Virtual learning environments: Enhancing the learning experience for students with disabilities

by

Acknowledgement

I would take this opportunity to thank my research supervisor, family and friends for their support and guidance without which this research would not have been possible.

DECLARATION

I, [type your full first names and surname here], declare that the contents of this dissertation/thesis represent my own unaided work, and that the dissertation/thesis has not previously been submitted for academic examination towards any qualification. Furthermore, it represents my own opinions and not necessarily those of the University.

Signed __________________ Date _________________

Abstract

This study examines the recent literature, self-efficacy beliefs of students with learning disabilities (LD) in an academic context to understand. The first section, self-efficacy theory of Bandura's self-regulatory organization and academic discussion is a brief overview of the history of education in reference to Virtual Learning Environments Enhancing The Learning Experience For Students With Disabilities. Based on the literature search of PsychInfo and Educational Resources Information Center (ERIC), 18 studies met the criteria for the test: (a) a measure of self-efficacy, (b) adding a sample of students who are identified with specific learning disabilities, and (c published) after 2000 year. In the second section of research results are summarized in the light of five questions of the study and its results.

The results show that students with LD were significantly lower self-efficacy achieve compared to their peers in the routine report. In contrast, in some academic areas, the students were found with LD miscalibrate their self-efficacy beliefs, especially in writing. Assessment, then discussed with particular interest paid by the self-regulation, self-protective behavior of students with LD and the interference and its limits. Paper ends with concluding remarks and implications for future research.

Table of Contents

CHAPTER I: INTRODUCTION2

Background of Study2

Problem Statement2

Purpose of Study3

Significance of Study3

Self-efficacy theory4

Research questions5

CHAPTER #2: LITERATURE REVIEW7

Developmental changes in self-efficacy10

Academic self-regulation11

Learning Disabilities14

CHAPTER # 3: METHODOLOGY20

Search method20

CHAPTER # 4: RESULTS22

Self-efficacy beliefs of students with LD22

Composition than the group of LD26

Intervention and Outcomes27

Gender34

CHAPTER # 5: DISCUSSION AND CONCLUSION36

Self-efficacy beliefs and LD36

Self-Regulation37

Self defense39

Intervention and self-efficacy40

Future Directions42

REFERENCES45

Chapter I: Introduction

Background of Study

About 5.7% of all children of school age than learning (LD) were identified, and the prevalence of LD identification is increasing rapidly (Torgesen, 2004). Students with academic difficulties in general differ from their peers in general in their motivation and behavioral profiles to achieve. LD students are fighting in various academic areas including reading, writing, mathematics and related problems in personal and social spheres. On the contrary, a significant amount to the study of self-efficacy compared with conflicting results reported L. judgments of students develop their skills in an educational context (classes, 2002a).

According to Bandura (1977a), human behavior through cognitive mechanisms thought and behavior is regulated. This self-system plays an important role in the academic experiences of students and the impact on how well they master academic skills (Bouffard-Bouchard, Parent, and Larivée, 1991; Pajares & Miller, 1994; Pintrich & De Groot, 1990; Zimmerman, Bandura, and Martinez-Pons, 1992). In addition, students are assessed on their ability and how, through the exercise of self-efficacy, they regulate their learning ...