto, presentándose en ambos casos un mayor cansancio emocional en los estudiantes con un estilo de aprendizaje divergente. Además, se encontró que existe una diferencia significativa de cansancio emocional según el género, siendo las mujeres las que puntúan más alto. Los resultados destacan la importancia de propiciar maneras diferentes de aprender para retar las capacidades del estudiante y evitar el cansancio emocional de éste. / The aim of this research was to identify the difference in emotional fatigue scores according to the type of learning style in high school students of a private school in the Metropolitan Area of Lima. The sample included a total of 156 students (52.6% women and 47.4% men), whose ages ranged between 15 and 17 years. They were evaluated with the Peruvian adaptation (Escurra, 1992) of the Learning Style Inventory (Kolb, 1984) and the Peruvian adaptation (Domínguez, 2013) of the Emotional Exhaustion Scale (Ramos et al., 2005). As main results it was found significant differences between the accommodative style and the convergent, assimilative and mixed styles, presenting in all three cases a greater emotional exhaustion in students with an accommodative learning style. Likewise, a significant difference was found between the divergent style and the assimilative and mixed style, presenting in both cases a greater emotional exhaustion in students with a divergent learning style. In addition, it was found significant difference in emotional exhaustion according to gender, with women scoring higher. The results highlight the importance of promoting different ways of learning to challenge the student's abilities and avoid the student's emotional exhaustion. / Tesis

With the enormous competition in the industry, organizations must frequently find better ways to embrace organizational learning. This research study advocates eLearning to be one of the best methods for organizational learning, and this is the study’s main area of interest. This research explored a case at a telecommunication organization named ComTek (pseudonym). The research study addressed a problem of eLearning low usage rate, which resulted in ComTek not meeting their set learning targets during the time of the study. The usage rate was measured using the number of enrolled assessments. The study uses qualitative methods to propose a conceptual framework to understand the causes of low eLearning usage. This conceptual framework illustrated the use of the activity theory elements to understand the problem of eLearning low usage, paired with the use of cloud computing services to access eLearning, and the use of content delivery techniques to help understand eLearning low usage. This conceptual framework took advantage of cloud services like Software as a Service (SaaS), Platform as a Service (PaaS), and Infrastructure as a Service (IaaS). This research study focused on the periods from 2016 to 2017 for collecting data and creating an understanding of the research setting, while other data was derived from historical documents about the phenomenon studied. During this period, there was inadequate literature about cloud computing and other aspects to consider within the domain of telecommunication organizations. The literature study, therefore, comprised of literature from different domains. During the study, ComTek used eLearning with the aid of learning management systems (LMS) to manage learning and leverage employee skills. During the period of the study compared to other years, about 50% of assessments had a usage rate of below 80%, a standard target established by ComTek as a benchmark, placing compliance and training at a low rate. Of the 50% of assessments, some were just above 40% in usage rate, were of a high stake, and were in the categories of compliance and training iv assessments. While this was the case, this study did not consider the technical implementation of the application systems involved, and did not create any form of intervention, but focused on understanding the activities that were involved in the learning environment. This research study used a paradigm that was constructive and interpretive in nature, using qualitative methods with the belief that there were multiple realities in understanding the situation at ComTek and possible solutions to it. To unpack the multiple realities, an exploratory case study was conducted as a research approach. In this study, the researcher used multiple data collection methods, including open-ended questionnaires and unstructured interviews. / School of Computing

