This qualitative case study examined the extent to which learning styles were used by teachers in four seventh and eighth grade social studies classrooms in a large suburban north Texas junior high school. The conclusions were as follows: 1) The environment on the junior high level did not afford the flexibility found in the elementary classroom. The changing of students, teachers, and the multi-purpose use of rooms did not afford flexibility of light, temperature, sound, and design preference. 2) The physical and the psychological categories had elements within each category that overlapped. A right brain activity closely aligned to a tactile/kinesthetic activity. A parallel between physical-mobility and psychological-global was noted, as well as a pattern between the global and the tactile/kinesthetic projects. 3) The split lunch period created problems for the global, kinesthetic, impulsive students. The academic environment was interrupted for a thirty minute period; students had to re-acclimate to a more analytic environment after lunch. 4) Each teacher alternated between primary style and secondary and tertiary styles. This mediation ability enabled each teacher to use all styles in lessons the researcher observed. 5) Abstract random and concrete random teachers did more group and team teaching than concrete sequential and abstract sequential teachers. Further, dominant sequential ordering in a teacher limited random activities. Whereas, dominant random ordering in a teacher limited sequential ordering activities. Both groups of teachers experienced teacher burnout when forced out of their primary style. 6) It was easier for those teachers whose primary and secondary ordering were opposite (CS/CR or AS/AR), as opposed to those whose primary and secondary ordering were the same (CS/AS or CR/AR), to align to a different environment. 7) These results suggest that teachers should not be required to stay in any one style. The flexibility of being able to alternate between styles will conserve energy and prevent teacher burnout.

The diploma thesis deals with learning styles of learners in English language teaching namely in one-to-one courses. The theoretical part deals with the theory of learning styles which is contrasted with the theory of learning strategies. In the theoretical part it is described how learning styles and learning strategies are classified by different authors. How to identify learning styles of one particular student is explained. Apart from that the theoretical part deals with teaching styles in order to find the relationship between learning styles and teaching styles. One-to-one teaching is described as the research takes place in one-to-one teaching environment. The empirical part of the thesis is based on qualitative research of learning styles namely case studies of 7 students of different levels of English who acquire English in one-to-one courses. Students´ learning styles will be analysed through data obtained from an interview. The author of the thesis will use participant observation and will keep account of learning styles of every particular student. Results acquired from the interview will be compared with results from observation in one-to-one teaching. When students´ learning styles are analysed, appropriate teaching methods and exercises are proposed to satisfy students´ ascertained learning styles.

Information and communication technology (ICT) has dominated our lives and the way we learn in such a way that, without it, our way of life becomes obsolete. This study explored challenges experienced by tutors in facilitating teaching and learning through the use of videoconference (VC) technology in an open and distance learning (ODL) environment. These challenges are exacerbated by the fact that most tutors, although highly qualified, do not have teaching methodologies with their qualifications at the time of their employment as tutors. It is believed that if these challenges could be given attention, VC technology would serve as an effective facilitation tool for bridging the distance in teaching and learning. Based on qualitative research approach, this study followed a qualitative phenomenological research design. Qualitative data was collected from individual semi-structured interviews with specific VC tutors; tutorial observations based on tutorials offered in the VC environment; and focus group interviews with students who attended tutorials through VC technology. Informed by the Community of inquiry (CoI) theory, the study answered the following main research question: “What are the experiences of tutors in applying instructional methodologies during VC tutorials?” The findings indicate lack of skills and reluctance in applying various active facilitation methods by VC tutors, insufficient technology training intervention by the ODL institution under study, technical challenges of VC technology in teaching and learning, and lack of monitoring systems during VC discussions. The findings further featured various factors that contribute to tutors’ ability in promoting interactivity during VC tutorials. In conclusion, this study clearly indicates that instructional methodologies used in VC tutorials cannot contribute to a meaningful teaching and learning, and thus make interactivity absent throughout VC sessions. Based on these findings, and suggestions for further research, the study therefore recommends acceleration in tutor training on exploitation and integration of VC technology with various suitable teaching methodologies. / Curriculum and Instructional Studies / M. Ed. (Didactics)