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You searched for subject:(Learning styles). Showing records 1 – 30 of 462 total matches.

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University of Georgia

1. Robertson, Michael Shane. The effect of the Kodaly rhythm reading approach on auditory, visual, and kinesthetic learners in grades three through five.

Degree: EdD, Music Education, 2014, University of Georgia

 The purpose of this study was to investigate the extent to which the Kodaly method meets the needs of identified auditory, visual, and kinesthetic learners… (more)

Subjects/Keywords: Learning Styles

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APA (6th Edition):

Robertson, M. S. (2014). The effect of the Kodaly rhythm reading approach on auditory, visual, and kinesthetic learners in grades three through five. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/robertson_michael_s_201408_edd

Chicago Manual of Style (16th Edition):

Robertson, Michael Shane. “The effect of the Kodaly rhythm reading approach on auditory, visual, and kinesthetic learners in grades three through five.” 2014. Doctoral Dissertation, University of Georgia. Accessed February 22, 2020. http://purl.galileo.usg.edu/uga_etd/robertson_michael_s_201408_edd.

MLA Handbook (7th Edition):

Robertson, Michael Shane. “The effect of the Kodaly rhythm reading approach on auditory, visual, and kinesthetic learners in grades three through five.” 2014. Web. 22 Feb 2020.

Vancouver:

Robertson MS. The effect of the Kodaly rhythm reading approach on auditory, visual, and kinesthetic learners in grades three through five. [Internet] [Doctoral dissertation]. University of Georgia; 2014. [cited 2020 Feb 22]. Available from: http://purl.galileo.usg.edu/uga_etd/robertson_michael_s_201408_edd.

Council of Science Editors:

Robertson MS. The effect of the Kodaly rhythm reading approach on auditory, visual, and kinesthetic learners in grades three through five. [Doctoral Dissertation]. University of Georgia; 2014. Available from: http://purl.galileo.usg.edu/uga_etd/robertson_michael_s_201408_edd


University of Georgia

2. An, Donggun. The multidimensional nature of learning styles and creativity.

Degree: PhD, Educational Psychology, 2014, University of Georgia

 This collection of three studies presents an attempt to develop a solid framework that better explains and predicts individual differences in learning and creativity. The… (more)

Subjects/Keywords: learning styles

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APA (6th Edition):

An, D. (2014). The multidimensional nature of learning styles and creativity. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/an_donggun_201412_phd

Chicago Manual of Style (16th Edition):

An, Donggun. “The multidimensional nature of learning styles and creativity.” 2014. Doctoral Dissertation, University of Georgia. Accessed February 22, 2020. http://purl.galileo.usg.edu/uga_etd/an_donggun_201412_phd.

MLA Handbook (7th Edition):

An, Donggun. “The multidimensional nature of learning styles and creativity.” 2014. Web. 22 Feb 2020.

Vancouver:

An D. The multidimensional nature of learning styles and creativity. [Internet] [Doctoral dissertation]. University of Georgia; 2014. [cited 2020 Feb 22]. Available from: http://purl.galileo.usg.edu/uga_etd/an_donggun_201412_phd.

Council of Science Editors:

An D. The multidimensional nature of learning styles and creativity. [Doctoral Dissertation]. University of Georgia; 2014. Available from: http://purl.galileo.usg.edu/uga_etd/an_donggun_201412_phd


University of Georgia

3. Katzowitz, Ellen C. Predominant learning styles and multiple intelligences of postsecondary allied health students.

Degree: EdD, Occupational Studies, 2002, University of Georgia

 In recent years, two theories have originated in an attempt to interpret human differences and to design educational models around these differences. These two theories… (more)

Subjects/Keywords: Learning styles

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APA (6th Edition):

Katzowitz, E. C. (2002). Predominant learning styles and multiple intelligences of postsecondary allied health students. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/katzowitz_ellen_c_200212_edd

Chicago Manual of Style (16th Edition):

Katzowitz, Ellen C. “Predominant learning styles and multiple intelligences of postsecondary allied health students.” 2002. Doctoral Dissertation, University of Georgia. Accessed February 22, 2020. http://purl.galileo.usg.edu/uga_etd/katzowitz_ellen_c_200212_edd.

