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

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posted on 2022-09-22, 09:21 authored by Andrew Tully
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.



  • Master (Research)

First supervisor

Rea, Kenneth





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