phd thesis on online learning

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PhD thesis: The Use of Learning Styles in Adaptive Hypermedia

""Computer-based learning has become a common phenomenon in the modern age. Many distance-learning systems distribute educational resources on the Internet and indeed entire study programmes are now widely available online. Such a large amount of content and information can be intimidating to learners, who may exhibit different individual characteristics, such as variation in goals, interests, motivation and/or learning preferences. This suggests that a uniform approach taken by learning environments to deliver materials and resources to students is not appropriate and that personalisation of such materials/resources should address users’ differences to provide a customised learning experience, thus enhancing its effectiveness, lowering drop-out rates and maintaining high student motivation. This thesis addresses the latter issue of learning preferences, specifically investigating learning styles as an adaptation mechanism for personalised computer-based learning. A number of previous studies indicated the positive effect that this kind of adaptation provides, but under closer examination these were not conducted in a scientifically rigorous manner and thus their findings are somewhat limited. This research utilises a quantitative and highly objective approach to investigate visual/verbal and sequential/global learning styles in different user groups. Three user trials were carried out to discover whether there were any benefits to using these learning styles for studying in an adapted environment. Overall, no statistically significant benefits were found and these findings now shed doubt as to whether learning styles are indeed an effective mechanism for personalised learning.""

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The notion that learning can be enhanced when a teaching approach matches a learner’s learning style has been widely accepted in classroom settings since the latter represents a predictor of student’s attitude and preferences. As such, the traditional approach of ‘one-size-fits-all’ as may be applied to teaching delivery in Educational Hypermedia Systems (EHSs) has to be changed with an approach that responds to users’ needs by exploiting their individual differences. However, establishing and implementing reliable approaches for matching the teaching delivery and modalities to learning styles still represents an innovation challenge which has to be tackled. In this paper, seventy six studies are objectively analysed for several goals. In order to reveal the value of integrating learning styles in EHSs, different perspectives in this context are discussed. Identifying the most effective learning style models as incorporated within AEHSs. Investigating the effectiveness of different approaches for modelling students’ individual learning traits is another goal of this study. Thus, the paper highlights a number of theoretical and technical issues of LS-BAEHSs to serve as a comprehensive guidance for researchers who interest in this area.

Campus-Wide Information Systems

Maria Zając

PurposeThe purpose of this paper is to present the results of research aimed at collecting the data necessary for preparing personalised content of e‐learning courses. Its aim is to show how the information describing individual learning styles can be linked to the rules of creating tailored online courses.Design/methodology/approachThe paper gives a brief explanation of how personalization is understood for the purpose of research carried out by the author and what are the psychological backgrounds of the applied approach. It presents also a KS‐TIW questionnaire, based on Howard Gardner's multiple intelligence theory.FindingsAs it is not possible to define infinite number of different course models corresponding to every single learner a concept of defining several learner profiles which would represent various types of learning preferences is described.Practical implicationsThe final part of the paper shows how the data concerning one's learning preferences can be transfer...

… and Adaptive Web-based systems, AH

Kyparisia Papanikolaou

Universal Access in Human-Computer …

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Uog doctoral program set to launch in fall 2024.

The University of Guam announces that it has received approval from the Western Association of Schools and Colleges Senior College and University Commission (WSCUC)   to begin offering its first ever online doctoral program — a Doctor of Education (EdD) in Instructional and Academic Leadership.

The new EdD program emphasizes development of the “scholar-practitioner” who will integrate their professional experiences with research and theory to improve educational practices within their cultural contexts and to influence change in their educational and organizational settings.

“UOG was founded as a teaching college in 1952 and has since developed tremendous capacity for teachers, counselors, and school administrators for our island and region,” said Anita Borja Enriquez, UOG President. "This new doctoral program is our commitment to advancing education, elevating the focus on research agendas relevant to our region, and addressing improvement to instructional areas and overall educational leadership."

School of Education Dean Alicia Aguon noted that the new doctorate responds to the needs of educators and school systems across the region.

“Our survey had nearly a thousand respondents including alumni, education professionals, and stakeholders throughout Micronesia, and overwhelmingly, there was a stated need for a program geared toward instructional and academic leadership,” said Aguon. “This doctoral program is groundbreaking as it has been developed with a cultural competency unique to our region.”

The School of Education will begin accepting applications to the doctoral program this summer with its first courses starting this October. UOG will release more details in the coming weeks about information sessions and the application timeline.

“This isn’t just a milestone for UOG, it’s a milestone for education across the region,” said Enriquez “I am thrilled to see the meaningful, diverse conversational and collaborative synergies unfold from our inaugural cohort.”

Overview of the Doctor of Education (EdD) in Instructional and Academic Leadership

• The EdD program is an online program with 20 required courses and a total of 60 credit hours.
• The dissertation is built in as coursework in the program of study.
• The program is expected to take four years to complete without pausing. 
• The UOG Board of Regents approved the program in June 2023 and the WASC Senior College and University Commission approved the program in March 2024.
• Up to 25 students are projected for the program’s inaugural cohort.
• The program will launch in Fanuchånan (Fall) 2024.
• To express interest or for more information, email  [email protected] .

