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You searched for subject:(Learning Styles). Showing records 1 – 30 of 480 total matches.

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Universiteit Utrecht

1. Huis, Jasmijn van. Learning Styles in Different Cultures.

Degree: 2008, Universiteit Utrecht

 How much does culture influence learning styles and what does this mean for Intercultural teaching? This article describes a research that was conducted in Norway… (more)

Subjects/Keywords: General; Learning styles; cultural differences

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APA (6th Edition):

Huis, J. v. (2008). Learning Styles in Different Cultures. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/31883

Chicago Manual of Style (16th Edition):

Huis, Jasmijn van. “Learning Styles in Different Cultures.” 2008. Masters Thesis, Universiteit Utrecht. Accessed October 01, 2020. http://dspace.library.uu.nl:8080/handle/1874/31883.

MLA Handbook (7th Edition):

Huis, Jasmijn van. “Learning Styles in Different Cultures.” 2008. Web. 01 Oct 2020.

Vancouver:

Huis Jv. Learning Styles in Different Cultures. [Internet] [Masters thesis]. Universiteit Utrecht; 2008. [cited 2020 Oct 01]. Available from: http://dspace.library.uu.nl:8080/handle/1874/31883.

Council of Science Editors:

Huis Jv. Learning Styles in Different Cultures. [Masters Thesis]. Universiteit Utrecht; 2008. Available from: http://dspace.library.uu.nl:8080/handle/1874/31883


University of Debrecen

2. Vécsey, Tímea. The effect of individualized instruction on the success of English grammar learning .

Degree: DE – TEK – Bölcsészettudományi Kar, 2013, University of Debrecen

 This study represents an effort to investigate the efficacy of individualized instructions based on students’ preferred learning styles on the success of English grammar learning.… (more)

Subjects/Keywords: learning styles; Reid's PLSPQ

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APA (6th Edition):

Vécsey, T. (2013). The effect of individualized instruction on the success of English grammar learning . (Thesis). University of Debrecen. Retrieved from http://hdl.handle.net/2437/162611

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Vécsey, Tímea. “The effect of individualized instruction on the success of English grammar learning .” 2013. Thesis, University of Debrecen. Accessed October 01, 2020. http://hdl.handle.net/2437/162611.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Vécsey, Tímea. “The effect of individualized instruction on the success of English grammar learning .” 2013. Web. 01 Oct 2020.

Vancouver:

Vécsey T. The effect of individualized instruction on the success of English grammar learning . [Internet] [Thesis]. University of Debrecen; 2013. [cited 2020 Oct 01]. Available from: http://hdl.handle.net/2437/162611.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Vécsey T. The effect of individualized instruction on the success of English grammar learning . [Thesis]. University of Debrecen; 2013. Available from: http://hdl.handle.net/2437/162611

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


NSYSU

3. Wang, Tai-yuan. The effects of learning styles and cooperative learning on academic achievement in calculus.

Degree: Master, Applied Mathematics, 2010, NSYSU

 The aim of this study is to investigate the effects of learning styles and cooperative learning on academic achievement of technical university students in calculus.… (more)

Subjects/Keywords: Learning Styles; Cooperative Learning; Item Analysis; Calculus

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APA (6th Edition):

Wang, T. (2010). The effects of learning styles and cooperative learning on academic achievement in calculus. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0728110-113437

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Wang, Tai-yuan. “The effects of learning styles and cooperative learning on academic achievement in calculus.” 2010. Thesis, NSYSU. Accessed October 01, 2020. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0728110-113437.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Wang, Tai-yuan. “The effects of learning styles and cooperative learning on academic achievement in calculus.” 2010. Web. 01 Oct 2020.

Vancouver:

Wang T. The effects of learning styles and cooperative learning on academic achievement in calculus. [Internet] [Thesis]. NSYSU; 2010. [cited 2020 Oct 01]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0728110-113437.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Wang T. The effects of learning styles and cooperative learning on academic achievement in calculus. [Thesis]. NSYSU; 2010. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0728110-113437

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of North Texas

4. Adams, Joshua. The Relationship Between Supplemental Instruction Leader Learning Style and Study Session Design.

Degree: 2011, University of North Texas

 The purpose of this qualitative study was to examine the learning styles of supplemental instruction leaders at a large, public university during the fall 2010… (more)

Subjects/Keywords: learning styles; learning assistance; supplemental instruction

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APA (6th Edition):

Adams, J. (2011). The Relationship Between Supplemental Instruction Leader Learning Style and Study Session Design. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc67952/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Adams, Joshua. “The Relationship Between Supplemental Instruction Leader Learning Style and Study Session Design.” 2011. Thesis, University of North Texas. Accessed October 01, 2020. https://digital.library.unt.edu/ark:/67531/metadc67952/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Adams, Joshua. “The Relationship Between Supplemental Instruction Leader Learning Style and Study Session Design.” 2011. Web. 01 Oct 2020.

Vancouver:

Adams J. The Relationship Between Supplemental Instruction Leader Learning Style and Study Session Design. [Internet] [Thesis]. University of North Texas; 2011. [cited 2020 Oct 01]. Available from: https://digital.library.unt.edu/ark:/67531/metadc67952/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Adams J. The Relationship Between Supplemental Instruction Leader Learning Style and Study Session Design. [Thesis]. University of North Texas; 2011. Available from: https://digital.library.unt.edu/ark:/67531/metadc67952/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Louisiana State University

5. Rutledge, Sharmayne Raby. What Do Teachers Know about Differentiated Instruction?.

Degree: PhD, Education, 2016, Louisiana State University

 The purpose of this case study was to explore what elementary teachers in an urban school district understand and implement as differentiated instruction and the… (more)

Subjects/Keywords: Differentiated Instruction; Elementary Teachers; Learning Styles; Learning

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APA (6th Edition):

Rutledge, S. R. (2016). What Do Teachers Know about Differentiated Instruction?. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-11142016-110108 ; https://digitalcommons.lsu.edu/gradschool_dissertations/4496

Chicago Manual of Style (16th Edition):

Rutledge, Sharmayne Raby. “What Do Teachers Know about Differentiated Instruction?.” 2016. Doctoral Dissertation, Louisiana State University. Accessed October 01, 2020. etd-11142016-110108 ; https://digitalcommons.lsu.edu/gradschool_dissertations/4496.

