000			03667nam a22003017a 4500
003			KOHA
005			20231102101242.0
008			231102d2023 cy ||||| m||| 00| 0 eng d
040			_aCY-NiCIU _beng _cCY-NiCIU _erda
041			_aeng
090			_aYL 3132 _bO45 2023
100	1		_aOhiomoren, Hope Olosaigbe
245	1	0	_aVERBALS AND VISUAL LEARNERS’ PERCEPTION OF LEARNING WITH SERVICES PROVIDED BY EDUCATIONAL INSTITUTIONS / _cHOPE OLOSAIGBE OHIOMOREN; SUPERVISOR: ASST. PROF. DR. GALİP ERZAT ERDİL
246	2	3	_aDIGITAL LEARNING BETTER FOR WHOM
264			_c2023
300			_aix, 100 sheets; _c31 cm. _e1 CD-ROM
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
502			_aThesis (MA) - Cyprus International University. Institute of Graduate Studies and Research Communication and Media Studies Department
504			_aIncludes bibliography (sheets 83-96)
520			_aABSTRACT The importance of education in the cognitive development of students cannot be overemphasized, and as such, Higher Education Institutions (HEIs) are constantly adapting to the evolving needs of students. Information technology (IT) has played a significant role in this adaptation, with the emergence of e-learning platforms. Elearning has positively influenced both students and teachers, making information access and communication process easier, while the COVID-19 pandemic brought a deeper appreciation for e-learning platforms. However, e-learning platforms face challenges such as their appeal to the learning style of the student, which doesn't account for the various learning styles and students' preferences. Student interest is another key factor that affects the effectiveness of learning. Different learning style models have been designed by researchers to explain how students learn, and a better understanding of these models can lead to more effective and personalized learning for students. Hence, this thesis investigated verbal and visual learners’ perception of digital learning services provided by HEIs in TRNC by taking CIU as a case study. From the results, it was found that visual learning styles were more prevalent among CIU students, and the Big Blue Button platform is not as commonly used as CIU Moodle. Moreover, the study also explored the relationships between learning styles, emotional and cognitive interest, and student perceptions of digital learning. The results showed that visual learners in CIU had a positive relationship with cognitive and emotional interest towards digital learning services. However, no such relationship could be established for verbal learners. Also, a positive relationship between visual learners and student perception of digital learning services was found. Interestingly, emotional and cognitive interest did not significantly affect student perception of digital learning services for both visual and verbal learners. Overall, this study provides valuable insights into the importance of understanding student preferences in digital learning platforms' design and delivery, particularly in the context of TRNC higher education institution Keywords: Higher Education Institutions (HEIs), Student Interest Scale (SIS), Digital Learning, Learning Style (Visual or Verbal), Felder-Silverman Learning Style Model (FSLSM).
650		0	_aUniversities and colleges _vDissertations, Academic
650		0	_aLearning _vDissertations, Academic
700	1		_aErdil, Galip Erzat _esupervisor
942			_2ddc _cTS
999			_c291621 _d291621