Thesis (M.A.)--Trinity International University, 2001. / Abstract. Includes bibliographical references (leaves 74-88).

Dissertation (Ed.D.)--The University of North Carolina at Greensboro, 2008. / Title from PDF t.p. (viewed Jan. 28, 2010). Directed by Jolene Henning; submitted to the Dept. of Exercise and Sport Science. Includes bibliographical references (p. 66-75).

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A computer animated learning environment, INFECTRON, was developed to teach learning disabled (LD) and non learning disabled (NLD) students a biology lesson, INFECTRON uses two different modalities, auditory (narration) and visual (animation), exposing students to dual information processing codes (verbal, spatial), allowing them the flexibility to use a learning style they prefer. INFECTRON teaches students how the body protects itself from invading germs. Students were presented the animation and oral narration concurrently, successively and compared to a control group. Subjects were 30 LD and 30 NLD in grades 7 and 8 attending a large comprehensive high school in Montreal. Measures included a pretest, posttest, reasoning tasks, and a retention test. Results indicated that students (LD and NLD) in the computer conditions (concurrent and successive) outperformed students (LD and NLD) in the control condition on the pre, post and reasoning tasks. No significant differences were found between students (LD and NLD) in the concurrent group and students (LD and NLD) in the successive group on the post test and reasoning tasks. No group differences were found between the LD and NLD students in the computer conditions. It was confirmed that INFECTRON benefits both LD students and NLD students, allowing LD students to perform at par with NLD students on these biology measures.

Distributed learning is becoming an increasingly common method of further education in post-secondary institutions and programs across Canada and internationally. Academic libraries are not immune to this trend, and many are reviewing and revising their teaching methodology. All learners require information literacy instruction that is relevant, engaging, and embedded in curriculum; in a distributed learning environment, however, the design and delivery of that instruction may need to be adapted to respond to the challenges of instruction to distributed learners. Through a literature review of distributed learning models in academic libraries and consultation with faculty and librarians at the University of Saskatchewan, this research will assist in determining distributed learning models and instructional design best suited for the provision of information literacy instruction within this environment. Although this research focused on academic libraries, this session will be relevant to anyone who is interested in providing instruction outside of a classroom. / Slides from a presentation at the Saskatchewan Library Association annual conference in Saskatoon, SK, in May 2013. Notes from the presentation are included on the slides which were not part of the original presentation.

As increasing numbers of learning disabled (LD) students attend postsecondary institutions (McGuire, Norlander, & Shaw, 1990; Saracoglu, Minden, & Wilchesky, 1989), researchers and clinicians contend that these college students display a disproportionate amount of psychological distress as compared to their non-LD peers (Faigel, 1985; Kronick, 1976; Patton & Polloway, 1982). The LD college student's propensity to experience emotional distress has been attributed to the stressful nature of the college environment, the demands of coursework, and unresolved psychological and psychosocial conflicts from childhood and adolescence. This paper explored the contention that LD college students are at risk for developing emotional problems which may affect their chances of experiencing success both in academia and in their personal lives.This study included a sample of 40 learning disabled college freshmen and 46 non-learning disabled college freshmen from four state universities in Indiana. Due to the nature of the research questions, only multivariate statistics were included. Multivariate analysis of variance results from the MMPI-2 validity and clinical, supplementary, and content scales indicated that there were no general differences in adjustment between the LD and non-LD samples. However, cluster analyses which were based on MMPI-2 clinical and validity scale T-scores, supported the notion that there were varying levels of emotional adjustment among the college learningdisabled students.One cluster of learning disabled students, (LD cluster 2), exhibited a propensity to experience psychological difficulties, and they appeared to be undergoing distress at the time of testing. Students from this at-risk LD cluster also reported many more personal, familial, and academic problems in their past. In comparison to students from the well-functioning LD cluster, those in the at-risk group indicated being diagnosed with their learning disability much later in their schooling; consequently, they also reported receiving fewer opportunities to receive help for their difficulties.The author suggests that, although these findings are preliminary, it appears that some learning disabled college students may be at-risk for experiencing personal distress and, perhaps, academic failure. It is recommended that the MMPI2, along with other psychologically-based instruments be used with this population as a possible way of identifying college students who may be in need of receiving psychological support. / Department of Counseling Psychology and Guidance Services

In recent years, students and educators alike have utilized new technologies such as tablet computers as a means of enhancing the learning process. While prior research suggests that these implementations within the classroom provide a new and beneficial method of relaying and learning information, scientists have begun to explore the possible side effects that these technologies have on the learning process. Although much of the current literature suggests that learning from an electronic screen does not affect efficacy compared to learning from printed text (Bayliss et al., 2012; Dundar & Akcayir, 2012), researchers continue to explore the possible consequences that using said technologies may have in academia. The current study aims to address how tablet computers affect the process of learning differently across levels of education. It is proposed that older generations, such as college students, who did not grow up with tablets in the classroom may suffer from the effects of proactive interference when compared to younger students who have been exposed to technologies much more profoundly in their education (e.g. elementary students). If this is so, the current study also proposes a possible intervention that would help students at any educational level overcome this interference in order to integrate tablets into their studies effectively.

Distributed learning is becoming an increasingly common method of further education in post-secondary institutions and programs across Canada and internationally. Academic libraries are not immune to this trend, and many are reviewing and revising their teaching methodology. All learners require information literacy instruction that is relevant, engaging, and embedded in curriculum; in a distributed learning environment, however, the design and delivery of that instruction may need to be adapted to respond to the challenges of instruction to distributed learners. Through a literature review of distributed learning models in academic libraries and consultation with faculty and librarians at the University of Saskatchewan, this research will assist in determining distributed learning models and instructional design best suited for the provision of information literacy instruction within this environment, with a specific focus on reaching out to rural communities with emerging technological infrastructure. / This is a preprint of an article submitted for consideration in the Journal of Library and Information Services in Distance Learning, 2013, Tasha Maddison; Journal of Library of Information Services in Distance Learning is available online at http://www.tandfonline.com/loi/wlis20#.VJRmTwIYE.

The central purpose of this study was to investigate whether specific teaching and learning activities, such as concept mapping and reconceptualising the assessment criteria, could improve student learning outcomes in a first year Business program. The rationale for designing such strategies was based on a preliminary study, which examined the specific characteristics of the student cohort, and relevant literature. Overall, findings of this research suggest that these measures can improve student learning outcomes on a written task and further lighlighted the importance of engaging the student within the learning process.

Thesis (M.A.(Biokinetics, Sport and Leisure Sciences))--University of Pretoria, 2007. / Summary in English and Afrikaans. Includes bibliographical references.