MLA Handbook (7th Edition):

Rutledge, Sharmayne Raby. “What Do Teachers Know about Differentiated Instruction?.” 2016. Web. 01 Oct 2020.

Vancouver:

Rutledge SR. What Do Teachers Know about Differentiated Instruction?. [Internet] [Doctoral dissertation]. Louisiana State University; 2016. [cited 2020 Oct 01]. Available from: etd-11142016-110108 ; https://digitalcommons.lsu.edu/gradschool_dissertations/4496.

Council of Science Editors:

Rutledge SR. What Do Teachers Know about Differentiated Instruction?. [Doctoral Dissertation]. Louisiana State University; 2016. Available from: etd-11142016-110108 ; https://digitalcommons.lsu.edu/gradschool_dissertations/4496


University of Georgia

6. Scott, Anna Katherine. A service learning course for college science majors.

Degree: 2014, University of Georgia

 Service learning has garnered a great deal of attention as a teaching methodology with the potential to influence students’ development as citizens while providing them… (more)

Subjects/Keywords: Service learning; Intellectual independence; Metacognition; Learning styles

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APA (6th Edition):

Scott, A. K. (2014). A service learning course for college science majors. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/23728

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Scott, Anna Katherine. “A service learning course for college science majors.” 2014. Thesis, University of Georgia. Accessed October 01, 2020. http://hdl.handle.net/10724/23728.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Scott, Anna Katherine. “A service learning course for college science majors.” 2014. Web. 01 Oct 2020.

Vancouver:

Scott AK. A service learning course for college science majors. [Internet] [Thesis]. University of Georgia; 2014. [cited 2020 Oct 01]. Available from: http://hdl.handle.net/10724/23728.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Scott AK. A service learning course for college science majors. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/23728

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Massey University

7. Hunt, Graham J. F. The interaction of achievement orientations and content familiarity with hierarchically structured programmes.

Degree: PhD, Education, 1976, Massey University

 This study attempted to determine the interactive effects of learner characteristics with two differentially but hierarchically structured programmed instructional tasks. The learner characteristics chosen were… (more)

Subjects/Keywords: Learning; Learning styles

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APA (6th Edition):

Hunt, G. J. F. (1976). The interaction of achievement orientations and content familiarity with hierarchically structured programmes. (Doctoral Dissertation). Massey University. Retrieved from http://hdl.handle.net/10179/3745

Chicago Manual of Style (16th Edition):

Hunt, Graham J F. “The interaction of achievement orientations and content familiarity with hierarchically structured programmes.” 1976. Doctoral Dissertation, Massey University. Accessed October 01, 2020. http://hdl.handle.net/10179/3745.

MLA Handbook (7th Edition):

Hunt, Graham J F. “The interaction of achievement orientations and content familiarity with hierarchically structured programmes.” 1976. Web. 01 Oct 2020.

Vancouver:

Hunt GJF. The interaction of achievement orientations and content familiarity with hierarchically structured programmes. [Internet] [Doctoral dissertation]. Massey University; 1976. [cited 2020 Oct 01]. Available from: http://hdl.handle.net/10179/3745.

Council of Science Editors:

Hunt GJF. The interaction of achievement orientations and content familiarity with hierarchically structured programmes. [Doctoral Dissertation]. Massey University; 1976. Available from: http://hdl.handle.net/10179/3745


Deakin University

8. Casey, Gail. Action research into social media within secondary school classes.

Degree: School of Education, 2013, Deakin University

 Gail used social and participatory media in the secondary school classroom, not just to engage students but also to enhance their learning. Her action research… (more)

Subjects/Keywords: Social media; Participatory media; Secondary school classroom; Teaching styles; Learning styles

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APA (6th Edition):

Casey, G. (2013). Action research into social media within secondary school classes. (Thesis). Deakin University. Retrieved from http://hdl.handle.net/10536/DRO/DU:30062533

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Casey, Gail. “Action research into social media within secondary school classes.” 2013. Thesis, Deakin University. Accessed October 01, 2020. http://hdl.handle.net/10536/DRO/DU:30062533.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Casey, Gail. “Action research into social media within secondary school classes.” 2013. Web. 01 Oct 2020.

Vancouver:

Casey G. Action research into social media within secondary school classes. [Internet] [Thesis]. Deakin University; 2013. [cited 2020 Oct 01]. Available from: http://hdl.handle.net/10536/DRO/DU:30062533.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Casey G. Action research into social media within secondary school classes. [Thesis]. Deakin University; 2013. Available from: http://hdl.handle.net/10536/DRO/DU:30062533

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Rochester Institute of Technology

9. Massachi, Yamit. A Cross culture comparison of learning styles.

Degree: Department of Psychology (CLA), 2000, Rochester Institute of Technology

 This study examined differences in learning styles between African-American and Caucasian students while also taking into consideration students' gender. Students in grade 9th through 12th… (more)

Subjects/Keywords: Learning styles; Psychology

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APA (6th Edition):

Massachi, Y. (2000). A Cross culture comparison of learning styles. (Thesis). Rochester Institute of Technology. Retrieved from https://scholarworks.rit.edu/theses/1353

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Massachi, Yamit. “A Cross culture comparison of learning styles.” 2000. Thesis, Rochester Institute of Technology. Accessed October 01, 2020. https://scholarworks.rit.edu/theses/1353.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Massachi, Yamit. “A Cross culture comparison of learning styles.” 2000. Web. 01 Oct 2020.

