Steven R. Aragon

The Influence of Learning Style Preferences on Student Success in Online Versus Face-to-Face Environments

Using three learning style instruments, researchers assessed students enrolled in an online instructional design course and students in an equivalent face-to-face course to determine the students’ preferences across the constructs of motivation maintenance, task engagement, and cognitive controls. Although significant differences were found between the learning style preferences of the online students and those of the face-to-face students, these differences were not significant when success factors were controlled. The results of this study suggest that students can learn equally well in either delivery format, regardless of learning style, provided the course is developed around adult learning theory and sound instructional design guidelines.

Psychosocial Concerns of Sexual Minority Youth: Complexity and Caution in Group Differences

This investigation tested a large adolescent sample (n = 14,439) for significant group differences on psychosocial concerns on the basis of intersecting identities of sexual orientation (lesbian, gay, bisexual, questioning/less certain, heterosexual), race (Whites, racial minorities), and gender (boys, girls). A significant 2-way interaction between sexual orientation and gender was identified on victimization. Boys reported higher victimization than did girls among heterosexual and questioning/less certain students. Furthermore, significant 3-way interactions between sexual orientation, race, and gender were identified for substance use and depressed/suicidal thoughts. Questioning/less certain youth generally reported the highest levels of victimization, substance abuse, and suicidal thoughts. However, results suggest that, on the basis of small effect sizes for most comparisons, significant differences should be interpreted with caution. Results indicate the need to consider the diversity of subgroups within the sexual minority youth community and that intervention efforts might be more effective if tailored to the unique needs of specific subgroups.

Influence of a Community College Developmental Education Writing Course on Academic Performance

This study examined the relationships between first semester participation in a community college developmental writing course and shortand longterm academic performance. The study examined whether developmental writing course participants earned higher grades at higher rates at the end of a 3-year period following initial college enrollment when compared to nonparticipants.

LGBT Employee Groups: Goals and Organizational Structures:

The problem and the solution. Lesbian, gay, bisexual, and transgender (LGBT) employees oftentimes face isolation, difficult workplace climates, and inequitable benefits and policies. LGBT employee groups offer a space for social support and provide an organized platform from which employees can advocate for changes within their workplaces.We provide a social and historical background on LGBT employee groups and provide a framework/continuum for understanding different approaches to operating these groups.These groups vary in their organizational structures and in their goals. Groups can adopt emergent organizational styles or take more orderly and structured approaches to organizing. Goals for these groups include bringing broader social change and improving organizational effectiveness. These groups provide human resource development that benefits individuals, organizations, communities, and societies.

Emerging Roles and Competencies for Training in E-Learning Environments

The problem and the solution. The Internet and Web-based technologies are having a profound impact on the lives of human resource development (HRD) professionals. Trainers who use the Internet for instructional delivery need to assume new roles and develop new competencies while continuing to apply existing ones in order to be successful trainers when using these new technologies. The purpose of this chapter is to examine the changing role of the trainer who uses Web-based learning environments and to identify the new roles and competencies that must be developed to become an effective e-trainer.Critical factors associated with the adoption of new technologies and strategies for effectively training the e-trainer also are explored. Finally,strategies for developing the new skills required of the etrainer are reviewed.

Developmental Education Writing: Persistence and Goal Attainment Among Community College Students

This study examined the relationships between first semester participation in a community college developmental writing course and persistence and goal attainment. The study examined whether developmental writing course participants completed more of their credits, enrolled for more semesters, and completed degree/certificates and/or transferred at higher rates when compared to nonparticipants. Analysis of the data revealed that initial participants completed more of the credit hours they attempted than did nonparticipants; later participants enrolled for more semesters than did nonparticipants, on average; and at the end of the 3-year period, no significant difference was found between degree/certificate completion and initial participation.