This study investigated students' perceptions of autonomy support from an instructor in relation to students' motivational beliefs on an ePortfolio project. The motivational beliefs of interest included: Effort/Importance, felt Pressure/Tension, and Value/Usefulness. These relationships were further examined with particular focus on the potential moderating role of students' culturally based learning preferences as outlined in Parrish and Linder-VanBerschot's (2010) Cultural Dimensions of Learning Framework (CDLF). This study was quasi-experimental, survey-based research supported by self-reported data collected from a convenience sample of graduate and undergraduate students. Students enrolled in a variety of courses that assigned an ePortfolio assignment received an email invitation from their instructor and self-selected to participate. Based on the responses of 35 students, the findings from this research showed significant relationships between three culturally based learning preferences and the motivational belief of Value/Usefulness. A summary of findings, limitations, and implications for further research are discussed. / Ph. D. / This study investigated students’ perceptions of autonomy support from an instructor in relation to students’ motivational beliefs on an ePortfolio project. The motivational beliefs of interest included: Effort/Importance, felt Pressure/Tension, and Value/Usefulness. These relationships were further examined with particular focus on the potential moderating role of students’ culturally based learning preferences. This study was quasi-experimental, survey-based research supported by self-reported data collected from a convenience sample of graduate and undergraduate students. Students enrolled in a variety of courses that assigned an ePortfolio assignment received an email invitation from their instructor and self-selected to participate. Based on the responses of 35 students, the findings from this research showed significant relationships between three culturally based learning preferences and the motivational belief of Value/Usefulness. A summary of findings, limitations, and implications for further research are discussed.

Στην παρούσα έρευνα επιχειρείται η διερεύνηση των προτιμώμενων τρόπων μάθησης των μεταπτυχιακών φοιτητών στα προγράμματα σπουδών του Ελληνικού Ανοικτού Πανεπιστημίου «Σπουδές στην Εκπαίδευση» και «Εκπαίδευση Ενηλίκων», στο πλαίσιο της εξ αποστάσεως εκπαίδευσης. Ως ερμηνευτικό πλαίσιο της έρευνας χρησιμοποιείται η θεωρία της εμπειρικής μάθησης του Kolb. Η συλλογή των δεδομένων στηρίχθηκε στη μέθοδο της επισκόπησης, με εργαλείο μέτρησης το ερωτηματολόγιο. Από την ποσοτική επεξεργασία των εμπειρικών δεδομένων διαπιστώνεται η τάση των μεταπτυχιακών φοιτητών προς τον συγκλίνοντα μαθησιακό τύπο. Τα αποτελέσματα δείχνουν ότι η μεθοδολογία της εξ αποστάσεως εκπαίδευσης εμπίπτει στις προτιμώμενες μαθησιακές συνθήκες του συγκεκριμένου μαθησιακού τύπου. / This research focuses on the attempt to look into the learning preferences of Hellenic Open University’s post graduate students, in the fields of “Education” and “Adult Education”, that they study in the context of open and distance learning methodology. The interpretative context of the research is formed by Kolb’s theory of experiential learning. The research method is based on the questionnaire. The quantitative processing of data ascertains the tendency of post graduate students towards convergent learning style. The results demonstrate that the methodology of open and distance education, as a learning environment, supports the preferences which associate with convergent learning style.

Citizenship - commitment to and participation in a political community - is the heart of constitutional democracy and a free society. Knowledge of the rights, responsibilities, and privileges are the electrical impulses that keep a steady beat. Without the participation of educated citizens, a democratic republic can not and does not function. This study analyzed the relationship between adolescent behavior and civic engagement. This task was accomplished by examining the amount of civic knowledge possessed by two groups within a population. The population examined, a high school in Flagler County, was composed of "at risk" students (those who had an Individualized Education Plan) and "regular" students (those that did not). The study uncovered the message that the amount of civic knowledge possessed by American youth was not as important as it was for them to be engaged in extracurricular activities. During the course of time, educators appear to have restricted their own ability to plan for and provide learning experiences that take in to consideration the physical characteristics; physical needs; patterns of growth and maturation; physiological changes; intellectual development; intellectual characteristics; learning preferences and styles; emotional development; personality development; and social development of each and every young adolescent attending school. When interesting, affordable activities are not made available, students become bored and get in to trouble during after school hours. Adolescent behaviors such as moral judgment and risk taking (or lack thereof) affect their decision to become civically involved.

