Dissertations / Theses: 'Humanistic education adult learning theory'

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Judd, Annemarie M. F., and n/a. "A comparison of humanistic and traditional teaching methods in a college of technical and further education." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060804.122004.

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This field study examines the comparative effectiveness of traditional and humanistic teaching methods. In part I the origins of humanistic teaching and their relationship to Gestalt therapy are considered. The influence of Humanistic education adult learning theory is also discussed. Part I concludes with an assessment of humanistic teaching. Part II: To measure the comparative effectiveness of the humanistic and traditional teaching methods, three groups of first year students in General English classess in a College of Technical and Further Education were selected. The effectiveness was measured in terms of differences in 1. Self-esteem. 2. Spelling Ability. 3. Attrition rates. 4 Academic Results. It can be concluded that there is: No difference in measures of self-esteem between groups, on the basis of the teaching method used. A large increase in the measure of self-esteem was observed in one of the groups that was taught with humanistic teaching strategies. Spelling measures showed no significant changes in any of the groups. Attrition rates were significantly reduced in groups that received humanistic teaching. Academic results of students completing the course showed no significant differences.

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2

Davies, Lindsay. "Adult teaching and learning theory : a psychoanalytic investigation." Thesis, University of Nottingham, 2010. http://eprints.nottingham.ac.uk/11791/.

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The overarching aim of this thesis is to enhance the theoretical status of post-compulsory education by effecting a non-empirical, psychoanalytic examination of adult teaching and learning theories. The study arises out of the observation that – in comparison with disciplines within the Social Sciences, Arts and Humanities - psychoanalytic perspectives are both underemployed in practical contexts and have negligible theoretical impact within this field. The study provides a contribution to educational theory and practice through the development of a postmodern psychoanalytical methodology and its methods. These are operationalised through the development of a suite of tools based on Jung's (1971) the theory of psychological types. This involves the adaptation of Jung's psychological categories into epistemological characteristics that are then used to identify strengths, contradictions and omissions within theoretical material. The resulting Jungian Typological Instrument (JTI) is applied to selected case study topics that reflect contemporary discourses, theories and concepts within the field of adult teaching and learning. In order to demonstrate the effectiveness of the JTI it is applied to two case study topics and critically examines their theoretical underpinnings. The first of these topics is the 'micro' model of reflection-in-action, which is drawn from Schön's (1983) formulation of reflective practice. The larger, 'macro', discourse of lifelong learning forms the second case study as articulated in the UNESCO report Learning to Be (Faure et al. 1972) and the Green Paper The Learning Age (DfEE 1998). The insights and outcomes arising from these analyses form the evaluation process for the methods. As psychoanalytic approaches are not unproblematic, this investigation incorporates philosophical reflection and conceptual analysis as meta-level evaluation strategies for the methodological level of the study. This dual-level evaluation reveals that the proposed methodology and methods together offer a robust and trustworthy approach to theoretical analysis, which has potential applications for both theory and practice within the adult teaching and learning context.

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3

Netcoh, Steven. "Students' Experiences with Personalized Learning: An Examination Using Self-Determination Theory." ScholarWorks @ UVM, 2017. http://scholarworks.uvm.edu/graddis/738.

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In recent years, personalized learning has become a buzzword in the field of education and an approach that schools across the United States have adopted in their attempts to account for the diverse interests, aspirations, and needs of their students. Despite the growing interest in personalized learning, there is a dearth of empirical research on this educational approach, particularly as it relates to the student experience. Given the paucity of research in this area, little is known about the extent to which personalized learning can offer students a more beneficial quality of experience than traditional educational methods. This question is further complicated by the fact that personalized learning has been defined and put into practice in diverse ways. Given these conditions, the purpose of this study was to explore students' experiences with more humanistic forms of personalized learning at three high schools in Vermont. A pragmatic approach to qualitative research was used along with self-determination theory (SDT) as a framework to investigate students' perceptions of their autonomy, competence, relatedness, motivation, and well-being within the context of personalized learning. SDT was used as framework because it offers a lens for analyzing how social contexts affect people's experiences and proposes that individuals experience higher qualities of motivation, engagement, and performance when their basic psychological needs for autonomy, competence, and relatedness are met. Study findings, which are based on interviews with 28 students from three Vermont high schools, suggest participants generally felt autonomous, competent, and related in their personalized learning environments, which contributed to their intrinsic motivation, engagement, and well-being within these settings. Some features of personalized learning that supported multiple facets of students' basic psychological needs were the individualized nature of instruction, student-driven curriculum, and structures that enabled and supported community-based learning. Although many students suggested personalized learning supported their basic psychological needs, some struggled to direct and manage their own learning, which diminished their feelings of competence while others indicated that the individualized nature of their projects undermined their sense of relatedness to their peers. Overall, the findings indicate that humanistic approaches to personalized learning have the potential to contribute to a more beneficial quality of experience for high school students than traditional educational methods. The study has implications for educational policy and practice as it suggests personalization may be an effective approach for engaging a variety of students with their education and promoting the skills and dispositions for lifelong learning.

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4

Dawson, Catherine Elaine. "Learning choices : a grounded theory study of adult returners." Thesis, Sheffield Hallam University, 1999. http://shura.shu.ac.uk/3128/.

