Rene' LeBlanc - Academia.edu (original) (raw)
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Papers by Rene' LeBlanc
Journal of College Academic Support Programs, 2018
While advocates of learning styles have suggested postsecondary educators and learning support pr... more While advocates of learning styles have suggested postsecondary educators and learning support programs match instruction to students’ learning styles to enhance learning, past decades of research criticize educator’s co-option of and disprove researchers’ efforts to prove learning styles’ existence and worth as a valid construct. The author examines numerous research articles that have challenged the efficacy of learning styles based on empirically provable evidence. The author also cites how the learning styles paradigm continues to be used in the field of postsecondary learning assistance. The author concludes that instead of promoting learning styles, educators should instruct learners on the intentional use of learning strategies.
Journal of College Reading and Learning, 2019
Learning frameworks courses represent a recent manifestation of higher education's effort to supp... more Learning frameworks courses represent a recent manifestation of higher education's effort to support undergraduate students' learning success. These courses offer students the theoretical underpinnings of human learning and the application of learning strategies. This qualitative investigation at a 4-year university in the southwestern United States sought to identify the perceived salient factors from students in the course in spring and fall 2015. Data were collected from individual interviews (n = 8) and a semi-structured focus group (n = 7) from participants 18-24 years old. Researchers concluded that significant course factors occurred in the behavioral domain (e.g., study and self-management strategies), followed by the affective domain (e.g., increased motivation and locus of control, lessening anxiety, and stress), and cognitive domains (e.g., help-seeking strategies, note taking skills, and learning brain function).
Journal of College Academic Support Programs, 2019
In this qualitative study, the authors extend the previous research and present findings from a s... more In this qualitative study, the authors extend the previous research and present findings from a study investigating post- secondary theoretically-based study strategy courses. In Texas, these courses are known as learning frameworks courses, offered for college credit, and derive full-formula funding from the Texas Higher Education Coordinating oard. Research- ers focused on learning frameworks courses offered at Texas public community colleges in the Fall 201 and Spring 201 semesters. A total of course coordinators or their designees were interviewed via phone or email. Using content analysis, researchers coded data into content categories and thematic units. Findings provide historical, administrative and curricula perspectives including primary distinctions among course topics theoretical perspectives (or lack thereof) textbooks, resources, and assessment selections and instructor training. The authors recommended the development of statewide resources to assist institut...
Journal of College Academic Support Programs, 2018
While advocates of learning styles have suggested postsecondary educators and learning support pr... more While advocates of learning styles have suggested postsecondary educators and learning support programs match instruction to students’ learning styles to enhance learning, past decades of research criticize educator’s co-option of and disprove researchers’ efforts to prove learning styles’ existence and worth as a valid construct. The author examines numerous research articles that have challenged the efficacy of learning styles based on empirically provable evidence. The author also cites how the learning styles paradigm continues to be used in the field of postsecondary learning assistance. The author concludes that instead of promoting learning styles, educators should instruct learners on the intentional use of learning strategies.
Journal of College Reading and Learning, 2019
Learning frameworks courses represent a recent manifestation of higher education's effort to supp... more Learning frameworks courses represent a recent manifestation of higher education's effort to support undergraduate students' learning success. These courses offer students the theoretical underpinnings of human learning and the application of learning strategies. This qualitative investigation at a 4-year university in the southwestern United States sought to identify the perceived salient factors from students in the course in spring and fall 2015. Data were collected from individual interviews (n = 8) and a semi-structured focus group (n = 7) from participants 18-24 years old. Researchers concluded that significant course factors occurred in the behavioral domain (e.g., study and self-management strategies), followed by the affective domain (e.g., increased motivation and locus of control, lessening anxiety, and stress), and cognitive domains (e.g., help-seeking strategies, note taking skills, and learning brain function).
Journal of College Academic Support Programs, 2019
In this qualitative study, the authors extend the previous research and present findings from a s... more In this qualitative study, the authors extend the previous research and present findings from a study investigating post- secondary theoretically-based study strategy courses. In Texas, these courses are known as learning frameworks courses, offered for college credit, and derive full-formula funding from the Texas Higher Education Coordinating oard. Research- ers focused on learning frameworks courses offered at Texas public community colleges in the Fall 201 and Spring 201 semesters. A total of course coordinators or their designees were interviewed via phone or email. Using content analysis, researchers coded data into content categories and thematic units. Findings provide historical, administrative and curricula perspectives including primary distinctions among course topics theoretical perspectives (or lack thereof) textbooks, resources, and assessment selections and instructor training. The authors recommended the development of statewide resources to assist institut...