This study attempted to combine the benefits of multimedia learning, adaptive interfaces, and learning style theory by constructing a novel e-learning environment. The environment was designed to accommodate individual learning styles while students progressed through a computer programming course. Despite the benefits of individualised instruction and a growing worldwide e-learning market, there is a paucity of guidance on how to effectively accommodate learning styles in an online environment. Several existing learning-style adaptive environments base their behaviour on an initial assessment of the learner's profile, which is then assumed to remain stable. Consequently, these environments rarely offer the learner choices between different versions of content. However, these choices could cater for flexible learning styles, promote cognitive flexibility, and increase learner control. The first research question underlying the project asked how learning styles could be accommodated in an adaptive e-learning environment. The second question asked whether a dynamically adaptive environment that provides the learner with a choice of media experiences is more beneficial than a statically adapted environment. To answer these questions, an adaptive e-learning environment named iWeaver was created and experimentally evaluated. iWeaver was based on an introductory course in Java programming and offered learning content as style-specific media experiences, assisted by additional learning tools. These experiences and tools were based on the perceptual and information processing dimension of an adapted version of the Dunn and Dunn learning styles model. An experimental evaluation of iWeaver was conducted with 63 multimedia students. The analysis investigated the effect of having a choice of multiple media experiences (compared to having just one static media experience) on learning gain, enjoyment, perceived progress, and motivation. In addition to these quantitative measurements, learners provided qualitative feedback at the end of each lesson. Data from 27 participants were sufficiently complete to be analysed. For the data analysis, participants were divided into two groups of high and low interest in programming and Java, then into two groups of high and low experience with computers and the Internet. Both group comparisons revealed statistically significant differences for the effect of choice. Having a choice of media experiences proved beneficial for learners with low experience but detrimental for learners with high experience or interest. These findings suggest that the effect of choice appears to be strongly influenced by the learner's background. It is hypothesised that encouraging a more active learner role in educational systems would expand the positive influence of choice to a wider range of learners. The study has contributed some weight to the argument that for certain groups of learners, it is more beneficial to view learning style as a flexible, rather than a stable construct. As a practical implication, it seems advisable to collect data on prior experience, interest, and the initial learning style distribution of the target audience before developing environments comparable to iWeaver. [See http://www.adaptive-learning.net/research/media.htm for media files associated with this thesis.]

This thesis will concentrate on previous and current learning methods of French as a foreign language. This understanding will help to plot the rapidness of evolution within foreign-language teaching. In conjunction with this evolution the thesis will also give a brief overview of the exponential development of technology. It will focus specifically on how technology created a new way of learning. The aim of this thesis is to depict whether there is a need to adapt the French language classroom with the current learning technologies in use. The thesis will also show that since people are different and since each generation differs in its learning preference, that technology can help to bridge the ever-growing gap between the learner and the learning material since people learn work on different ways. According to the proof that generations differ from each other and that the current young generation is referred to as the Net-generation, it will be clearly shown that this generation prefers to learn with technology. The correct mix of learning methods, learning technologies and different learning styles is one that is humanly impossible to achieve in a conventional way. It is on this basis then that the thesis will show that the correct e-learning technology should form an integral part of the new language classroom as it is the only solution to ensure that learning stays current and adaptive, and that it keeps on playing an important part in the evolution of mankind. Furthermore, a brief study will be conducted on the current and prospective use of e-learning technologies in the French language classroom of South Africa. / Thesis (MA (French))--University of Pretoria, 2004. / Modern European Languages / unrestricted

The research project investigated the basic detective training courses presented in the two training institutions of the Western Cape Province namely Paarl Detective Academy and Philippi In-Service Training Centre. The two courses that were researched were the Detective Learning programme of Paarl and the Introduction to Crime Investigation of Philippi. The focus of the research was on the training techniques used in the facilitation of these programmes. The research was done with interviews of focus groups of learners that were attending the courses. Individual interviews were held with trainers of both the training institutions. Observation was done in the classes at the two training institutions during the facilitation of the courses. Although the training techniques could be more advanced, other aspects were identified that was of a bigger concern for the learners and trainers alike. The recommendations drawn from conclusions of the data obtained may offer some solutions to the identified problems. / Criminology / (M. Tech. (Policing))

The research project investigated the basic detective training courses presented in the two training institutions of the Western Cape Province namely Paarl Detective Academy and Philippi In-Service Training Centre. The two courses that were researched were the Detective Learning programme of Paarl and the Introduction to Crime Investigation of Philippi. The focus of the research was on the training techniques used in the facilitation of these programmes. The research was done with interviews of focus groups of learners that were attending the courses. Individual interviews were held with trainers of both the training institutions. Observation was done in the classes at the two training institutions during the facilitation of the courses. Although the training techniques could be more advanced, other aspects were identified that was of a bigger concern for the learners and trainers alike. The recommendations drawn from conclusions of the data obtained may offer some solutions to the identified problems. / Criminology and Security Science / (M. Tech. (Policing))