MLA Handbook (7th Edition):

Katzowitz, Ellen C. “Predominant learning styles and multiple intelligences of postsecondary allied health students.” 2002. Web. 22 Feb 2020.

Vancouver:

Katzowitz EC. Predominant learning styles and multiple intelligences of postsecondary allied health students. [Internet] [Doctoral dissertation]. University of Georgia; 2002. [cited 2020 Feb 22]. Available from: http://purl.galileo.usg.edu/uga_etd/katzowitz_ellen_c_200212_edd.

Council of Science Editors:

Katzowitz EC. Predominant learning styles and multiple intelligences of postsecondary allied health students. [Doctoral Dissertation]. University of Georgia; 2002. Available from: http://purl.galileo.usg.edu/uga_etd/katzowitz_ellen_c_200212_edd


University of Georgia

4. Chrystal-Green, Nancy Eileen. Using learning styles to affect the training of recreational sports paraprofessionals.

Degree: PhD, Counseling and Student Personnel Services, 2004, University of Georgia

 The purposes of this study were to (a) determine if recreational sports paraprofessionals can affect the learning and development of college students by incorporating learning(more)

Subjects/Keywords: Learning styles

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APA (6th Edition):

Chrystal-Green, N. E. (2004). Using learning styles to affect the training of recreational sports paraprofessionals. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/chrystal-green_nancy_200405_phd

Chicago Manual of Style (16th Edition):

Chrystal-Green, Nancy Eileen. “Using learning styles to affect the training of recreational sports paraprofessionals.” 2004. Doctoral Dissertation, University of Georgia. Accessed February 22, 2020. http://purl.galileo.usg.edu/uga_etd/chrystal-green_nancy_200405_phd.

MLA Handbook (7th Edition):

Chrystal-Green, Nancy Eileen. “Using learning styles to affect the training of recreational sports paraprofessionals.” 2004. Web. 22 Feb 2020.

Vancouver:

Chrystal-Green NE. Using learning styles to affect the training of recreational sports paraprofessionals. [Internet] [Doctoral dissertation]. University of Georgia; 2004. [cited 2020 Feb 22]. Available from: http://purl.galileo.usg.edu/uga_etd/chrystal-green_nancy_200405_phd.

Council of Science Editors:

Chrystal-Green NE. Using learning styles to affect the training of recreational sports paraprofessionals. [Doctoral Dissertation]. University of Georgia; 2004. Available from: http://purl.galileo.usg.edu/uga_etd/chrystal-green_nancy_200405_phd


University of Hong Kong

5. Fang, Siqi. Intellectual styles, learning agility, and personality among university students.

Degree: MEd, 2015, University of Hong Kong

The present research serves three purposes. First, the primary aim is to investigate the identity of intellectual styles, which comes to the relationships between intellectual… (more)

Subjects/Keywords: Learning, Psychology of; Cognitive styles

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APA (6th Edition):

Fang, S. (2015). Intellectual styles, learning agility, and personality among university students. (Masters Thesis). University of Hong Kong. Retrieved from Fang, S. [方思琪]. (2015). Intellectual styles, learning agility, and personality among university students. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5703934 ; http://hdl.handle.net/10722/223643

Chicago Manual of Style (16th Edition):

Fang, Siqi. “Intellectual styles, learning agility, and personality among university students.” 2015. Masters Thesis, University of Hong Kong. Accessed February 22, 2020. Fang, S. [方思琪]. (2015). Intellectual styles, learning agility, and personality among university students. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5703934 ; http://hdl.handle.net/10722/223643.

MLA Handbook (7th Edition):

Fang, Siqi. “Intellectual styles, learning agility, and personality among university students.” 2015. Web. 22 Feb 2020.

Vancouver:

Fang S. Intellectual styles, learning agility, and personality among university students. [Internet] [Masters thesis]. University of Hong Kong; 2015. [cited 2020 Feb 22]. Available from: Fang, S. [方思琪]. (2015). Intellectual styles, learning agility, and personality among university students. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5703934 ; http://hdl.handle.net/10722/223643.

