This research examines the possible correlations between a computing student's learning preference and their academic success, as well as their overall satisfaction with their major. CS and IT seniors at BYU were surveyed about their learning preferences and satisfaction with their major. The research found that IT students who are more reflective in their learning preference tend to have higher grades in their major. Additionally, it found that student age and their parents' education level were significant players in their academic success. However, there were no correlations found between major satisfaction and academic performance.

The purpose of this study was to identify perceptions of environmental changes that promote self-directed learning in the workplace by Human Resources Development (HRD) practitioners and to investigate possible differences of the dependent LPA score variables to independent variables of highest level of education achieved, race/ethnicity, age, gender, position title, industry, size of the organization, and years of HRD experience. The research used a mixed method design. Qualitative data were recorded through four focus groups until a saturation of comments was reached. Quantitative Pearson product moment correlation and ANOVA statistics were used to show the possible differences of LPA scores with each demographic variable. Tukey post-hoc tests were used to compare significant differences in mean scores of associated variables. Focus groups were conducted with 14 Human Resources Development (HRD) practitioners to collect the top five environmental preferences that promote self-directed learning in the workplace. The environmental preferences, the Learning Preference Assessment (LPA), and the demographic form made up the survey to measure participant self-directed learning readiness across independent variables. A total of 163 participants completed the survey. Results showed the consensus mean scores for importance of implementing environmental preferences that promote SDL in the workplace was 3.39 for other written categories and 3.31 for organization culture encourages employees to learn on their own. The consensus mean scores for ease of implementing environmental preferences that promote SDL in the workplace was 2.53 for flexibility to work virtually with mobile access to learning and 2.16 for managers guide employees/match content to role. Pearson product moment correlations showed no significant evidence of relationship between the continuous LPA mean scores and age variables. Group mean scores were compared for the remaining independent variables. The results were significant for the level of education and the size of the organization. Tukey post-hoc multiple comparisons tests were conducted for the differences of LPA scores and the demographic variables of highest level of education achieved and the size of organization. Only the level of education categories of high school diploma or equivalent and master’s degree were found to be significant.

Background: Learning preference refers to how individuals choose to approach learning situations. Computer-aided instruction (CAI) permits the adaptation of educational content to individual student learning strategies. Methods: To determine if learning preference and computer attitude influence the acquisition of knowledge using CAI materials, a prototype CAI program was developed that incorporated differing learning exercises. Students (n = 180) completed Rezler's Learning Preference Inventory (LPI) and a computer attitude survey (CAS). The LPI uses three sets of paired scales to characterize learning preference and choice of learning situation. The CAS assesses student attitudes toward computers in general (CAS-G), as well as the educational use of computers (CAS-E). After finishing the program students completed a program attitude survey (CAS-P). Immediate comprehension was assessed by pretests and posttests incorporated into the program. Retention was assessed by a repeat of the posttest 4 to 6 weeks after initial program review. Results: Scores (mean ± SEM) on the pretest, posttest, and late posttest were 38.1% ± 1.35%, 70.9% ± 1.24%, and 62.5% ± 1.44%, respectively. There was no correlation between students' learning preferences or computer attitude and test performance. Conclusions: The data indicate that CAI provides a means of delivering educational content that results in an increase in knowledge that is not correlated with computer attitudes or learning preferences.

The purpose of this dissertation is to undertake a learner-centered exploration of delivery mode relevance in professional learning. Given the increasing pervasiveness of technology-mediated online delivery in nondegree professional learning at the individual and enterprise levels, this study has a particular focus on learning value ascribed by learners to online and in-person delivery in relation to their professional development. Qualitative and quantitative methods were used in this study to collect and examine data from adult professionals in an effort to determine how value is ascribed to learning. With this aim in mind, this study focused on the following research questions: Are there differences in preferred learning format between men and women? Are there differences in preferred learning format between professionals in varied age groups? Are there differences in preferred learning format between professionals who have engaged in learning online and people who have not? For participants who indicate learning format preferences, how do they define and describe their preferences and on what aspects of the learning experience do they base their preferences? For participants who indicate learning format preferences, how are these participants describing and interpreting meaningful relevance for learning in their day-to-day professional lives? A key driver of this exploration was a scarcity of representative understanding in wider research about the relationship between varied modes of professional learning delivery and professional learning transfer, which has long typified learning value in the adult professional context. By exploring professionals’ learning experiences and delivery mode preferences, this study arrived at several explanatory concepts, to include: learning preference premiums as impactful value-drivers for learners; ubiquitous blend as a comprehensive value-based approach to professional learning design and delivery; and absolute proximity as a deliberate technology-mediated merging of work and learning contexts that supports professionals in achieving full applicability of their learning.