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This research is a grounded theory study of the learning choices of adult returners. For the purpose of this research, 'adult returner' has been defined as somebody who left school at the earliest opportunity who, after a period away from formal education, has identified a desire or a need to re-enter the system. Forty-three semi-structured, in-depth interviews and three focus groups have been conducted with a total of 58 adult returners at various stages of the returning process. Some adults had just started to think about returning to education, but had not identified an entry route, whereas others were progressing through their chosen entry route, whether in adult education, further education or higher education. A process of theoretical sampling and comparative analysis, whereby data are jointly collected, coded and analysed, was adopted for this research. Using this method, themes and categories were inductively generated from the data. Processes, rather than static accounts, were taken into account by conducting a number of repeat interviews. By doing this it was possible to consider how learning choices might change as adults progress through their chosen entry route. The aim of a grounded theory study is to develop a core-category and a number of related sub-categories. The core category for this research is 'parameters of choice' which describes how adults appear to have their choices framed by a number of parameters which effect the perceived degree of choice available to them. The related sub-categories which have been developed from the data are 're-balancing', 'self-assessment', 'becoming attuned' and 'awareness-raising'. By describing these categories and illustrating how they relate to each other, the research goes beyond other studies which consider easily identified and articulated influences on choice, such as those studies which look at barriers to participation. This research suggests that adults do not consider their choices to be blocked by barriers, but instead see their choices as being framed by a number of constraints. If their first choice is not possible, they will go on to consider alternatives within their existing parameters, or wait until these parameters widen. The research relates the findings to both theory and practice within the field of adult education and in relation to the notion of lifelong learning. In this way, the research serves to enrich at a theoretical and practical level the understanding of adult returners' learning choices.

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5

Yung, King-miu Sinfonia. "An investigation on the epistemological beliefs of liberal studies teachers in relation to teaching and learning." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B40039936.

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Weber-Mayrer, Melissa Margaret. "Early Childhood Professional Development: An Experimental Study of Adult Teaching Practices Derived from Adult Learning Theory." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1467133461.

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7

Hancock, Donald H. (Donald Hugh). "Ideas About Adult Learning in Fifth and Fourth Century B.C. Athens." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc330707/.

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The problem of this study was to determine to what extent contemporary adult education theory has similarities to and origins in ancient Athenian ideas about education. The methodology used in the study combined hermeneutics and the critical theory of Jurgen Habermas. Primary sources incuded Aristotle, Plato, Aristophanes, and Diogenes Laertius; secondary sources included Jaeger, Marrou, Dover, and Kennedy. In the analysis of Athenian adult education, three groups of adult educators were identified—the poets the sophists, and the philosophers. The poets were the traditional educators of the Greek people; their shared interest or way of perceiving the world emphasized the importance of community cohesion and health. In Athens in the mid-fifth century B.C., a new group of educators, the sophists, arose to fill a demand of adults for higher and adult education in the skills necessary to participate in the assembly and courts. The sophists emphasized a pragmatic human interest and taught the skill of rhetoric. Socrates and Plato created a new school of educators, the philosophers, who became vigorous ideological opponents of both the poets and the sophists. The philosophers exhibited a transcendental interest or approach to knowledge; the purpose of life was to improve the soul, and the preferred way of life was contemplative rather than active. The philosophers taught the skill of dialectic. Paideia was a Greek word that originally referred to childhood education but which came to mean education throughout the lifespan and the civic culture that supported education. Athenian citizens perceived their paideia to be among their greatest virtues, an attainment which could not be lost to the fortunes of time as could wealth or position. Modern adult education lacks the concern for the communal and transcendental human interests that were important to many ancient Greeks. Modern cultures tend to promote strong individuation of personality and to idealize pragmatic and individualistic concerns. Researchers in the field of adult education often assign to human nature the pragmatic and individualistic qualities of adult learners, but fail to recognize how these features reflect ideologies peculiar to modern American society.

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Redman, David James. "Motivation of Adult, Auditioned Community Choirs: Implications toward Lifelong Learning." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6134.

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Knowledge of motivation factors can assist conductors and music educators at all levels in planning and implementation of musical goals. The purpose of this study was to identify motivational factors to join the choir and maintain membership in the choir as well as the role of stress/anxiety in maintaining choral membership. In addition, the role of musicianship was evaluated in terms of music aptitude and vocal ability. Participants (N=135) from four adult, auditioned community choirs participated in this study. Data was collected using Advanced Measures of Music Audiation, Singing Coach, measure of vocal ability and a questionnaire relating to topics of motivation, retention and stress and anxiety contained within the sub-constructs of Cusp Catastrophe Theory. The results of this study identified aesthetic motivation as the primary construct as to why members elect to join the choir. In direct relationship to this motivation, lack of aesthetic beauty and truth was identified as why members would not retain their membership in the choir. Members did not experience stress and anxiety while learning or performing choral music. However, they did agree that some level of stress is beneficial to singing. In this study, no participant suggested that stress and anxiety related to vocal ability would prevent them from achieving their performance goal. Implications from this research may include determining program literature to be presented that is perceived as having aesthetic qualities which will be beneficial for membership and retention of choir members.

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Lee, Hung Kun. "A theory of adults' motivations for learning the African drums in Hong Kong." Thesis, University of Nottingham, 2009. http://eprints.nottingham.ac.uk/10832/.

