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ERIC Number: ED516036
Record Type: Non-Journal
Publication Date: 2009
Pages: 86
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1096-7118-6
ISSN: N/A
The Relationship between Learning Styles and Online Education among Entry-Level Doctor of Pharmacy Degree Students
Bernier, Jose
ProQuest LLC, Ed.D. Dissertation, University of Florida
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.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A