Vancouver:

Massachi Y. A Cross culture comparison of learning styles. [Internet] [Thesis]. Rochester Institute of Technology; 2000. [cited 2020 Oct 01]. Available from: https://scholarworks.rit.edu/theses/1353.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Massachi Y. A Cross culture comparison of learning styles. [Thesis]. Rochester Institute of Technology; 2000. Available from: https://scholarworks.rit.edu/theses/1353

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Colorado State University

10. Swetnam, Sunshine. Accommodation of haptic learning style in traditional learning environments.

Degree: Master of Education (M.Ed.), Education, 2011, Colorado State University

 This case study intended to help teachers reach their audiences more inclusively. It determined if and how haptic learners, who preferred learning through touch, feeling,… (more)

Subjects/Keywords: accommodation; haptic; learning; philosophies; preferences; styles

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APA (6th Edition):

Swetnam, S. (2011). Accommodation of haptic learning style in traditional learning environments. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/47461

Chicago Manual of Style (16th Edition):

Swetnam, Sunshine. “Accommodation of haptic learning style in traditional learning environments.” 2011. Masters Thesis, Colorado State University. Accessed October 01, 2020. http://hdl.handle.net/10217/47461.

MLA Handbook (7th Edition):

Swetnam, Sunshine. “Accommodation of haptic learning style in traditional learning environments.” 2011. Web. 01 Oct 2020.

Vancouver:

Swetnam S. Accommodation of haptic learning style in traditional learning environments. [Internet] [Masters thesis]. Colorado State University; 2011. [cited 2020 Oct 01]. Available from: http://hdl.handle.net/10217/47461.

Council of Science Editors:

Swetnam S. Accommodation of haptic learning style in traditional learning environments. [Masters Thesis]. Colorado State University; 2011. Available from: http://hdl.handle.net/10217/47461


Mississippi State University

11. Jackson, Harriet Elizabeth. READING INSTRUCTION AND LONG TERM CHANGES IN READING TEST SCORES.

Degree: PhD, Instructional Systems, Leadership, and Workforce Development, 2008, Mississippi State University

 The purpose of this study was to analyze the Mississippi Curriculum Test (MCT) reading scores of a cohort of eighth grade students in an east… (more)

Subjects/Keywords: learning styles; reading

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APA (6th Edition):

Jackson, H. E. (2008). READING INSTRUCTION AND LONG TERM CHANGES IN READING TEST SCORES. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-10242007-144816/ ;

Chicago Manual of Style (16th Edition):

Jackson, Harriet Elizabeth. “READING INSTRUCTION AND LONG TERM CHANGES IN READING TEST SCORES.” 2008. Doctoral Dissertation, Mississippi State University. Accessed October 01, 2020. http://sun.library.msstate.edu/ETD-db/theses/available/etd-10242007-144816/ ;.

MLA Handbook (7th Edition):

Jackson, Harriet Elizabeth. “READING INSTRUCTION AND LONG TERM CHANGES IN READING TEST SCORES.” 2008. Web. 01 Oct 2020.

Vancouver:

Jackson HE. READING INSTRUCTION AND LONG TERM CHANGES IN READING TEST SCORES. [Internet] [Doctoral dissertation]. Mississippi State University; 2008. [cited 2020 Oct 01]. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-10242007-144816/ ;.

Council of Science Editors:

Jackson HE. READING INSTRUCTION AND LONG TERM CHANGES IN READING TEST SCORES. [Doctoral Dissertation]. Mississippi State University; 2008. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-10242007-144816/ ;

12. Boersma, Emily Joy. Ethiopian Instructors Experience with Accomodating Students' Learning Styles at Bahir Dar University.

Degree: English Department, 2008, Oklahoma State University

 There is a trend sweeping across Ethiopia to move the method of instruction away from the traditional lecture method, which has been employed for the… (more)

Subjects/Keywords: learning styles

learning styles, form a set of student's unique learning preferences and can aid teachers in… …x28;1996) defines learning styles as "personal qualities that influence a student'… …teachers can do to aid the learning process is simply to be aware that diverse learning styles in… …x29;, teachers with an understanding of their students' learning styles are better able… …1995). Moreover, Oxford (1990) notes that information about learning styles… 

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Boersma, E. J. (2008). Ethiopian Instructors Experience with Accomodating Students' Learning Styles at Bahir Dar University. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/7055

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Boersma, Emily Joy. “Ethiopian Instructors Experience with Accomodating Students' Learning Styles at Bahir Dar University.” 2008. Thesis, Oklahoma State University. Accessed October 01, 2020. http://hdl.handle.net/11244/7055.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Boersma, Emily Joy. “Ethiopian Instructors Experience with Accomodating Students' Learning Styles at Bahir Dar University.” 2008. Web. 01 Oct 2020.

Vancouver:

Boersma EJ. Ethiopian Instructors Experience with Accomodating Students' Learning Styles at Bahir Dar University. [Internet] [Thesis]. Oklahoma State University; 2008. [cited 2020 Oct 01]. Available from: http://hdl.handle.net/11244/7055.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Boersma EJ. Ethiopian Instructors Experience with Accomodating Students' Learning Styles at Bahir Dar University. [Thesis]. Oklahoma State University; 2008. Available from: http://hdl.handle.net/11244/7055

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

13. Syrmas, Ioannis. An examination of PE student teachers’ and PE teachers’ experiences with and beliefs of teaching styles.

Degree: 2015, University of Thessaly (UTH); Πανεπιστήμιο Θεσσαλίας

 Study 1 This study is aimed at examining physical education student teachers’ experiences with, beliefs about, and intention to use Spectrum teaching styles in the… (more)

Subjects/Keywords: Teaching styles; Learning; Curriculum goals; Self-efficacy

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APA (6th Edition):

Syrmas, I. (2015). An examination of PE student teachers’ and PE teachers’ experiences with and beliefs of teaching styles. (Thesis). University of Thessaly (UTH); Πανεπιστήμιο Θεσσαλίας. Retrieved from http://hdl.handle.net/10442/hedi/40632

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Syrmas, Ioannis. “An examination of PE student teachers’ and PE teachers’ experiences with and beliefs of teaching styles.” 2015. Thesis, University of Thessaly (UTH); Πανεπιστήμιο Θεσσαλίας. Accessed October 01, 2020. http://hdl.handle.net/10442/hedi/40632.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Syrmas, Ioannis. “An examination of PE student teachers’ and PE teachers’ experiences with and beliefs of teaching styles.” 2015. Web. 01 Oct 2020.