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This study aims at investigating the adults' motivations for participating in organised learning of the African drums in Hong Kong at the turn of the century: how they participate in related learning, why they take part, and how they have developed varied motivations for learning. Adhering to its constructivist perspective of the social world, this research has adopted a qualitative grounded theory approach and targets at generating a substantive theory about adults' motivations for learning the African drums. Data were collected via open-ended interviews with 82 informants who were sampled according to their conceptual relevance to the evolving theory, and analysed by coding, memoing, and sorting. Results of this research have identified four major categories of motivations: Professional Development, Sheer Interest, Referential Motivations, and Learning for the Sake of Learning. It is also found that the adults do not participate in learning for a single clear-cut motivation, but a mix of different reasons, and that they may demonstrate changes of motivations along with changes in life events and accumulation of knowledge and skills of Afro-drumming. This research has also identified a social process that underlies the development or surfacing of the adults' motivations for learning the African drums. The socio-cultural preconditions, mainly the local performances, multimedia publicity, and education of Afro-drumming, and the individual factors embracing the adult learners’ areas of social functioning, personal backgrounds in music and general education, and reference groups, have interacted to determine the adult learners' motivations. In addition, the findings have highlighted the rising importance of job-related and health-care reasons for adults' participation in music learning in today's world, rendered the teachers and course providers of the African drums strategic implications for widening the coverage of their clientele and creating deep learning experiences for the adult learners, and suggested some directions for future research.

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Mati, Shepherd Ayanda. "Critical theory, adult learning and a 'xenophobia': a critical perspective on Umoja wa Afrika's human rights peer education programme." Thesis, University of the Western Cape, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_7522_1367480641.

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The impact of global migration on local contexts has spawned new issues and a range of social responses. These include the emergence of &lsquo
xenophobia&rsquo
in the terrain of discrimination and
the subsequent development of popular educational responses to this. As part of popular educational responses, adult education programmes have assumed an important role in changing
people&rsquo
s attitudes. This long research paper presents a critical analysis of how a human rights and counter-xenophobia peer educators&rsquo
programme enables young adults to develop a critical consciousness about human rights and &lsquo
xenophobia&rsquo
. The research focused on learning materials, course content, training methodology and processes of a three-day human rights and counter- xenophobia workshop held by Umoja wa Afrika, a local non-governmental organization, in March/April 2007 at Goedgedacht, just outside Cape Town. The research was based on qualitative
methodology which included an exploration of relevant literature, interviews with participants and facilitators, as well as the researcher&rsquo
s critical reflections. The research was located within a
critical theory framework in the field of adult
learning, and drew from the work of Paulo Freire (1970) and Stephen Brookfield(2005).
The key finding of the study is that the experience of the
workshop enabled participants to develop a critical awareness - but not necessarily a critical understanding of human rights and &lsquo
xenophobia&rsquo
. The participants identified specific factors that
contributed to such awareness. These included the diverse composition of participants, the &lsquo
accompanying&rsquo
facilitation style, and the interactive training methodology. This study makes a
contribution to understanding human rights peer education in the South African context and the extent to which such provision could enable participants to develop a critical understanding of
human rights and xenophobia. This study is an attempt to make an original contribution in this area. As such it adds to literature in applied critical methodology.

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Scally, Dorothy Butler. "Personal sexual story : a radical vehicle for transformative learning in adult education." Thesis, University of Glasgow, 2000. http://theses.gla.ac.uk/5184/.

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This thesis identifies personal sexuality as a significant and crucial site for transformative adult learning. Personal sexuality is shown to be an important adult problematic vital for individual and social transformation. Adult education of the radical/transformative tradition professes to respond to adult learning needs through a process of liberative critical reflection. However, the thesis shows that personal sexuality is an adult learning domain which, in fact, is largely overlooked both in theory and in practice by adult education. The study is cross-disciplinary. Its theoretical framework is drawn from theories of transformative learning in adult education together with psychological, sociological and feminist theories of personal development and social relations. Based on original, qualitative case study fieldwork, the findings from the personal and stories of seventy six participants reveal a hitherto secret and complex swathe of interconnecting learning strands. These strands are shown to operate throughout different life transitions and extend to encompass the next generation and the wider community. The issue of communicative competence in relation to personal sexuality emerges as central to participants’ relational concerns, learning, agendas, intergenerational educational roles, work roles and to their capacities for transformative action. Major themes in childhood and adolescent learning reveal patterns of sexual repression and oppression as de facto key constituents in the psycho-cultural construction of personal sexual identity. These themes show that the culture of sexual silence, initiated in childhood learning, is maintained in adult relationships of intimacy and contributes to further embedding oppressive gender relations in the socio-cultural fabric to the detriment of both sexes and of society. Major themes of adult sexual experience are identified as relating to a) self-image and sexual self-esteem; b) the challenges of intimate partnerships and changes in relationships; c) parenting and the inter-generational tendency to reproduce personal sexual learning.

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Dyke, Martin. "Reflective learning and reflexive modernity as theory practice and research in post-compulsory education." Thesis, University of Surrey, 2001. http://epubs.surrey.ac.uk/2732/.

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To what extent does reflective learning in education meet the needs of learners in a reflexive modern society? The thesis constructs a late-modern case for reflective learning in post-compulsory education. It is argued that reflective learning connects with a key concept in contemporary social theory - that of reflexivity. The arguments are developed through the following key questions. • To what extent does reflective learning in post compulsory education correspond with the needs of learners in late-modernity? • What are the key characteristics of late-modernity? • Can the application of reflective learning by practitioners improve student learning in post-compulsory education? • What are the conclusions for teaching and learning in post-compulsory education that flow from this analysis of social theory and educational practice? Enlightenment and contemporary modernity is explored through a review of literature on social theory and philosophy. The second part of the thesis is concerned with praxis the testing of theory in action. Case studies in action research are used to examine how teachers seek to promote reflective learning in their practice. This exploration of theory and practice is then used to present the overall conclusions and make recommendations for future action. In many ways this thesis revisits the territory and thinking of John Dewey, It seeks to connect educational praxis to the wider social context, but from a late-modern perspective.