For teachers and students to be able to make informed decisions about how to best improve learning, it is important to compare learning strategies that are known to be effective. Both multimedia learning, based on the notion that individuals learn better from words and pictures presented together than from words alone, and retrieval practice, based on the idea that retrieving knowledge from the memory is an active process that has a beneficial impact on learning, have been found robust learning strategies in earlier research. However, the two strategies remain to be investigated in combination. The combination of the two seemingly robust strategies was investigated in Study I and results showed a modest effect of retrieval practice in terms of decreased forgetting and a strong effect of multimedia learning. Retrieval practice did not improve memory performance beyond the beneficial effect of using a visual illustration. Study II investigated the beneficial effects of the use of visual illustrations in more detail in terms of preferred learning style (visual, verbal or mixed), a notion that has reached wide popular ac- ceptance within the educational field. Support was not found for the learning styles hypothesis. Rather, results showed that the positive effects of learning with the aid of a visual illustration holds independently of preferred learning style, which renders strong support for multimedia learning in terms of its generalizability. Most interestingly, students with mixed or visual learning styles performed generally better on the learning test than students with a verbal learning style, which may imply that it is worthwhile to help students develop a preference for visual or multimodal aspects of information pro- cessing in order to further improve learning. The findings presented in this thesis provide new knowledge regarding the combination of learning strate- gies and contribute with important insights into the relation between learning style and the use of visual illustrations in psychology teaching. The findings also pose challenges for students and teachers, as well as people designing learning materials, concerning how to approach the use of visual illustrations and retrieval practice in teaching and learning.

Students' lack of participation in higher-level mathematics courses is a pressing concern. In a small rural district in Alaska, many high school students elect to opt out of taking higher-level mathematics once the minimum requirement is reached. According to Bandura's self-efficacy construct, a learners' motivation is influenced by their self-beliefs and affect towards learning. Moreover, research on student learning experiences in mathematics suggests a gender difference, with girls preferring that less abstract conceptual knowledge be taught through hands-on activities. As mathematics instruction is traditionally taught through lecture and demonstration, both of which are preferences of the assimilator learning style, this study explored the role of learning styles in the lack of participation (particularly amongst girls) in higher-level mathematics. A mixed methods sequential explanatory design was used to explore the relationships among students' learning styles, participation in higher-level mathematics, and gender through a self-efficacy framework. Archival survey data were obtained for all high school students in the district (n = 63) and interviews were conducted with a subsample of students (n = 8) who volunteered to participate. Chi square analyses were performed on survey data to test for relationships between participation in higher-level mathematics, gender, and learning style. No significant relationships were found. Findings from the analysis of interview data indicated that students who opted not to take higher-level math had little knowledge of the importance of math as it relates to potential college and career options. A series of guidance lessons aimed at increasing awareness of the importance of math for future learning and potential career fields was created. This project study will promote social change by improving student awareness of, and achievement in, mathematics-related careers.

This study was an investigation of Kolb's experiential learning model and learning styles (LS) in adult students of different learning environments. Previous research utilizing Kolb's Learning Styles Inventory (LSI) produced results that were often contradictory to expectations based on Kolb's model. Many of these studies were limited in sample sizes or to particular participant education or career fields. The purpose of this study was to identify significant differences in LS of adult students of 3 different learning environments-online, classroom, and combination (blended). A convenience sample of adult learners (N = 180) from a social media site and an online university's participant pool were divided into the 3 learning groups and administered the LSI-3 online. The research questions explored the relationship between LS and demographics (age, sex, ethnicity, course level, and grade point average) and sought to identify differences in LS between learning environments. The results of Spearman's rho suggested that LS may be related to age in online learners and to grade level in classroom students, supporting earlier research suggesting that LS change as one progresses in his or her education program. No relationship between any demographic and LS was identified in the combination group. Results of Kruskal-Wallis analysis showed no significant difference in LS between learning groups, though the majority of the sample population were identified as divergent learners in all groups, also supporting results found in earlier research. This research is significant and may lead to positive social change by aiding in the development of more effective learning environments to provide for better learning experiences by students as well as identifying areas in need of future research.