Vancouver:

Syrmas I. An examination of PE student teachers’ and PE teachers’ experiences with and beliefs of teaching styles. [Internet] [Thesis]. University of Thessaly (UTH); Πανεπιστήμιο Θεσσαλίας; 2015. [cited 2020 Oct 01]. Available from: http://hdl.handle.net/10442/hedi/40632.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Syrmas I. An examination of PE student teachers’ and PE teachers’ experiences with and beliefs of teaching styles. [Thesis]. University of Thessaly (UTH); Πανεπιστήμιο Θεσσαλίας; 2015. Available from: http://hdl.handle.net/10442/hedi/40632

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Université Toulouse II – Le Mirail

14. Frayssinhes, Jean. Les pratiques d'apprentissage des adultes en FOAD : effet des styles et de l'auto-apprentissage : The practice of adult learning in ODL : effect of styles and self-directed learning.

Degree: Docteur es, Sciences de l'éducation, 2011, Université Toulouse II – Le Mirail

Dans un contexte professionnel en perpétuelle mutation, les salariés ont la nécessité de se former régulièrement, et ce quel que soit leur niveau de formation… (more)

Subjects/Keywords: FOAD; Andragogie; Styles d'apprentissage; Mathétique; Métacognition; ODL; Self-directed learning; Learning styles; Andragogy; Mathetic; Metacognition

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APA (6th Edition):

Frayssinhes, J. (2011). Les pratiques d'apprentissage des adultes en FOAD : effet des styles et de l'auto-apprentissage : The practice of adult learning in ODL : effect of styles and self-directed learning. (Doctoral Dissertation). Université Toulouse II – Le Mirail. Retrieved from http://www.theses.fr/2011TOU20067

Chicago Manual of Style (16th Edition):

Frayssinhes, Jean. “Les pratiques d'apprentissage des adultes en FOAD : effet des styles et de l'auto-apprentissage : The practice of adult learning in ODL : effect of styles and self-directed learning.” 2011. Doctoral Dissertation, Université Toulouse II – Le Mirail. Accessed October 01, 2020. http://www.theses.fr/2011TOU20067.

MLA Handbook (7th Edition):

Frayssinhes, Jean. “Les pratiques d'apprentissage des adultes en FOAD : effet des styles et de l'auto-apprentissage : The practice of adult learning in ODL : effect of styles and self-directed learning.” 2011. Web. 01 Oct 2020.

Vancouver:

Frayssinhes J. Les pratiques d'apprentissage des adultes en FOAD : effet des styles et de l'auto-apprentissage : The practice of adult learning in ODL : effect of styles and self-directed learning. [Internet] [Doctoral dissertation]. Université Toulouse II – Le Mirail; 2011. [cited 2020 Oct 01]. Available from: http://www.theses.fr/2011TOU20067.

Council of Science Editors:

Frayssinhes J. Les pratiques d'apprentissage des adultes en FOAD : effet des styles et de l'auto-apprentissage : The practice of adult learning in ODL : effect of styles and self-directed learning. [Doctoral Dissertation]. Université Toulouse II – Le Mirail; 2011. Available from: http://www.theses.fr/2011TOU20067


University of South Africa

15. Mihrka, Adamu Assefa. Learning styles and attitudes towards active learning of students at different levels in Ethiopia .

Degree: 2014, University of South Africa

 The government of the Federal Democratic Republic of Ethiopia proclaimed a new curriculum for reconstructing the education system. The programme aimed at changing the predominantly-used… (more)

Subjects/Keywords: Learning styles; Attitudes; Active learning; Student-centred teaching; Constructivist learning theory

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Mihrka, A. A. (2014). Learning styles and attitudes towards active learning of students at different levels in Ethiopia . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/18240

Chicago Manual of Style (16th Edition):

Mihrka, Adamu Assefa. “Learning styles and attitudes towards active learning of students at different levels in Ethiopia .” 2014. Doctoral Dissertation, University of South Africa. Accessed October 01, 2020. http://hdl.handle.net/10500/18240.

MLA Handbook (7th Edition):

Mihrka, Adamu Assefa. “Learning styles and attitudes towards active learning of students at different levels in Ethiopia .” 2014. Web. 01 Oct 2020.

Vancouver:

Mihrka AA. Learning styles and attitudes towards active learning of students at different levels in Ethiopia . [Internet] [Doctoral dissertation]. University of South Africa; 2014. [cited 2020 Oct 01]. Available from: http://hdl.handle.net/10500/18240.

Council of Science Editors:

Mihrka AA. Learning styles and attitudes towards active learning of students at different levels in Ethiopia . [Doctoral Dissertation]. University of South Africa; 2014. Available from: http://hdl.handle.net/10500/18240


University of Newcastle

16. Alharbi, Ali. Pedagogical-based learning object system to support self-regulated learning of computer science.

Degree: PhD, 2013, University of Newcastle

Research Doctorate - Doctor of Philosophy (PhD)

Educators strive to design high-quality learning materials to help students gain an understanding of the subjects under study.… (more)

Subjects/Keywords: computer science education; learning objects; self regulated learning; learning styles

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APA (6th Edition):

Alharbi, A. (2013). Pedagogical-based learning object system to support self-regulated learning of computer science. (Doctoral Dissertation). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/1039667

Chicago Manual of Style (16th Edition):

Alharbi, Ali. “Pedagogical-based learning object system to support self-regulated learning of computer science.” 2013. Doctoral Dissertation, University of Newcastle. Accessed October 01, 2020. http://hdl.handle.net/1959.13/1039667.

MLA Handbook (7th Edition):

Alharbi, Ali. “Pedagogical-based learning object system to support self-regulated learning of computer science.” 2013. Web. 01 Oct 2020.

Vancouver:

Alharbi A. Pedagogical-based learning object system to support self-regulated learning of computer science. [Internet] [Doctoral dissertation]. University of Newcastle; 2013. [cited 2020 Oct 01]. Available from: http://hdl.handle.net/1959.13/1039667.

