A review of learning styles and their implications for distance learning.

This article investigates the transformative learning experiences of international graduate students from Asian countries. Data collection consisted of quantitative and qualitative methods. Participants included international graduate students from Asia, in the Colleges of Arts and Sciences and Engineering. Overall, 82.3% of the participants reported having experienced transformative learning, while 17.7% reported no transformative experiences. Among participants who experienced transformative learning, 31.8% of the transformative experiences were associated with education only, 33.3% were by both education and noneducation, while 17.2% were noneducational. Ten participants were randomly selected to ensure representations across gender, agegroup, and college for follow-up interviews. Majority of the participants experienced transformative learning as a result of both educational and noneducational activities. Major life changes such as student and faculty support, classroom discussions, new life experiences, and learning a new language emerged from the follow-up interviews.

Learning‐style instruments have specific purposes and certain limitations.

We believe that the power of collaborative partnerships can play an important role helping students move successfully through the dissertation process. In this chapter, we will describe our experience with a cohort research group at the University of South Florida (USF). This cohort group helped several students complete their doctoral programs while contributing to a collective body of research that extends beyond the parameters of any single study.

This research investigates the transformational teaching experiences of a novice award-winning teacher. Data collection consisted primarily of interviews and observations. To support these methods, we utilized field notes and reflection journals to triangulate the data. To become a successful teacher, the teacher passed through transformational experiences of teaching challenges, preparation and organization skills, hard work and dedication, extracurricular activities, mentoring, and, most importantly, professional development

No abstract

No abstract

No abstract