Nurse educators are challenged with a new generation of students referred to as the Millennial generation. These millennial students, who have different learning style preferences, are testing the traditional pedagogical methods of nurse educators such as lecture. The social nature of millennial students coincides with the social constructivism theory that students learn in groups. The purpose of this quasi-experimental study was to examine if there was an improved retention of knowledge in millennial students who were taught by collaborative learning strategies rather than the traditional lecture method in an associate degree nursing program. Additionally, the study examined if learning by the students' preferred learning style resulted in a higher level of achievement on a comprehensive standardized examination versus learning by a nonpreferred style. The theoretical framework for this study was founded on the social constructivism theory suggesting students build knowledge through social group interactions. The quasi-experimental study was conducted at an associate degree program in the Midwest. The nonprobability purposive sampling was utilized to examine the means of a comprehensive standardized examination and a learning styles preference assessment. The statistical analysis utilizing the analysis of covariance did not produce statistically significant findings in the differences in the comprehensive standardized examination score means between the students taught by the lecture method and students taught by the collaborative method when controlled for the cumulative grade point average. Additionally, the study did not find statistically significant differences in mean comprehensive standardized examination scores when taught by the students' preferred learning style versus being taught by their nonpreferred style. Although not significant, the study did find students who were taught by the collaborative method had higher scores than those who were taught by the lecture method. In addition, learning styles preferences were not significant in determining academic success. The implications of the study are significant to nursing education by highlighting the importance of using collaborative activities and multiple teaching modalities.

Indiana University-Purdue University Indianapolis (IUPUI) / Esta investigación pretende investigar si hay un tipo específico de ansiedad relacionada al aprendizaje de lenguas extranjeras y también mostrar que esta ansiedad tiene un efecto en las maneras en que los alumnos aprenden y las notas que obtienen. Basándose en estudios previos, se realiza una investigación original que explora la combinación de estilos de aprendizaje y estilos de enseñanza y el efecto que pueda tener en las calificaciones de los alumnos. Se da a los alumnos encuestas sobre la ansiedad dos veces y otra encuesta sobre sus estilos de aprendizaje mientras se da a los instructores una encuesta sobre sus estilos de enseñanza. Se examinan los resultados de los cuestionarios juntos a las calificaciones globales al fin del curso para determinar si existe ansiedad en el aula y si había combinaciones apropiadas entre instructores y alumnos. Los resultados demuestran que la ansiedad de aprender lenguas extranjeras existe para una porción de alumnos, pero la mayoría de ellos no tenían experiencias con esta ansiedad. Los estilos personales de la enseñanza de las instructoras combinaron en una manera natural con los estilos del aprendizaje de los alumnos. Los alumnos tenían éxito en sus clases de lenguas extranjeras porque muchas de las calificaciones eran superiores a 80% para el semestre.

The purpose of this study was to determine if the learning styles of students enrolled in ITV sections and students enrolled in a traditional section of the same course, all taught by the same instructor, had any influence on the academic performance of the students enrolled in those courses. A two-part survey was used to gather data for this study. The first part was designed by the researcher to gather demographic information about why each student selected the instructional form in which he or she was enrolled, as well as a student's preferences for classroom format. The second part of the survey was made up entirely of Kolb's Learning Style Inventory and was administered to determine the learning styles of the students in both the ITV and traditional classroom sections. Data were gathered from an undergraduate course taught by one instructor that had a section of the course in a broadcast classroom, remote classrooms, and traditional classroom. One hundred-thirty-eight surveys were distributed by the instructor to students in the various classroom settings. Returned were 86 usable surveys, resulting in a return rate of 62%. Inferential and descriptive statistical procedures were used for data analysis. The Kruskal-Wallis Test was used to test for difference among midterm scores for each class site and learning style. Chi-square tests were used to test for difference in learning styles between male and female students and varying age groups. Findings of this study indicate that there are no significant differences between the learning styles and academic performances of students in ITV distance education courses and traditional courses taught by the same instructor. Additionally, there was no significant difference between the demographic values of gender, class site, or age. The findings in this study can not conclude that while students in the remote classroom did score higher on mid-semester grades, those differences were not statistically significant and, therefore, may have occurred by chance. There are no statistically significant differences in these findings that would indicate that students in remote class sites academically achieve any better or worse than those in broadcast sites or traditional class sites.