The Relationship between Learning Styles and Online Education among Entry-Level Doctor of Pharmacy Degree Students

Autor/in	Bernier, Jose
Titel	The Relationship between Learning Styles and Online Education among Entry-Level Doctor of Pharmacy Degree Students
Quelle	(2009), (86 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Florida
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1096-7118-6
Schlagwörter	Hochschulschrift; Dissertation; Electronic Learning; Cognitive Style; Online Courses; Pharmacy; Learning Experience; Pharmaceutical Education; Doctoral Degrees; Data Collection; Questionnaires; Higher Education; Statistics; Probability; Computers; Educational Technology + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Cognitive styles; Kognitiver Stil; Online course; Online-Kurs; Apotheke; Lernerfahrung; Doctoral degree; Doktorgrad; Data capture; Datensammlung; Fragebogen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Statistik; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Digitalrechner; Unterrichtsmedien
Abstract	The goal of this study is to investigate the relationship between the preferred learning styles of professional pharmacy students and their performance/success in a hybrid PharmD pharmacy program making extensive use of online content. Consequently, the study will look for early detection factors which can impact the performance of the student enrolled in the program. A post hoc dataset using data collected from the 16 question "VARK" questionnaire will be used. VARK is a questionnaire that provides users with a profile of their learning preferences. The ultimate goal of the study is to improve the online curriculum to better accommodate students with different learning styles. The results showed that there is not relationship between the preferred learning style and their performance in the program. However, looking at the implications for Higher Education Administration, the study also shows that when designing a hybrid course, faculty will benefit from understanding the students and their learning styles to create a learner-centered course which would maximize the online learning experience. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10