Council of Science Editors:

Alharbi A. Pedagogical-based learning object system to support self-regulated learning of computer science. [Doctoral Dissertation]. University of Newcastle; 2013. Available from: http://hdl.handle.net/1959.13/1039667


University of Newcastle

17. Fasihuddin, Heba. Enhancing open learning environments (OLEs) using adaptive technologies and learning theories.

Degree: PhD, 2016, University of Newcastle

Research Doctorate - Doctor of Philosophy (PhD)

Open learning is a new form of online education that allows resources, modules and courses to be freely,… (more)

Subjects/Keywords: adaptive learning systems; adaptive technology; open learning environments (OLEs); learning styles

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APA (6th Edition):

Fasihuddin, H. (2016). Enhancing open learning environments (OLEs) using adaptive technologies and learning theories. (Doctoral Dissertation). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/1321306

Chicago Manual of Style (16th Edition):

Fasihuddin, Heba. “Enhancing open learning environments (OLEs) using adaptive technologies and learning theories.” 2016. Doctoral Dissertation, University of Newcastle. Accessed October 01, 2020. http://hdl.handle.net/1959.13/1321306.

MLA Handbook (7th Edition):

Fasihuddin, Heba. “Enhancing open learning environments (OLEs) using adaptive technologies and learning theories.” 2016. Web. 01 Oct 2020.

Vancouver:

Fasihuddin H. Enhancing open learning environments (OLEs) using adaptive technologies and learning theories. [Internet] [Doctoral dissertation]. University of Newcastle; 2016. [cited 2020 Oct 01]. Available from: http://hdl.handle.net/1959.13/1321306.

Council of Science Editors:

Fasihuddin H. Enhancing open learning environments (OLEs) using adaptive technologies and learning theories. [Doctoral Dissertation]. University of Newcastle; 2016. Available from: http://hdl.handle.net/1959.13/1321306


University of KwaZulu-Natal

18. Surmon, Kate Pamela. A qualitative perspective of high academic achievers’ self-regulated learning, learning styles, and learning strategies.

Degree: 2019, University of KwaZulu-Natal

 Pressure from global and local changes have necessitated the need for transformation in higher education institutions. This has given rise to numerous studies conducted on… (more)

Subjects/Keywords: Self-regulated learning.; Learning styles.; High academic achievers.; Learning strategies.

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APA (6th Edition):

Surmon, K. P. (2019). A qualitative perspective of high academic achievers’ self-regulated learning, learning styles, and learning strategies. (Thesis). University of KwaZulu-Natal. Retrieved from https://researchspace.ukzn.ac.za/handle/10413/17153

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Surmon, Kate Pamela. “A qualitative perspective of high academic achievers’ self-regulated learning, learning styles, and learning strategies.” 2019. Thesis, University of KwaZulu-Natal. Accessed October 01, 2020. https://researchspace.ukzn.ac.za/handle/10413/17153.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Surmon, Kate Pamela. “A qualitative perspective of high academic achievers’ self-regulated learning, learning styles, and learning strategies.” 2019. Web. 01 Oct 2020.

Vancouver:

Surmon KP. A qualitative perspective of high academic achievers’ self-regulated learning, learning styles, and learning strategies. [Internet] [Thesis]. University of KwaZulu-Natal; 2019. [cited 2020 Oct 01]. Available from: https://researchspace.ukzn.ac.za/handle/10413/17153.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Surmon KP. A qualitative perspective of high academic achievers’ self-regulated learning, learning styles, and learning strategies. [Thesis]. University of KwaZulu-Natal; 2019. Available from: https://researchspace.ukzn.ac.za/handle/10413/17153

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


East Tennessee State University

19. Lowdermilk, Margaret A. Learning Styles of Physical Therapy and Physical Therapist Assistant Students in Accredited Physical Therapy Programs.

Degree: EdD (Doctor of Education), Educational Leadership, 2016, East Tennessee State University

  The purpose of this study was to determine the learning styles of Doctor of Physical Therapy (DPT) students and associate degree Physical Therapist Assistant… (more)

Subjects/Keywords: Learning Styles; Physical Therapy; Learning Preferences; Scholarship of Teaching and Learning

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APA (6th Edition):

Lowdermilk, M. A. (2016). Learning Styles of Physical Therapy and Physical Therapist Assistant Students in Accredited Physical Therapy Programs. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/3081

Chicago Manual of Style (16th Edition):

Lowdermilk, Margaret A. “Learning Styles of Physical Therapy and Physical Therapist Assistant Students in Accredited Physical Therapy Programs.” 2016. Doctoral Dissertation, East Tennessee State University. Accessed October 01, 2020. https://dc.etsu.edu/etd/3081.

MLA Handbook (7th Edition):

Lowdermilk, Margaret A. “Learning Styles of Physical Therapy and Physical Therapist Assistant Students in Accredited Physical Therapy Programs.” 2016. Web. 01 Oct 2020.

Vancouver:

Lowdermilk MA. Learning Styles of Physical Therapy and Physical Therapist Assistant Students in Accredited Physical Therapy Programs. [Internet] [Doctoral dissertation]. East Tennessee State University; 2016. [cited 2020 Oct 01]. Available from: https://dc.etsu.edu/etd/3081.

Council of Science Editors:

Lowdermilk MA. Learning Styles of Physical Therapy and Physical Therapist Assistant Students in Accredited Physical Therapy Programs. [Doctoral Dissertation]. East Tennessee State University; 2016. Available from: https://dc.etsu.edu/etd/3081


Cal Poly

20. Cooley, Benjamin. Detecting Learning Styles in Video Games.

Degree: MS, Computer Science, 2015, Cal Poly

  Video games are increasingly becoming more intelligent, able to adapt themselves to the individual gamer. Learning styles are a set of models used to… (more)

Subjects/Keywords: Learning Styles; Experiential learning; Learning; Video Games; Other Computer Sciences

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APA (6th Edition):

Cooley, B. (2015). Detecting Learning Styles in Video Games. (Masters Thesis). Cal Poly. Retrieved from https://digitalcommons.calpoly.edu/theses/1369 ; 10.15368/theses.2015.23

Chicago Manual of Style (16th Edition):

Cooley, Benjamin. “Detecting Learning Styles in Video Games.” 2015. Masters Thesis, Cal Poly. Accessed October 01, 2020. https://digitalcommons.calpoly.edu/theses/1369 ; 10.15368/theses.2015.23.

MLA Handbook (7th Edition):

Cooley, Benjamin. “Detecting Learning Styles in Video Games.” 2015. Web. 01 Oct 2020.