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• Counseling, Psychology, & Therapy

Three Counselor Education and Supervision Students Receive Prestigious NBCC Fellowships

• Posted by by Stefanie Paredes
• April 22, 2024

Each year, the Minority Fellowship Program awards $20,000 fellowships to roughly 40 doctoral and graduate students from around the country with the aim of increasing diversity in the counseling practice. This year, three of those fellowships went to students from the PhD in Counselor Education and Supervision based out of Antioch University’s Seattle campus. Says Stephanie Thorson-Olesen, who serves as Core Faculty in that program, “We were thrilled to learn that three of our doctoral CES students were selected for this incredibly competitive program this year.”

The three student awardees, Naya Da Costa Silva Beall, Phebe Brako-Owusu, and Sara Al-Khedairy, are each exceptional counselors with much promise as leaders in the field of counseling. These fellowships, awarded by the NBCC Foundation,  will support their work practicing counseling in underserved communities, lecturing on topics in the profession, and developing new counseling initiatives. 

Phebe Brako-Owusu: Sharing Resources Back With Ghana

An immigrant of Ghana, Brako-Owusu specializes in identity amongst immigrants and descendants of immigrants. She approaches her sessions with the understanding that the practice of therapy was not designed for people of color, and because of that, she emphasizes cultural interpretations of the things her clients carry into each session. Being in a different country she has the understanding that being far from home is an adjustment her clients are having to make as well. Her work has reached her homeland of Ghana as a goal of hers has been normalizing therapy into that of Ghanaian lives. 

Brako-Owusu says Antioch gave her the creativity to explore her own diversity. “I was able to get creative in the ways in which I serve and advocate for my people.” Brako-Owusu did an internship where she could share her videos and the techniques she was learning on YouTube in her native language, Twi (Akan). Since her posts in early 2023, people from home have reached out, wanting more of her videos.

Naya Da Costa Silva Beall: Increasing Representation

Beall echoes this sentiment. She says, “As a Brazilian immigrant, I am thrilled about the chance to connect with other counselors holding marginalized identities and enhance representation in our field through this fellowship.” In her work and scholarship, Beall strives to improve mental health and the discussion surrounding it—and this fellowship is helping her undertake this work. “It offers a valuable support for my doctoral journey,” she explains, “enabling me to pursue my research agenda, connect with mentors, disseminate knowledge, and further contribute to increased representation in our field.”

Sara Al-Khedairy: Making Counseling More Inclusive

Al-Khedairy is a child of Lebanese and Iraqi immigrants who identifies as queer and polyamorous. She is also neuro-divergent, and she strives to use her own lived experiences to clinically support those who hold similar identities. 

“My goal as a therapist is to co-construct meaning with clients as we consider the internalized narratives that may keep us stuck,” explains Al-Khedairy.  Much like her classmates, she works through the lens of social justice and anti-racism as she has a clear understanding that outdated social norms can be a hurdle for her clients when obtaining help.

The funds she is receiving will help her make strides in her professional development, she explains, as they will allow her to “attend professional conferences, pursue training opportunities, and get my clinical certification to continue my work with consensually non-monogamous and polyamorous clients.” This work making counseling more inclusive is a key part of her professional path. As she explains, “I’m so grateful for this opportunity and how it will set me up professionally as I continue in the counseling field.”

A Recognition of Excellence

“We have such talented students and are so proud of their accomplishments,” Stephanie Thorson-Olesen. She continues, “As a department, we are always seeking opportunities for our CES Community, especially those that align with our mission and vision.”

Brako-Owusu sees the ways that these fellowships highlight the diversity of the PhD in Counselor Education and Supervision. Though the three students circle the realm of immigration, it is not their only identity, “We’re not a monolith,” says Brako-Owusu. “We all have our focuses and what we want to accomplish as licensed therapists.”These three students, along with their peers in the program, strive for diversity in not only the marginalized groups they’re part of but for anyone who feels out of place. In their approaches they manage to take an individualized approach to treat each client without bias and stereotypes.

The faculty in the program have inspired these students to approach their work with a social justice lens. With their mentors’ support they were given the tools to not only maintain their studies and off campus work, but put in the time to apply and win this fellowship. “I would say I had a very solid support network at Antioch,” says Brako-Owusu. 

Brako-Owusu, Al-Khedairy, and Beall all point to how helpful Thorson-Olesen was in applying for fellowships in particular. Beall says that she “has been wonderful and very intentional about supporting students to achieve their goals.” Brako-Owusu echoes this sentiment, saying, “She was great, was really helpful and really supported us with everything we did.”

Al-Khedairy reflects on what this fellowship means for her saying, “Receiving this fellowship, along with the related support and encouragement of my Antioch faculty and peers, has made such a meaningful difference in my professional development.” 

For Thorson-Olesen and her colleagues in the PhD in Counselor Education and Supervision, it’s exciting to see what these women are already accomplishing—and to consider what their contributions may be once they graduate. All three of them work clinically, though Brako-Owusu will be taking time off in the near future to work on her dissertation. But for all of these students, as for Angela Banks, an Antiochian who won one of these fellowships last year, the opportunity to be supported in their work and encouraged to continue making the field of counseling stronger and more diverse will continue making a difference for years to come.

Stefanie Paredes

Stefanie Paredes is an MFA student of Creative Writing at Antioch University Los Angeles. She loves screenwriting and everything old Hollywood. A Southern California native, Stefanie lives in Lancaster where she resides with her siblings, dogs, Hildy and Chalupa, and cat, Maya Beaumont.

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