A Phenomenological Examination of Preferred Learning Styles of U.S. Dental Students with Learning Disabilities

Autor/in	Salter, Reginald O.
Titel	A Phenomenological Examination of Preferred Learning Styles of U.S. Dental Students with Learning Disabilities
Quelle	(2019), (125 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4387-1961-3
Schlagwörter	Hochschulschrift; Dissertation; Phenomenology; Cognitive Style; Dentistry; Learning Disabilities; Graduate Students; Measures (Individuals); Students with Disabilities; Health Sciences; Learning Style Inventory + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Phenomenological psychology; Phänomenologie; Psychologie; Cognitive styles; Kognitiver Stil; Zahnmedizin; Learning handicap; Lernbehinderung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Messdaten; Disability; Disabilities; Schüler; Schülerin; Behinderung
Abstract	As the number of students with recognized learning disabilities who are pursuing higher education, strategies for success become important. The problem addressed by this study is a lack of understanding of learning styles of students with learning disabilities enrolled in health science disciplines incorporated in both the classroom and clinical environment. It is on this background that this phenomenological study focuses on the preferred learning style of U.S. dental students with a recognized learning disability was based. The results may have profound impact on teaching, learning, and future workforce in dentistry. Using Kolb's Experiential Learning Theory as a framework, the research questions sought to discover the learning styles of students with a learning disability matriculating through the classroom phase and the clinical phase of the curriculum as well as the limitations of Kolb's learning style index when introduced to this population of students. Data was collected from a sample of eleven students through the use of Kolb's Learning Style index version 3.1 and questionnaires. A majority of respondents in both the classroom phase and clinical preferred assimilating learning. The influence of learning environment, gender, academic level, GPA and ethnicity were considered in data collection and analysis. The need for further research based on a broader sample and different data collection tools are recommended from this study. Additionally, the research also recommended prior learning style and psychological assessments of students to understand their needs as they matriculate through the classroom and clinical phases of the curriculum so that tutors, administrators, student services personnel, and faculty are able to apply characteristics the best approaches to encourage the use of a student's preferred learning style. [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	2020/1/01