Vancouver:

Cooley B. Detecting Learning Styles in Video Games. [Internet] [Masters thesis]. Cal Poly; 2015. [cited 2020 Oct 01]. Available from: https://digitalcommons.calpoly.edu/theses/1369 ; 10.15368/theses.2015.23.

Council of Science Editors:

Cooley B. Detecting Learning Styles in Video Games. [Masters Thesis]. Cal Poly; 2015. Available from: https://digitalcommons.calpoly.edu/theses/1369 ; 10.15368/theses.2015.23


Oklahoma State University

21. Trout, Donna K. Learning Strategy Preferences, Decision-making Styles, Ways of Knowing, and Cultural Awareness of Members of the National Academic Advising Association.

Degree: School of Teaching and Curriculum Leadership, 2009, Oklahoma State University

 Academic advisors help students with the process of decision making, of making sense of their world, of understanding how they go about learning, and of… (more)

Subjects/Keywords: academic advising; cognitive styles; continuing education; decision making styles; learning strategies; ways of k

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APA (6th Edition):

Trout, D. K. (2009). Learning Strategy Preferences, Decision-making Styles, Ways of Knowing, and Cultural Awareness of Members of the National Academic Advising Association. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/7599

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Trout, Donna K. “Learning Strategy Preferences, Decision-making Styles, Ways of Knowing, and Cultural Awareness of Members of the National Academic Advising Association.” 2009. Thesis, Oklahoma State University. Accessed October 01, 2020. http://hdl.handle.net/11244/7599.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Trout, Donna K. “Learning Strategy Preferences, Decision-making Styles, Ways of Knowing, and Cultural Awareness of Members of the National Academic Advising Association.” 2009. Web. 01 Oct 2020.

Vancouver:

Trout DK. Learning Strategy Preferences, Decision-making Styles, Ways of Knowing, and Cultural Awareness of Members of the National Academic Advising Association. [Internet] [Thesis]. Oklahoma State University; 2009. [cited 2020 Oct 01]. Available from: http://hdl.handle.net/11244/7599.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Trout DK. Learning Strategy Preferences, Decision-making Styles, Ways of Knowing, and Cultural Awareness of Members of the National Academic Advising Association. [Thesis]. Oklahoma State University; 2009. Available from: http://hdl.handle.net/11244/7599

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Virginia Tech

22. Tucker, Shelia Yvonne Jr. Teaching and Learning Styles Of Community College Business Instructors and Their Students: Relationship to Student Performance and Instructor Evaluations.

Degree: PhD, Vocational and Technical Education, 1998, Virginia Tech

 The Canfield Instructional Styles Inventory and the Canfield Learning Styles Inventory were used to identify the teaching styles of business instructors and the learning styles(more)

Subjects/Keywords: Student Performance; Teaching Styles; Learning Styles

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APA (6th Edition):

Tucker, S. Y. J. (1998). Teaching and Learning Styles Of Community College Business Instructors and Their Students: Relationship to Student Performance and Instructor Evaluations. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/30451

Chicago Manual of Style (16th Edition):

Tucker, Shelia Yvonne Jr. “Teaching and Learning Styles Of Community College Business Instructors and Their Students: Relationship to Student Performance and Instructor Evaluations.” 1998. Doctoral Dissertation, Virginia Tech. Accessed October 01, 2020. http://hdl.handle.net/10919/30451.

MLA Handbook (7th Edition):

Tucker, Shelia Yvonne Jr. “Teaching and Learning Styles Of Community College Business Instructors and Their Students: Relationship to Student Performance and Instructor Evaluations.” 1998. Web. 01 Oct 2020.

Vancouver:

Tucker SYJ. Teaching and Learning Styles Of Community College Business Instructors and Their Students: Relationship to Student Performance and Instructor Evaluations. [Internet] [Doctoral dissertation]. Virginia Tech; 1998. [cited 2020 Oct 01]. Available from: http://hdl.handle.net/10919/30451.

Council of Science Editors:

Tucker SYJ. Teaching and Learning Styles Of Community College Business Instructors and Their Students: Relationship to Student Performance and Instructor Evaluations. [Doctoral Dissertation]. Virginia Tech; 1998. Available from: http://hdl.handle.net/10919/30451

23. Bergey, Jean-Luc. Élaborations textuelles, genres discursifs et apprentissages linguistiques médiés par les Learning Management Systems (plateformes de formation) : Textual elaboration, discursive genres and use of learning management systems for language learning.

Degree: Docteur es, Linguistique, 2016, Université Michel de Montaigne – Bordeaux III

Notre thèse s’inscrit dans le courant théorique de la linguistique cognitive et énonciative ; elle s’appuiera également pour sa partie pratique et de développement sur… (more)

Subjects/Keywords: Plateforme de formation; TIC; Styles (cognitifs) d'apprentissage; Hybridation; Socioconstructivisme cognitif; Learning Managment System; ICT; Learning (cognitive) Styles; Blended Learning; Cognitive Socioconstructivism

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APA (6th Edition):

Bergey, J. (2016). Élaborations textuelles, genres discursifs et apprentissages linguistiques médiés par les Learning Management Systems (plateformes de formation) : Textual elaboration, discursive genres and use of learning management systems for language learning. (Doctoral Dissertation). Université Michel de Montaigne – Bordeaux III. Retrieved from http://www.theses.fr/2016BOR30020

Chicago Manual of Style (16th Edition):

Bergey, Jean-Luc. “Élaborations textuelles, genres discursifs et apprentissages linguistiques médiés par les Learning Management Systems (plateformes de formation) : Textual elaboration, discursive genres and use of learning management systems for language learning.” 2016. Doctoral Dissertation, Université Michel de Montaigne – Bordeaux III. Accessed October 01, 2020. http://www.theses.fr/2016BOR30020.

MLA Handbook (7th Edition):

Bergey, Jean-Luc. “Élaborations textuelles, genres discursifs et apprentissages linguistiques médiés par les Learning Management Systems (plateformes de formation) : Textual elaboration, discursive genres and use of learning management systems for language learning.” 2016. Web. 01 Oct 2020.

