University of Limerick Institutional Repository

Comparing the learning effectiveness of mono-sensory versus multi-sensory learning environments a case study

DSpace Repository

Show simple item record

dc.contributor.advisor Rea, Kenneth
dc.contributor.author Tully, Andrew
dc.date.accessioned 2014-01-07T15:39:57Z
dc.date.available 2014-01-07T15:39:57Z
dc.date.issued 2013
dc.identifier.uri http://hdl.handle.net/10344/3565
dc.description non-peer-reviewed en_US
dc.description.abstract This aim of this case study is to determine if distance learning students who collaborate within a multi-sensory learning environment can achieve better learning outcomes in terms of collaboration and retention over distance learning students who collaborated within a mono-sensory learning environment. Through the use of a case study methodology this study aimed to answer three research questions; if a multi-sensory learning environment could facilitate more effective learning, if students were more engaged with the learning process and material within a multi-sensory learning environment, and if multi-sensory collaboration could make a difference in effective learning when compared with mono-sensory collaboration? The research took place online where participants engaged with a learning environment and collaborated with each other using a variety of software and devices. One group worked within a mono-sensory learning environment and used predominantly asynchronous communication and collaboration tools like discussion forums and emails, while the other group worked within a multi-sensory environment using a combination of asynchronous and synchronous tools like video conferencing and instant messaging. The research tools used for data collection were questionnaires, quizzes, observation and interviews. The research findings suggested that students who worked within the multi-sensory learning environment had a better overall learning experience and had better learning outcomes than those who worked within the mono-sensory environment. There was increased engagement in terms of access among the multi-sensory group which accounted for the increased collaboration and retention. This finding was based on data collected from a variety of collection tools, both qualitative and quantitative, and supported by existing peer reviewed literature. en_US
dc.language.iso eng en_US
dc.publisher University of Limeick en_US
dc.subject distance learning students en_US
dc.subject multi-sensory learning en_US
dc.subject mono-sensory learning en_US
dc.title Comparing the learning effectiveness of mono-sensory versus multi-sensory learning environments a case study en_US
dc.type info:eu-repo/semantics/masterThesis en_US
dc.type.supercollection all_ul_research en_US
dc.type.supercollection ul_theses_dissertations en_US
dc.rights.accessrights info:eu-repo/semantics/openAccess en_US


Files in this item

This item appears in the following Collection(s)

Show simple item record

Search ULIR


Browse

My Account

Statistics