Council of Science Editors:

Fang S. Intellectual styles, learning agility, and personality among university students. [Masters Thesis]. University of Hong Kong; 2015. Available from: Fang, S. [方思琪]. (2015). Intellectual styles, learning agility, and personality among university students. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5703934 ; http://hdl.handle.net/10722/223643


University of Hong Kong

6. Xie, Qiuzhi. Intellectual styles : their malleability, their associations, and their relationships to ability and personality traits.

Degree: PhD, 2013, University of Hong Kong

 “Intellectual style”, a term that encompasses all the existing style concepts, refers to one’s preferred ways of processing information and approaching tasks. The present research… (more)

Subjects/Keywords: Learning, Psychology of; Cognitive styles

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APA (6th Edition):

Xie, Q. (2013). Intellectual styles : their malleability, their associations, and their relationships to ability and personality traits. (Doctoral Dissertation). University of Hong Kong. Retrieved from Xie, Q. [謝秋芝]. (2013). Intellectual styles : their malleability, their associations, and their relationships to ability and personality traits. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5153717 ; http://dx.doi.org/10.5353/th_b5153717 ; http://hdl.handle.net/10722/196018

Chicago Manual of Style (16th Edition):

Xie, Qiuzhi. “Intellectual styles : their malleability, their associations, and their relationships to ability and personality traits.” 2013. Doctoral Dissertation, University of Hong Kong. Accessed February 22, 2020. Xie, Q. [謝秋芝]. (2013). Intellectual styles : their malleability, their associations, and their relationships to ability and personality traits. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5153717 ; http://dx.doi.org/10.5353/th_b5153717 ; http://hdl.handle.net/10722/196018.

MLA Handbook (7th Edition):

Xie, Qiuzhi. “Intellectual styles : their malleability, their associations, and their relationships to ability and personality traits.” 2013. Web. 22 Feb 2020.

Vancouver:

Xie Q. Intellectual styles : their malleability, their associations, and their relationships to ability and personality traits. [Internet] [Doctoral dissertation]. University of Hong Kong; 2013. [cited 2020 Feb 22]. Available from: Xie, Q. [謝秋芝]. (2013). Intellectual styles : their malleability, their associations, and their relationships to ability and personality traits. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5153717 ; http://dx.doi.org/10.5353/th_b5153717 ; http://hdl.handle.net/10722/196018.

Council of Science Editors:

Xie Q. Intellectual styles : their malleability, their associations, and their relationships to ability and personality traits. [Doctoral Dissertation]. University of Hong Kong; 2013. Available from: Xie, Q. [謝秋芝]. (2013). Intellectual styles : their malleability, their associations, and their relationships to ability and personality traits. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5153717 ; http://dx.doi.org/10.5353/th_b5153717 ; http://hdl.handle.net/10722/196018


Universiteit Utrecht

7. 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 February 22, 2020. http://dspace.library.uu.nl:8080/handle/1874/31883.

MLA Handbook (7th Edition):

Huis, Jasmijn van. “Learning Styles in Different Cultures.” 2008. Web. 22 Feb 2020.

Vancouver:

Huis Jv. Learning Styles in Different Cultures. [Internet] [Masters thesis]. Universiteit Utrecht; 2008. [cited 2020 Feb 22]. 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

8. 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 February 22, 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. 22 Feb 2020.

Vancouver:

Vécsey T. The effect of individualized instruction on the success of English grammar learning . [Internet] [Thesis]. University of Debrecen; 2013. [cited 2020 Feb 22]. 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

9. 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 February 22, 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. 22 Feb 2020.

Vancouver:

Wang T. The effects of learning styles and cooperative learning on academic achievement in calculus. [Internet] [Thesis]. NSYSU; 2010. [cited 2020 Feb 22]. 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


Massey University

10. 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 February 22, 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. 22 Feb 2020.

Vancouver:

Hunt GJF. The interaction of achievement orientations and content familiarity with hierarchically structured programmes. [Internet] [Doctoral dissertation]. Massey University; 1976. [cited 2020 Feb 22]. 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


University of North Texas

11. 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 February 22, 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. 22 Feb 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 Feb 22]. 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


Deakin University

12. 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 February 22, 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. 22 Feb 2020.

Vancouver:

Casey G. Action research into social media within secondary school classes. [Internet] [Thesis]. Deakin University; 2013. [cited 2020 Feb 22]. 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


University of the Western Cape

13. Mkonto, Patricia Nosisana. The development and evaluation of a learning styles assessment tool for the South African higher education context .