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Lawson, John A. "An exploration of the interrelationship between pneumatology, theological anthropology and adult education theory in Christian learning." Thesis, University of Nottingham, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.431988.

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Popova-Nowak, Irina V. "In the Sandbox| Individuals and Collectives in Organizational Learning as Sense-Making through Play." Thesis, The George Washington University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3610791.

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This study was conducted to develop a grounded theory of connections between individual and collective (group and organizational) levels of analysis through the examination of play and sense-making as integral parts of organizational learning (OL) by relying on the meta-paradigm theoretical framework. The study employed grounded theory as its methodology, and its participants included 23 employees of Company A, a U.S. consulting company, who were selected using purposeful maximum variation criterion-based sampling. One semi-structured 30-60-minute interview was conducted with each participant by phone or face-to-face.

In this study, OL took the form of sense-making through play that was a social and linguistic process of organizing the information flux and coping with uncertainty that expanded knowledge and practices within the organization. The source of flux and uncertainty was the interaction of multiple social worlds and sub-worlds (such as Company A, its project teams and clients, partnering organizations, etc.) that disrupted practices and discourses within them. Uncertainty and information flux caused confusion, discomfort, anxiety, and stress in individuals, who paused in order to bracket the flux and suspended existing knowledge, discourses, and practices. Individuals then created new knowledge, practices, and discourses while developing intersubjectivity, and validated them with multiple social worlds. The results of OL as sense-making through play were captured in collective practices that linked knowledge and action and incorporated multiple social worlds.

OL as sense-making through play occurred in the ludic space of sandbox, or a physical, social, and mental space that brought together work and play, and had a dichotomy of stability and change. OL as sense-making through play had four dimensions (intuition, improvisation, experimenting, and having fun) that were responses to specific situations of the interaction of social worlds. These dimensions reflected the dichotomies of tacit and explicit knowledge and their exploration and exploitation, and shared several characteristics (situatedness in the interaction of social worlds, adaptive instantiation of other social worlds, leaping between social worlds, abductive thinking, and focusing on results). The connections between the levels of analysis of OL as sense-making through play were non-linear, multi-directional, and situationally-specific with discontinuities and interruptions so that individual sense-making through play did not necessarily become collective.

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Dobre, Adrian. "Acculturation Through Education : A qualitative study on learning strategies of adult immigrants in Romania." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-131139.

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The purpose of the thesis is to examine how adult immigrants in Romania describe the learning strategies that have helped them integrate in the new culture. To be able to draw conclusions about migrants' learning strategies and what has made them work, I have looked at the experience of five immigrants who speak Romanian and who have successfully integrated in the Romanian culture. The study employs a qualitative methodology, information has been collected through semi-structured interviews and analyzed using thematic analysis and a framework approach to data analysis. The key findings of the thesis are that integration through education, specifically through language learning, takes place more effectively if migrants are driven by intrinsic goals or if they internalize the extrinsic rewards that they expect upon completion of their goals. These findings can be put into practice to form better strategies and actions steps in organizational programs that aim at integrating migrants. They can also be brought to the knowledge of migrants looking to successfully integrate, to make them aware of how their choices and goals, even those apparently unrelated, can impact the outcome of their integration efforts.

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Tanner, Lori Kristine. "Case Study of the Challenges Faced by Adult Students Enrolled in an Online Blended Distance Learning Program." Miami University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=miami1176232114.

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Yung, King-miu Sinfonia, and 翁瓊苗. "An investigation on the epistemological beliefs of liberal studies teachers in relation to teaching and learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B40039936.

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Gillespie, LaVerne. "Trust in Leadership| Investigation of Andragogical Learning and Implications for Student Placement Outcomes." Thesis, Lindenwood University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3619163.

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Purpose. The investigation sought to determine the significance and or the effects of an ex post facto staffing intervention involving the addition of a Regional (mid-tier) team of instructional leaders as a viable and sustainable solution for increased operational effectiveness year over year, and, if there could be implications on employment outcomes. Furthermore, to determine whether this staffing intervention of adding a Regional (mid-tier) team of instructional leaders affected the primary Andragogical factors used for instructional effectiveness and did the change create a conducive condition for learning for Career Services Leaders from the perspective of Andragogy.

Design/Methodology/Approach. Mixed-method research utilizing the Modified Instructional Perspectives Inventory (MIPI) originally designed by Henschke (1989), modified appropriately. This study will compare the gap between the Regional Director (RD) and the Director (D) scores on the MIPI to measure possible contributions to employment placement outcomes and determine primary Andragogical factors used for instructional effectiveness for Career Services Leaders.

Findings. Regarding the influence of Andragogy on placement outcomes for 2011 compared to 2012, the conclusions were as follows: There was no significant relationship of note, however, observably, the wider the gap, the lower the placement rate for 2011. However, the 2012 Employment Rate (ER) indicated that there was a moderate, negative relationship between the gap in Andragogical instructional perspectives and employment rates. The leader learners were operationally effective as a result of the instruction they received from the instructional leaders. The research results support this point, since 2012 employment rates related to the Andragogical gap indicating trust, and both 2011 and 2012 employment rates were dependent upon the region from which they were generated.

Practical Implications. In higher education for-profit environments involving leadership development, instructional leadership staffing paradigms form the rationale for increased performance and operational effectiveness.

Originality/Value. The results of this study provided empirical validation for the decision to restructure the Career Services leadership model for continued implementation and sustainability in higher education leadership settings.

Keywords. Andragogy, Leadership, Career Services, Instructional Leadership, Adult Learning, Trust in Leadership, Regional Directors, Middle Management.

