A Study Of The Effect Of Learning Styles On The Process Of One-To-One Discipleship

The same course in both an online and on-campus environment makes for an extended experimental comparison of learning outcomes, while controlling for two important variables: the instructor and the content of the course Students learn course content through four kinds of encounters—alone, one-to-one, one-to many, and many-to many.The online version of “Introduction to Shakespeare” course has consistently better learning outcomes than the on-campus version, as a result of the compelling nature of the one-to-one communication mode online and the textual nature of the many-to-many and one-to-many modes online. Text-based communication in the online class reinforces the skills pertinent to a literature class. Other crucial factors are online pedagogy and the self-selection. Ultimately, the differences between the online and F2F classrooms may be less crucial to learning outcomes than the degree to which the course design, regardless of technological environment, develops and supports students’ abilities to practice adult learning styles.

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A Support Program

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.2502.112 ◽

1994 ◽

Vol 25 (2) ◽

pp. 112-114 ◽

Cited By ~ 3

Author(s):

Henna Grunblatt ◽

Lisa Daar

Keyword(s):

Hearing Aids ◽

School Counselor ◽

Support Program ◽

Educational Audiology ◽

Part Program ◽

One To One

A program for providing information to children who are deaf about their deafness and addressing common concerns about deafness is detailed. Developed by a school audiologist and the school counselor, this two-part program is geared for children from 3 years to 15 years of age. The first part is an educational audiology program consisting of varied informational classes conducted by the audiologist. Five topics are addressed in this part of the program, including basic audiology, hearing aids, FM systems, audiograms, and student concerns. The second part of the program consists of individualized counseling. This involves both one-to-one counseling sessions between a student and the school counselor, as well as conjoint sessions conducted—with the student’s permission—by both the audiologist and the school counselor.

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Student Anticipations and Reactions to Hybrid Format Education

Perspectives on Issues in Higher Education ◽

10.1044/ihe11.2.76 ◽

2008 ◽

Vol 11 (2) ◽

pp. 76-82 ◽

Cited By ~ 4

Author(s):

Sarah M. Ginsberg

Keyword(s):

Qualitative Study ◽

Learning Styles ◽

Student Perceptions ◽

Course Design ◽

Learning Experience ◽

Learning Experiences ◽

Traditional Classroom ◽

Traditional Learning ◽

Online Platform ◽

Hybrid Format

Abstract This qualitative study examined student perceptions regarding a hybrid classroom format in which part of their learning took place in a traditional classroom and part of their learning occurred in an online platform. Pre-course and post-course anonymous essays suggest that students may be open to learning in this context; however, they have specific concerns as well. Students raised issues regarding faculty communication patterns, learning styles, and the value of clear connections between online and traditional learning experiences. Student concerns and feedback need to be addressed through the course design and by the instructor in order for them to have a positive learning experience in a hybrid format course.

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