Degree: 2010, University of the Western Cape

 A literature study focusing on teaching and learning in higher education in South Africa was conducted. Theories relevant to adult learning were also examined. These… (more)

Subjects/Keywords: Learning styles; Learning styles assessment models; Learning styles assessment instruments; Higher education; South African higher education context; Learning theories; Adult learner; Adult learning theories; Teaching styles; Mixed method approach

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APA (6th Edition):

Mkonto, P. N. (2010). The development and evaluation of a learning styles assessment tool for the South African higher education context . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/2563

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):

Mkonto, Patricia Nosisana. “The development and evaluation of a learning styles assessment tool for the South African higher education context .” 2010. Thesis, University of the Western Cape. Accessed February 22, 2020. http://hdl.handle.net/11394/2563.

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

MLA Handbook (7th Edition):

Mkonto, Patricia Nosisana. “The development and evaluation of a learning styles assessment tool for the South African higher education context .” 2010. Web. 22 Feb 2020.

Vancouver:

Mkonto PN. The development and evaluation of a learning styles assessment tool for the South African higher education context . [Internet] [Thesis]. University of the Western Cape; 2010. [cited 2020 Feb 22]. Available from: http://hdl.handle.net/11394/2563.

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

Council of Science Editors:

Mkonto PN. The development and evaluation of a learning styles assessment tool for the South African higher education context . [Thesis]. University of the Western Cape; 2010. Available from: http://hdl.handle.net/11394/2563

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


University of Hong Kong

14. Tai, Wing-yin. The impact of teaching styles on students' learning styles and career interests.

Degree: PhD, 2012, University of Hong Kong

 This research aimed to investigate whether or not intellectual styles are value-laden and if they are malleable. This aim was achieved through understanding the types… (more)

Subjects/Keywords: Vocational interests.; Cognitive styles.; Learning, Psychology of.

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APA (6th Edition):

Tai, W. (2012). The impact of teaching styles on students' learning styles and career interests. (Doctoral Dissertation). University of Hong Kong. Retrieved from Tai, W. [戴詠賢]. (2012). The impact of teaching styles on students' learning styles and career interests. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4985878 ; http://dx.doi.org/10.5353/th_b4985878 ; http://hdl.handle.net/10722/181877

Chicago Manual of Style (16th Edition):

Tai, Wing-yin. “The impact of teaching styles on students' learning styles and career interests.” 2012. Doctoral Dissertation, University of Hong Kong. Accessed February 22, 2020. Tai, W. [戴詠賢]. (2012). The impact of teaching styles on students' learning styles and career interests. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4985878 ; http://dx.doi.org/10.5353/th_b4985878 ; http://hdl.handle.net/10722/181877.

MLA Handbook (7th Edition):

Tai, Wing-yin. “The impact of teaching styles on students' learning styles and career interests.” 2012. Web. 22 Feb 2020.

Vancouver:

Tai W. The impact of teaching styles on students' learning styles and career interests. [Internet] [Doctoral dissertation]. University of Hong Kong; 2012. [cited 2020 Feb 22]. Available from: Tai, W. [戴詠賢]. (2012). The impact of teaching styles on students' learning styles and career interests. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4985878 ; http://dx.doi.org/10.5353/th_b4985878 ; http://hdl.handle.net/10722/181877.

Council of Science Editors:

Tai W. The impact of teaching styles on students' learning styles and career interests. [Doctoral Dissertation]. University of Hong Kong; 2012. Available from: Tai, W. [戴詠賢]. (2012). The impact of teaching styles on students' learning styles and career interests. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4985878 ; http://dx.doi.org/10.5353/th_b4985878 ; http://hdl.handle.net/10722/181877


Rochester Institute of Technology

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

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 February 22, 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. 22 Feb 2020.

Vancouver:

Massachi Y. A Cross culture comparison of learning styles. [Internet] [Thesis]. Rochester Institute of Technology; 2000. [cited 2020 Feb 22]. 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


Louisiana State University

16. Guilbeaux-James, Judy Arnette. The effect of rhythm-based computer-assisted music instruction designed for individual learning style preferences on the learning of preservice elementary education majors.