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Wilson, Edwin L. "A study of the cognitive styles and learning preferences of Fire Service officers." Thesis, University of Birmingham, 1999. http://etheses.bham.ac.uk//id/eprint/287/.

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This research examines the relationship between Cognitive Style and Learning Styles of senior officers in the Fire Service and their preferences for different training delivery methods. Data has been gathered from students attending courses at the Fire Service College, in particular those attending the Divisional Command Course (DCC), which is a personal and professional development course for officers aspiring to a senior role in the Fire Service. Three data gathering instruments were used in the research, the Cognitive Styles Analysis (CSA) (Riding, 1991), the Learning Styles Questionnaire (LSQ) (Honey & Mumford, 1982), and a questionnaire specifically designed to gather students’ preference ratings across a range of 14 training delivery methods. The research examines the psychological and educational derivations of models that underpin the CSA and LSQ instruments in order to help clarify the construct systems used to describe both cognitive and learning style; and to examine their relationships with other psychological constructs. Further exploration of the relationships between cognitive and learning styles attempts to answer the question as to whether they have similar attributes and also whether the instruments have any practical predictive utility in predicting suitable delivery methodologies for training. The data findings suggest that the officer students formed a homogeneous group with regard to cognitive style on the ‘wholist–analytic’ dimension, the tendency for bias towards the analytic end of the scale, but were evenly distributed on the ‘verbaliser–imager’ dimension. The sample exhibited a more normal distribution of type with regard to learning style (using the LSQ), although there was a tendency for them to be more ‘reflector’ orientated than a standardized group in the general population. The sample group showed preferences for certain delivery methods that encouraged interactive participation in the learning process but these did not appear to show any significant correlation with either cognitive style or learning style.

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Schwartz, Harriet L. "Thankful Learning: A Grounded Theory Study of Relational Practice between Master’s Students and Professors." Antioch University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1247833338.

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Coalter, Vicki. "Second chance learning and the contexts of teaching a study of the learning experiences of further education students with few qualifications /." Thesis, Connect to e-thesis, 2008. http://theses.gla.ac.uk/122/.

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Tai, C. N., and 戴靜妮. "An instructional-design theory guide for producing effective self-learning multimedia programs for training adult learners in the HangSeng Bank." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29614399.

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Betts, Benjamin W. "Changing the model of workplace e-learning : a platform to facilitate autonomous social e-learning for adult learners : innovation report." Thesis, University of Warwick, 2013. http://wrap.warwick.ac.uk/59108/.

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E-learning has a significant blind spot (Dalziel, 2003). The predominant existing model of delivering instructional 'Courseware' via a Learning Management System (LMS) is expensive to produce and often isolating; eschewing many seminal lessons concerning the importance of social context in a learning scenario (Dewey, 1938). Following a review of literature, a new method of facilitating workplace Elearning was devised, focused on user-generated content and the notion of a more social E-learning experience. This new method has subsequently been dubbed the Curatr Learning Cycle (CLC). To encourage user participation, a technique known as gamification was harnessed; the use of digital game-like progress measures in a non-game context. A software platform was devised to enable the new approach to be tested in the real world. Following positive testing results, the software platform received a wide commercial launch and became known as ‘Curatr’. Using the CLC as a template of the actions that need to be facilitated for an effective social E-learning experience, organisations can create workplace E-learning that is quick to deploy, low cost and highly effective. The CLC and Curatr represent a potentially disruptive innovation to the workplace E-learning marketplace, with the possibility to displace earlier technology and existing methods. Since its launch, Curatr has been recognised nationally and internationally as a disruptive innovation in workplace E-learning. The software has led to the commercial turnaround of its parent organisation and has been deployed to businesses globally. Research conducted as part of this project has led to the publication of journal articles, book chapters and conference papers.

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Griswold, Wendy. "Transformative learning in a post-totalitarian context : professional development among school teachers in rural Siberia." Diss., Manhattan, Kan. : Kansas State University, 2007. http://hdl.handle.net/2097/454.

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Yagodzinski, Elizabeth. "Formative Research on an Instructional Design Theory for Online Learning Communities: A Higher Education Faculty Development Case." NSUWorks, 2012. http://nsuworks.nova.edu/gscis_etd/341.

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The steady and consistent growth of online learning and the rapid development of Web 2.0 technologies such as wikis and blogs have led to innovative methods of training and instruction. As a result, continuing research is needed to develop and validate instructional design theories and models that support teaching and learning in today's technology-rich learning environment. The goal of this research was to refine the Creating Online Learning Communities for Adults (COLCA) instructional design (ID) theory by using the theory to design an online faculty development course. A formative research design guided the investigation. Formative research seeks to identify improvements for an instructional design theory based on a designed instance of the theory, in this case an online faculty development course in Web 2.0 tools and techniques. This research is a designed case applying the COLCA instructional design theory to an online faculty development course. Data sources included course documents and observations, email messages, and participant interviews. These data were used to determine which methods prescribed by the COLCA ID theory work well, what methods could be improved, and in which specific situations each method works best. As an original contribution to the discipline of information technology as applied to teaching and learning, this study sought to improve upon an instructional design theory currently in its early stages of development and informs the design of online learning communities for adults. This research is important to continued growth and advancement of contemporary instructional design theories that provide support for emerging technologies, adult learners, and online learning methods that facilitate the development of online learning communities and communities of practice.

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Kauser, Frederick L. "Supporting Workplace Learning: Supervisory and Peer Support Effect on Novice Firefighter Informal Learning Engagement." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1483582046599161.

