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Other titre : Adults' learning strategies in a computer software learning course in a Montreal Anglophone cegep (Quebec)

dc.contributor.advisorOuellette, Louis-M.fr
dc.contributor.authorSliz, Theresafr
dc.date.accessioned2014-05-14T14:20:08Z
dc.date.available2014-05-14T14:20:08Z
dc.date.created1999fr
dc.date.issued1999fr
dc.identifier.isbn0612472418fr
dc.identifier.urihttp://savoirs.usherbrooke.ca/handle/11143/462
dc.description.abstractThis research explored the learning strategies of adults enrolled in a word-processing course. As well, this research inquired into the views these learners held of their control of learning and how they employed the available learning resources. The study used a qualitative approach. Two individual in-depth interviews were conducted with six adult learners enrolled in a 45-hour word-processing course learning WordPerfect on individual personal computers. All fourteen classes were observed. Constructivism was selected as the appropriate conceptual framework as in this approach learning is seen as a constructive process in which learners use events and resources to extract learning. Constructivism emphasizes the interpretive nature of learning in which learners actively participate in outside world. Findings are organized around eight themes of study aids, motivation, selecting the main idea, information processing, anxiety, attitudes, self-testing, and control in learning. Thick descriptions are used to provide examples of each theme."--Résumé abrégé par UMI.fr
dc.language.isoengfr
dc.publisherUniversité de Sherbrookefr
dc.rights© Theresa Slizfr
dc.titleStratégies d'apprentissage d'adultes inscrits à un cours de logiciel de traitement de texte dans un cégep anglophone de Montréalfr
dc.title.alternativeAdults' learning strategies in a computer software learning course in a Montreal Anglophone cegep (Quebec)fr
dc.typeMémoirefr
tme.degree.disciplinePédagogiefr
tme.degree.grantorFaculté d'éducationfr
tme.degree.levelMaîtrisefr
tme.degree.nameM.A.fr


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