Vancouver:

Bergey J. Élaborations textuelles, genres discursifs et apprentissages linguistiques médiés par les Learning Management Systems (plateformes de formation) : Textual elaboration, discursive genres and use of learning management systems for language learning. [Internet] [Doctoral dissertation]. Université Michel de Montaigne – Bordeaux III; 2016. [cited 2020 Oct 01]. Available from: http://www.theses.fr/2016BOR30020.

Council of Science Editors:

Bergey J. Élaborations textuelles, genres discursifs et apprentissages linguistiques médiés par les Learning Management Systems (plateformes de formation) : Textual elaboration, discursive genres and use of learning management systems for language learning. [Doctoral Dissertation]. Université Michel de Montaigne – Bordeaux III; 2016. Available from: http://www.theses.fr/2016BOR30020


University of North Texas

24. Woodson-Mayfield, La Tonya R. Catered Learning: an Anthropological Approach to Understanding How Learning Styles of Participants and Teaching Styles of Instructors Affect Participants’ Perception, Motivation, and Performance.

Degree: 2013, University of North Texas

 Organizations rely on their training departments to deliver adequate training for effective use of knowledge on the job to new and tenured employees. The transfer… (more)

Subjects/Keywords: Learning styles; teaching styles; training and development; corporate training; workplace learning; instructional design; adult learning; business anthropology

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APA (6th Edition):

Woodson-Mayfield, L. T. R. (2013). Catered Learning: an Anthropological Approach to Understanding How Learning Styles of Participants and Teaching Styles of Instructors Affect Participants’ Perception, Motivation, and Performance. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc407835/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Woodson-Mayfield, La Tonya R. “Catered Learning: an Anthropological Approach to Understanding How Learning Styles of Participants and Teaching Styles of Instructors Affect Participants’ Perception, Motivation, and Performance.” 2013. Thesis, University of North Texas. Accessed October 01, 2020. https://digital.library.unt.edu/ark:/67531/metadc407835/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Woodson-Mayfield, La Tonya R. “Catered Learning: an Anthropological Approach to Understanding How Learning Styles of Participants and Teaching Styles of Instructors Affect Participants’ Perception, Motivation, and Performance.” 2013. Web. 01 Oct 2020.

Vancouver:

Woodson-Mayfield LTR. Catered Learning: an Anthropological Approach to Understanding How Learning Styles of Participants and Teaching Styles of Instructors Affect Participants’ Perception, Motivation, and Performance. [Internet] [Thesis]. University of North Texas; 2013. [cited 2020 Oct 01]. Available from: https://digital.library.unt.edu/ark:/67531/metadc407835/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Woodson-Mayfield LTR. Catered Learning: an Anthropological Approach to Understanding How Learning Styles of Participants and Teaching Styles of Instructors Affect Participants’ Perception, Motivation, and Performance. [Thesis]. University of North Texas; 2013. Available from: https://digital.library.unt.edu/ark:/67531/metadc407835/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Case Western Reserve University

25. Jules, Claudy. Diversity of Member Composition and Team Learning in Organizations.

Degree: PhD, Organizational Behavior, 2007, Case Western Reserve University

 While demographic characteristics such as age, race and gender evoke social categorization processes about diversity that may result in unfavorable team processes and outcomes, psychological… (more)

Subjects/Keywords: team learning process; team performance; learning styles; LEARNING; diversity and learning style

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APA (6th Edition):

Jules, C. (2007). Diversity of Member Composition and Team Learning in Organizations. (Doctoral Dissertation). Case Western Reserve University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=case1184281409

Chicago Manual of Style (16th Edition):

Jules, Claudy. “Diversity of Member Composition and Team Learning in Organizations.” 2007. Doctoral Dissertation, Case Western Reserve University. Accessed October 01, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=case1184281409.

MLA Handbook (7th Edition):

Jules, Claudy. “Diversity of Member Composition and Team Learning in Organizations.” 2007. Web. 01 Oct 2020.

Vancouver:

Jules C. Diversity of Member Composition and Team Learning in Organizations. [Internet] [Doctoral dissertation]. Case Western Reserve University; 2007. [cited 2020 Oct 01]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=case1184281409.

Council of Science Editors:

Jules C. Diversity of Member Composition and Team Learning in Organizations. [Doctoral Dissertation]. Case Western Reserve University; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=case1184281409

26. Minihan, Bridget. Evaluation of Learning Styles among Undergraduate Students at the University of Massachusetts, Amherst completing selected Online and Traditional Courses.

Degree: MS(M.S.), Nutrition, 2009, U of Massachusetts : Masters

 This study evaluated the learning styles of undergraduate students completing selected online and traditional courses relating to food, nutrition, or exercise at the University of… (more)

Subjects/Keywords: Nutrition Education; Distance Learning; Kolb Learning Styles; Nutrition

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APA (6th Edition):

Minihan, B. (2009). Evaluation of Learning Styles among Undergraduate Students at the University of Massachusetts, Amherst completing selected Online and Traditional Courses. (Masters Thesis). U of Massachusetts : Masters. Retrieved from http://scholarworks.umass.edu/theses/349

Chicago Manual of Style (16th Edition):

Minihan, Bridget. “Evaluation of Learning Styles among Undergraduate Students at the University of Massachusetts, Amherst completing selected Online and Traditional Courses.” 2009. Masters Thesis, U of Massachusetts : Masters. Accessed October 01, 2020. http://scholarworks.umass.edu/theses/349.

MLA Handbook (7th Edition):

Minihan, Bridget. “Evaluation of Learning Styles among Undergraduate Students at the University of Massachusetts, Amherst completing selected Online and Traditional Courses.” 2009. Web. 01 Oct 2020.

Vancouver:

Minihan B. Evaluation of Learning Styles among Undergraduate Students at the University of Massachusetts, Amherst completing selected Online and Traditional Courses. [Internet] [Masters thesis]. U of Massachusetts : Masters; 2009. [cited 2020 Oct 01]. Available from: http://scholarworks.umass.edu/theses/349.