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Donnelly, Jilian K. "Understanding Educational Choice Processes of Retired Professional Hockey Players." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/260106.

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Educational Administration
Ed.D.
The purpose of this qualitative study was to investigate the processes and influences that underlie the choice of retired elite athletes to further their education and assume the adult learner role. In the current study, focus was applied specifically to professional ice hockey players who were in a period of retirement from active play. Elite athletes often retire at a time when most other professions are just beginning or reaching a level of stability. Research suggests that many retired elite athletes experience a difficult transition to an early retirement from athletics that is fraught with depression and unemployment. A select number of these elite athletes choose to further their educations after their careers have expired. The literature suggests that some of these retired elite athletes find educational programming a valuable coping strategy in the often traumatic post-athletic career adjustment. Unfortunately, this choice is made by only few athletes. It would be desirable to encourage more retired athletes to consider and engage in educational activities; however, currently, there is only very little knowledge on the processes underlying athletes' choice to participate, or not to participate, in education in their retirement years. Using a theoretical framework that includes adult learning theory and adult development theory, in conjunction with expectancy-value theory of motivation, the impact of individual characteristics and environmental opportunities on post-athletic career choices made by professional athletes may be better understood. The primary instrument for data collection was a personal interview with ten retired professional hockey players, conducted over a consecutive six-month period resulting in significant data. Utilizing the constant-comparative method for data analysis, common themes were identified as indicators of educational engagement: Informal Mentorship, Head Injury Related Retirement, and Pre-Transition Planning. In addition to these themes, the findings reflected an alternative adult developmental model possibly unique to professional hockey players. The findings of this study are valuable to the larger conversation regarding adult learners, adult development, and elite athlete career transition.
Temple University--Theses

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Lu, Cheng-Wei. "Activity theory as a basis for negotiation training in adult English-as-a-foreign-language instruction." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2959.

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The project offers Taiwanese teachers who work with adults a new concept of teaching crosscultural negotiation skills as part of their EFL instruction. It also presents Taiwanese teachers with a method of analyzing their educational practice to encourage more active and engaged teaching with a useful curriculum and its corresponding assessment.

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Van, Reenen-Le Roux Valdi. "Adult learning and social reconciliation: a case study of an academic programme at a Western Cape Higher Education Institution." University of the Western Cape, 2012. http://hdl.handle.net/11394/2891.

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Magister Educationis - MEd
Heterogeneous school communities are becoming more apparent under local and global conditions. A school community is more diverse and similar, not only racially but also in respect of economic, cultural, national and ethnic identities. Schools would require leaders who are mindful of the need for conflict sensitivity and social reconciliation within a globalising classroom.Through the lens of critical constructivism, I investigated the extent to which a higher education institution achieved the aims of the ACE in School Leadership, a continuing professional development programme. I relied upon a qualitative research approach to gather rich descriptive data from interviews conducted with nine school leaders who had graduated from the ACE School Leadership programme. The Literature Review is based on readings regarding critical constructivism, globalisation, conflict‐sensitivity and reconciliation.I found that the programme expanded the school leaders’ basic knowledge about conflict sensitivity and social reconciliation, but not sufficiently in terms of developing a critical consciousness to deal with conflict effectively. I concluded that conflict‐sensitive schools required school leaders that produced knowledge critically through a rigorous process of engagement and reflection. The ACE School Leadership programme had limitations in the extent to which it could prepare and equip school leaders in this regard.
South Africa

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Crawford, Amy Kristen. "Self-Determination Theory and Middle School Mathematics Teachers: Understanding the Motivation to Attain Professional Development." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1499267230576956.

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Anderson, Jillian Rene. ""Yes, and...!" assessing the impact of theatre-based improvisational training and a simulation on work group behavior /." Oxford, Ohio : Miami University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1217826279.

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Carleton, Karen Anne. "The Lamplighter: Strategic Leaders' Views on Leadership." Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/27592.

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The vast quantity of leadership literature discusses factors that may contribute to leader development. However, strategic leaders—defined as those individuals in key positions at the organizational apex—are a subsection of the research that deserves more attention. In particular, what sets these leaders apart or enables them to excel is an area of particular interest and is explored in this dissertation. The purpose of this study was to understand the process of leadership development, specifically through the experience and beliefs of successful senior leaders. The study addressed the following questions: 1. How do strategic leaders for the federal government describe effective leadership? 2. How do they explain the development of effective strategic leadership? 3. How do the described behaviors of strategic leadership compare to the Executive Core Qualifications established for civilian federal government leaders by the Office of Personnel Management? To answer the research questions, the study employed grounded theory as the primary analytic procedure. The subjects interviewed were from areas of the federal government dealing with national security, predominantly Department of Defense. Both military and civilians subjects participated. Data were analyzed qualitatively and a conceptual model of strategic leadership behavior was developed. Finally, implications and suggestions as to how to foster the development of such capacities are offered. The findings show, as did earlier behavioral research, that the two aspects of task and relationship are important to successful leaders. In this case, both functioned predominantly in the leaders' behavior, but under the fabric of their contextual experience built on their own self-efficacy and relations with others. It follows that more attention paid to developing self-mastery and strong relationship skills are in order. Since studies on military leadership vice civilian federal service are more likely, the findings were examined in relation to the established qualifications for senior civilian leaders, revealing a gap. While the qualifications for senior executives are behavior oriented, the research indicates a need for stronger focus on personal development, growth as an individual, and contributions made to the development of others. The relationship aspect of leadership does not receive the proper emphasis.
Ph. D.

