Ohiomoren, Hope Olosaigbe <br/><br/>
VERBALS AND VISUAL LEARNERS’ PERCEPTION OF  LEARNING WITH SERVICES PROVIDED BY  EDUCATIONAL INSTITUTIONS / 
 DIGITAL LEARNING  BETTER FOR WHOM 
HOPE OLOSAIGBE OHIOMOREN; SUPERVISOR: ASST. PROF. DR. GALİP ERZAT ERDİL 
 - ix, 100 sheets;  31 cm.  1 CD-ROM 
<br/><br/>Thesis (MA) - Cyprus International University. Institute of Graduate Studies and Research Communication and Media Studies Department 
<br/><br/>Includes bibliography (sheets 83-96) 
<br/><br/> ABSTRACT<br/>The importance of education in the cognitive development of students cannot be <br/>overemphasized, and as such, Higher Education Institutions (HEIs) are constantly <br/>adapting to the evolving needs of students. Information technology (IT) has played a <br/>significant role in this adaptation, with the emergence of e-learning platforms. Elearning has positively influenced both students and teachers, making information <br/>access and communication process easier, while the COVID-19 pandemic brought a <br/>deeper appreciation for e-learning platforms. However, e-learning platforms face <br/>challenges such as their appeal to the learning style of the student, which doesn't <br/>account for the various learning styles and students' preferences. Student interest is <br/>another key factor that affects the effectiveness of learning. Different learning style <br/>models have been designed by researchers to explain how students learn, and a better <br/>understanding of these models can lead to more effective and personalized learning <br/>for students. Hence, this thesis investigated verbal and visual learners’ perception of <br/>digital learning services provided by HEIs in TRNC by taking CIU as a case study. <br/>From the results, it was found that visual learning styles were more prevalent among <br/>CIU students, and the Big Blue Button platform is not as commonly used as CIU <br/>Moodle. Moreover, the study also explored the relationships between learning styles, <br/>emotional and cognitive interest, and student perceptions of digital learning. The <br/>results showed that visual learners in CIU had a positive relationship with cognitive <br/>and emotional interest towards digital learning services. However, no such relationship <br/>could be established for verbal learners. Also, a positive relationship between visual <br/>learners and student perception of digital learning services was found. Interestingly, <br/>emotional and cognitive interest did not significantly affect student perception of <br/>digital learning services for both visual and verbal learners. Overall, this study <br/>provides valuable insights into the importance of understanding student preferences in <br/>digital learning platforms' design and delivery, particularly in the context of TRNC <br/>higher education institution<br/>Keywords: Higher Education Institutions (HEIs), Student Interest Scale (SIS), Digital <br/>Learning, Learning Style (Visual or Verbal), Felder-Silverman Learning Style Model <br/>(FSLSM).<br/> 
<br/><br/><label>Subjects--Topical Terms: </label><br/>Universities and colleges--Dissertations, Academic<br/>Learning --Dissertations, Academic