Degree: PhD, Music, 2009, Louisiana State University

 This study investigated the effect of rhythm based computer-assisted music instruction designed for individual learning style preferences. Participants were undergraduate preservice elementary education majors (N… (more)

Subjects/Keywords: CAMI; rhythm; learning styles; preservice teachers

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APA (6th Edition):

Guilbeaux-James, J. A. (2009). The effect of rhythm-based computer-assisted music instruction designed for individual learning style preferences on the learning of preservice elementary education majors. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-04032009-124752 ; https://digitalcommons.lsu.edu/gradschool_dissertations/118

Chicago Manual of Style (16th Edition):

Guilbeaux-James, Judy Arnette. “The effect of rhythm-based computer-assisted music instruction designed for individual learning style preferences on the learning of preservice elementary education majors.” 2009. Doctoral Dissertation, Louisiana State University. Accessed February 22, 2020. etd-04032009-124752 ; https://digitalcommons.lsu.edu/gradschool_dissertations/118.

MLA Handbook (7th Edition):

Guilbeaux-James, Judy Arnette. “The effect of rhythm-based computer-assisted music instruction designed for individual learning style preferences on the learning of preservice elementary education majors.” 2009. Web. 22 Feb 2020.

Vancouver:

Guilbeaux-James JA. The effect of rhythm-based computer-assisted music instruction designed for individual learning style preferences on the learning of preservice elementary education majors. [Internet] [Doctoral dissertation]. Louisiana State University; 2009. [cited 2020 Feb 22]. Available from: etd-04032009-124752 ; https://digitalcommons.lsu.edu/gradschool_dissertations/118.

Council of Science Editors:

Guilbeaux-James JA. The effect of rhythm-based computer-assisted music instruction designed for individual learning style preferences on the learning of preservice elementary education majors. [Doctoral Dissertation]. Louisiana State University; 2009. Available from: etd-04032009-124752 ; https://digitalcommons.lsu.edu/gradschool_dissertations/118


Mississippi State University

17. 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 February 22, 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. 22 Feb 2020.

Vancouver:

Jackson HE. READING INSTRUCTION AND LONG TERM CHANGES IN READING TEST SCORES. [Internet] [Doctoral dissertation]. Mississippi State University; 2008. [cited 2020 Feb 22]. 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/ ;

18. 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… 

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Sample image

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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 February 22, 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. 22 Feb 2020.

Vancouver:

Boersma EJ. Ethiopian Instructors Experience with Accomodating Students' Learning Styles at Bahir Dar University. [Internet] [Thesis]. Oklahoma State University; 2008. [cited 2020 Feb 22]. 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

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

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 February 22, 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. 22 Feb 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 Feb 22]. 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

20. 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 February 22, 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. 22 Feb 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 Feb 22]. 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 Newcastle

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

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 February 22, 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. 22 Feb 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 Feb 22]. 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

22. 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 February 22, 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. 22 Feb 2020.

Vancouver:

Fasihuddin H. Enhancing open learning environments (OLEs) using adaptive technologies and learning theories. [Internet] [Doctoral dissertation]. University of Newcastle; 2016. [cited 2020 Feb 22]. 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


Cal Poly

23. 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 February 22, 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. 22 Feb 2020.

Vancouver:

Cooley B. Detecting Learning Styles in Video Games. [Internet] [Masters thesis]. Cal Poly; 2015. [cited 2020 Feb 22]. 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


East Tennessee State University

24. 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 February 22, 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. 22 Feb 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 Feb 22]. 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


University of South Africa

25. 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 February 22, 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. 22 Feb 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 Feb 22]. 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


Oklahoma State University

26. 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 February 22, 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. 22 Feb 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 Feb 22]. 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

27. 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 February 22, 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. 22 Feb 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 Feb 22]. 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

28. 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 February 22, 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. 22 Feb 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 Feb 22]. 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

29. 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 February 22, 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. 22 Feb 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 Feb 22]. 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

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

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 February 22, 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. 22 Feb 2020.

Vancouver:

Jules C. Diversity of Member Composition and Team Learning in Organizations. [Internet] [Doctoral dissertation]. Case Western Reserve University; 2007. [cited 2020 Feb 22]. 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

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