A conceptual diagnostic learning styles questionnaire framework

Khuzzan, SMS 2009, A conceptual diagnostic learning styles questionnaire framework , PhD thesis, University of Salford.

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Abstract

Education and training is widely acknowledged to be one of the key factors for leveraging organisational success. In the specific context of education and training perse, 'traditional' education and training delivery approaches are now going through a paradigm shift in order to provide learners with a better overall learning experience. In this respect, Personalised Learning Environments (PLEs) are now being used to specifically address learners' needs and preferences (learning styles) using mature technological solutions such as managed Virtual Learning Environments (VLEs). Moreover, evidence garnered to date has shown that learners can learn better with a bespoke PLE, as the deployment of teaching and learning material is augmented towards their individual needs. Therefore, from an organisational perspective, efficiency gains have also been acknowledged, as learners are more readily engaging in managed learning environments - hence are generally more productive. In this respect, there is an exigent need for organisations to envelop these new approaches into their organisational strategy, so that business strategies and goals can be more efficiently executed. However, part of this process requires decision-makers to fully understand the core nuances and interdependencies of functions and processes within the organisation, along with Critical Success Factors (CSFs) and barriers. For example, it is important to appreciate how organisational strategy 'drives' education and training through organisational systems and procedures in order to procure organisational success. This research developed a conceptual Diagnostic Learning Styles Questionnaire (DLSQ) Framework to help organisations better leverage organisation resources more effectively. The core raison d'etre for this research is to help key decision-makers diagnose learners' learning styles in order to better align the learning process with learners' needs, whilst maximising the deployment of teaching and learning resources. In this respect, a Positivist approach was taken to develop this framework by amalgamating three widelyacknowledged models of learning styles using a structured case study methodology. Research findings identified four principal learning styles categories (A, B, C, D), along with six interrelated dependencies (Business Strategy; Pedagogy; Process; Resources; Systems Development; Evaluation). Stage I of the case study used learners as the main unit of analysis to statistically explore and confirm the validity and reliability of the Diagnostic Questionnaire (DQ), and the correlation of the DQ with the existing models of learning styles. Stage II of the development process was used to capture organisational requirements (pedagogical effectiveness and core organisational drivers) in order to help develop the holistic framework. Research findings indicated Cronbach's alpha results ranging from 0.57-0.80 for the learning styles within the DQ. Furthermore, the validation and testing process with domain experts highlighted that the overall DLSQ Framework had the potential to help organisations better optimise, structure and align their resources to operational goals. In this respect, this work provides a deeper understanding into the realms of organisational theory and the foundations of strategic management.

Item Type: Thesis (PhD)
Contributors: Goulding, J (Supervisor)
Schools: Schools > School of the Built Environment
Depositing User: Institutional Repository
Date Deposited: 18 Aug 2021 14:15
Last Modified: 27 Aug 2021 21:57
URI: http://usir.salford.ac.uk/id/eprint/61620

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