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Jewitt, Katharine Elizabeth. "Using virtual reality to enhance informal learning in small and medium enterprises." Thesis, University of Glasgow, 2018. http://theses.gla.ac.uk/8985/.

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My original contribution to knowledge is the use of computer generated, three-dimensional (3D) virtual worlds using Second Life® as a three-way sustained engagement and a mechanism for a genuinely productive dialogue between Further Education (FE) colleges, employers, employees and apprentices. This thesis shows how the use of virtual worlds creates meaningful employer engagement where Small and Medium Enterprises (SMEs) are involved in planning and contributing to learning (Healey et al, 2014). A radical rethink is taking place about the way we should learn. That is that most learning is informal, at work, under the guidance of non-educationalists and that this situation is universal in the government's priority area of apprenticeship (HM Treasury, 2015) and among most private providers. I will discuss how virtual environments allow SMEs to work in ways they cannot in real life and juxtapose this against the real world, in order to reveal the previously misunderstood connections between the two. The question of Further Education (FE) reform has been widely debated (Bailey et al, 2015, Kelly, 2015) with former Skills Minister, Nick Boles, questioning whether the general FE college model has a future (Evans, 2015) and The Centre for Vocational Education Research (2015) reporting “FE needs to be rethought and rebuilt”. The gap in research for UK vocational education is significant, in comparison to school or university education (Coffield 2008, Grollmann, 2008) and detrimental to the UK government’s drive to recruiting 3 million apprentices by 2020 (Gov.UK, 2015a). This thesis addresses the use of virtual worlds to enhance work transitions both educationally and work related with special attention to apprentices. Specifically, I will be looking at research that pays attention to the socio-cultural context of situated learning (Lave and Wenger, 1991, Vygotsky, 1978), in order to show communities of practice in virtual worlds, transferring motivation and knowledge management. I argue working in virtual worlds bridges the gap between education and industry to develop a modern workforce for the continuation of learning across formal and informal settings (Vavoula et al, 2007) and how its use is endless and hugely enriching by allowing learning to be much more opportunistic. There are so many opportunities in the use of virtual worlds, related particularly to a three-way partnership in learning between apprentices and employees, employers and FE colleges: co-ordination of off- and on-the-job learning; real-time oversight for employers of their employees’ progress; use of virtual events at work to enrich learning, demonstrations of processes and development of learning communities.

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Sanchez, Lynda M. "Using the Power of 3 with Total Joint Surgery Patients." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2057.

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The purpose of patient education is to provide patients and their families with the tools needed to care for themselves after discharge from the hospital, but shortened hospital stays, limited health literacy, language, and age can impede the patient's comprehension of the information provided. Researchers have found that the lack of effective patient education is related to 30-day hospital readmissions. The Power of 3 educational tool, designed by Sanchez and Cooknell, addressed the factors that impeded effective patient teaching by using the adult learning theory and low health literacy concepts. The Power of 3 was implemented as a quality improvement project in the Total Joint Center in October 2014. The purpose of this project was to assess the effect of an adult learning-based educational tool on the readmission rates for venous thrombus embolism and infection and on the effect on mobility in total joint surgery patients. This goal was accomplished by performing a retrospective chart review on 90 randomized patients, 45 before and 45 after implementation. The Power of 3 demonstrated a statistically significant change in the length of time a patient remained out of bed on the day of surgery after implementing the educational tool (0.75 hours vs. 1.514 hours, p = 0.0182, CI 95%). In addition, the number of patients that nursing staff documented who were out of bed was also statistically significant on the day of surgery (12 patients vs. 24, p = 0.0461, CI 95%). This educational tool can facilitate patient teaching by addressing language and educational barriers between patients and health care workers.

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Liljeström, Monica. "Learning text talk online : Collaborative learning in asynchronous text based discussion forums." Doctoral thesis, Umeå universitet, Pedagogiska institutionen, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-34199.

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The desire to translate constructivist and sociocultural approaches to learning in specific learning activities is evident in most forms of training at current, not least in online education. Teachers worldwide are struggling with questions of how to create conditions in this fairly new realm of education for learners to contribute to the development of a good quality in their own and others' learning. Collaboration in forms of text talk in asynchronous, text based forums (ADF) is often used so students can participate at the location and time that suits them best given the other aspects of their life situation. But previous research show how collaboration in forms of text talk do not always evolve in expected quality, and how participation sometimes can be so low that no discussions at all take place. Perhaps it is time to move on and make use of the variety of user-friendly audio-visible technologies that offers conditions for collaboration similar to those in the physical environment? Is there any point to use ADF for collaboration, beyond the flexible opportunity for participation it allows? If so, why, how and under what conditions are it worthwhile to use ADF for tasks meant to be worked collaboratively on? These questions were the starting point of the studies in this thesis that was researched through two case studies involving different techniques and data samples of various natures, with the aim to understand more about collaborative text talk. The research approach differs from the vast majority of studies in the research field of Computer Supported Collaborative Learning (CSCL) where many studies currently are conducted by analysis of quantifiable data. The first case study was conducted in the context of non-formal learning in Swedish Liberal Adult Education online, and the second in the context of higher education online in Sweden. The studies in the thesis were made on basis of socio-cultural theory and empirical studies. Empirical data was collected from questionnaires, interviews and texts created by students participating in tasks that they jointly resolved through text talk. Some results were brought back to the students for further explanation of the results. Findings from data analysis were triangulated with other results and with sociocultural theory. The results indicate that students can create knowledge relevant to their studies through text talk, but can feel restrained or dismiss the activity as irrelevant if important conditions are lacking. Collaboration through text talk makes individual resources accessible in a specific place where it can be observed and its validity for the purpose of the task evaluated by others. Students with good insight in what they are supposed to accomplish seem be able to consult relevant guidance for this evaluation, from teachers, textbooks, scientific articles and other valid experiences important to their studies, and thereby contribute to learning of the quality they studies are meant to produce. Text talk also increases teachers’ possibilities to identify what the guidance the study group needs when evaluating the gathered resources and through their own active participation provide support in the students “zone of proximal development”. Contributions offered to the CSCL research field is the identifications of important mechanisms related to learning collaboratively through text talk, and the use of case study methodology as inspiration for others to try also these kinds of strategies to capture online learning.