Council of Science Editors:

Minihan B. Evaluation of Learning Styles among Undergraduate Students at the University of Massachusetts, Amherst completing selected Online and Traditional Courses. [Masters Thesis]. U of Massachusetts : Masters; 2009. Available from: http://scholarworks.umass.edu/theses/349


Ryerson University

27. Saunders, Samantha Faith. An investigation of a strength-based model as an approach to helping children cope with a learning disability.

Degree: 2009, Ryerson University

 Interventions used in helping children with learning disabilities (LD) should consider the impact on the whole child and not only on his/her academic success. This… (more)

Subjects/Keywords: Learning disabled children  – Education; Cognitive styles in children; Learning ability

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APA (6th Edition):

Saunders, S. F. (2009). An investigation of a strength-based model as an approach to helping children cope with a learning disability. (Thesis). Ryerson University. Retrieved from https://digital.library.ryerson.ca/islandora/object/RULA%3A1290

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Saunders, Samantha Faith. “An investigation of a strength-based model as an approach to helping children cope with a learning disability.” 2009. Thesis, Ryerson University. Accessed October 01, 2020. https://digital.library.ryerson.ca/islandora/object/RULA%3A1290.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Saunders, Samantha Faith. “An investigation of a strength-based model as an approach to helping children cope with a learning disability.” 2009. Web. 01 Oct 2020.

Vancouver:

Saunders SF. An investigation of a strength-based model as an approach to helping children cope with a learning disability. [Internet] [Thesis]. Ryerson University; 2009. [cited 2020 Oct 01]. Available from: https://digital.library.ryerson.ca/islandora/object/RULA%3A1290.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Saunders SF. An investigation of a strength-based model as an approach to helping children cope with a learning disability. [Thesis]. Ryerson University; 2009. Available from: https://digital.library.ryerson.ca/islandora/object/RULA%3A1290

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Alberta

28. Thomas, Wayne W. Incidental Learning and Virtual Worlds.

Degree: MEd, Department of Educational Psychology, 2013, University of Alberta

 This study sought to determine whether or not students could learn textual and pictorial information incidentally within virtual worlds and investigated whether or not other… (more)

Subjects/Keywords: Learning Styles; Digital Literacy; Salience; Incidental Learning; Visual Salience; Virtual Worlds

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APA (6th Edition):

Thomas, W. W. (2013). Incidental Learning and Virtual Worlds. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/z316q159m

Chicago Manual of Style (16th Edition):

Thomas, Wayne W. “Incidental Learning and Virtual Worlds.” 2013. Masters Thesis, University of Alberta. Accessed October 01, 2020. https://era.library.ualberta.ca/files/z316q159m.

MLA Handbook (7th Edition):

Thomas, Wayne W. “Incidental Learning and Virtual Worlds.” 2013. Web. 01 Oct 2020.

Vancouver:

Thomas WW. Incidental Learning and Virtual Worlds. [Internet] [Masters thesis]. University of Alberta; 2013. [cited 2020 Oct 01]. Available from: https://era.library.ualberta.ca/files/z316q159m.

Council of Science Editors:

Thomas WW. Incidental Learning and Virtual Worlds. [Masters Thesis]. University of Alberta; 2013. Available from: https://era.library.ualberta.ca/files/z316q159m

29. Agarwal, Amit Kumar. A study of learning styles in concept attainment in relation to learners intelligence and self concept; -.

Degree: Psychology, 2008, Maharshi Dayanand University

Abstract not available newline

Bibliography p.132-153, Appendix p.154-182

Advisors/Committee Members: Gupta, Rainu.

Subjects/Keywords: Student Learning; Learning Styles; Intelligence

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APA (6th Edition):

Agarwal, A. K. (2008). A study of learning styles in concept attainment in relation to learners intelligence and self concept; -. (Thesis). Maharshi Dayanand University. Retrieved from http://shodhganga.inflibnet.ac.in/handle/10603/43301

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Agarwal, Amit Kumar. “A study of learning styles in concept attainment in relation to learners intelligence and self concept; -.” 2008. Thesis, Maharshi Dayanand University. Accessed October 01, 2020. http://shodhganga.inflibnet.ac.in/handle/10603/43301.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Agarwal, Amit Kumar. “A study of learning styles in concept attainment in relation to learners intelligence and self concept; -.” 2008. Web. 01 Oct 2020.

Vancouver:

Agarwal AK. A study of learning styles in concept attainment in relation to learners intelligence and self concept; -. [Internet] [Thesis]. Maharshi Dayanand University; 2008. [cited 2020 Oct 01]. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/43301.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Agarwal AK. A study of learning styles in concept attainment in relation to learners intelligence and self concept; -. [Thesis]. Maharshi Dayanand University; 2008. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/43301

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Boston University

30. Varga, Anthony Carman. Effectiveness of grouping middle school students based on learning modality preferences on vibrato acquisition.

Degree: DMA, Music Education, 2015, Boston University

 The purpose of this study was to examine the effectiveness of grouping middle school students by learning modality preferences on vibrato acquisition. Traditional approaches to… (more)

Subjects/Keywords: Music education; Orchestra; Vibrato; Learning modalities; Learning styles; String instrument

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Varga, A. C. (2015). Effectiveness of grouping middle school students based on learning modality preferences on vibrato acquisition. (Doctoral Dissertation). Boston University. Retrieved from http://hdl.handle.net/2144/15199

Chicago Manual of Style (16th Edition):

Varga, Anthony Carman. “Effectiveness of grouping middle school students based on learning modality preferences on vibrato acquisition.” 2015. Doctoral Dissertation, Boston University. Accessed October 01, 2020. http://hdl.handle.net/2144/15199.

MLA Handbook (7th Edition):

Varga, Anthony Carman. “Effectiveness of grouping middle school students based on learning modality preferences on vibrato acquisition.” 2015. Web. 01 Oct 2020.

Vancouver:

Varga AC. Effectiveness of grouping middle school students based on learning modality preferences on vibrato acquisition. [Internet] [Doctoral dissertation]. Boston University; 2015. [cited 2020 Oct 01]. Available from: http://hdl.handle.net/2144/15199.

Council of Science Editors:

Varga AC. Effectiveness of grouping middle school students based on learning modality preferences on vibrato acquisition. [Doctoral Dissertation]. Boston University; 2015. Available from: http://hdl.handle.net/2144/15199

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