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Rhodes, Christy Michele. "Culturally Responsive Teaching Practices of Adult Education English for Speakers of Other Languages and English for Academic Purposes Teachers." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4568.

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Abstract The purpose of this study was to describe the culturally responsive teaching practices of adult education ESOL and EAP teachers in the state of Florida. Using Ginsberg and Wlodkowski's Motivational Framework for Culturally Responsive Teaching, an online survey of 17 teaching practices was developed and validated. In the survey, participants assessed how frequently they used each practice and how important they believed each practice was to their teaching on 5-point frequency scales. The sampling frame consisted of teachers from 15 colleges, 2 universities, 8 school districts, and Bay Area Regional TESOL (BART) and resulted in 134 responses. Results indicated that the most frequently used practice was "provide rubrics and progress reports to students" (M = 4.26), followed closely by "elicit students' experiences in pre-reading and pre-listening activities" (M = 4.24). The least frequently used practice was "include lessons about anti-immigrant discrimination or bias" (M = 2.51), followed by "students work independently, selecting their own learning activities" (M = 2.76). Also, results indicated that the two most important practices were "provide rubrics and progress reports to students" (M = 4.13) and "elicit students' experiences in pre-reading and pre-listening activities" (M = 4.13). Five culturally responsive teaching practices were perceived to be the least important. They were "include lessons about anti-immigrant discrimination or bias" (M = 2.58), "learn words in students' native languages" (M = 2.89), "ask for student input when planning lessons and activities" (M = 2.90), "students work independently, selecting their own learning activities" (M = 2.91), and "encourage students to speak their native language with their children" (M = 2.96). This study revealed a trend of adult education ESOL and EAP teachers' regular use of culturally responsive teaching practices. These findings add to the limited knowledge of how teachers in ethnically and linguistically heterogeneous classrooms create and support a learning environment for all learners.

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Richardson, Anne E. "Explainers' development of science-learner identities through participation in a community of practice." Antioch University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1327711877.

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Leal, Tatiana Rodriguez. ""I sometimes question myself" : the learning trajectories of four senior managers as they confronted changing demands at work." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:aee78997-8e76-48b8-baf5-e60e54c2c328.

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This study explores the learning trajectories of four senior managers at the Royal Mail as they confronted new demands at work. These four managers worked at the Royal Mail during the years prior to, and during its privatisation, when it was also undergoing an intense modernisation. Theoretically, I took a sociocultural approach, drawing on Vygotsky (1998), Edwards (2010), Holland et al. (1998), and Sfard and Prusak (2005), among others. I was also provoked by Alasdair MacIntyre's characterisation of the manager and his understanding of practice, which emphasises human ourishing. Data was collected through iterative unstructured and semi-structured interviews, and by work shadowing the managers. Methodologically, I developed a useful interview protocol to capture stories about work and a more nuanced understanding of what mattered to participants. I also built a conceptual framework that draws theoretically from a sociocultural understanding of learning and development, as well as from MacIntyre (2013) and Taylor (1989). e model emerged from the dialectics of theory and empirical data. The research shows that as the Royal Mail underwent organisational change, the managers had to navigate situations of misalignment between what mattered to them and what mattered to other members of the organisation. Such situations of misalignment brought about new demands. As they confronted the demands, the managers realised the need to close a gap between who they were and who they were expected to become. Gap-closing efforts were characterised as a process of learning and development that involved intense identity work. In the process, the managers had to work through a series of contradictions, which can be expressed in the form of questions: Who am I really? Who should I no longer be? Who do I resist becoming? And, who do I struggle to become? Gap-closing was given by a dialectic between the managers' commitments and identi cations, and the stories of what was good in the gured world of managing at the Royal Mail. Contrary to some of MacIntyre's suggestions, I found that the four managers in the study, Linda, Eric, Margaret and Julian did question themselves about some of the ends they pursued. ey also exhibited varying degrees of agency, and did establish a distance with the impositions of their institutional realities. In the eld, I found instances of moral debate, the exercising of virtues and the managers' very human efforts to live a worthy life and to ourish. Yet, I also found empirical grounds for some of MacIntyre's claims. As the managers navigated misalignment, they used an array of strategies intended to persuade others in a manipulative way, sometimes treating ends as given, and sometimes eluding moral debate. The study contributes to the literature of learning and development through its original theoretical approach that draws from both sociocultural and MacIntyrean ideas.

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Fuller, Lorna Pattrice. "The Impact of Participation in Workplace Adult Education Programs on Low-Income Single Mothers Working in Healthcare Service Occupations." Cleveland State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=csu1631818610653344.

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Stine, Cory M. "Community College Trustee Orientation and Training Influence on Use of Best Practices." University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1351125386.

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41

Adams, Tania Bernadette. "A conceptual framework for leadership development in the South African police service based on transformative learning theory." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6842.

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Thesis (MPhil)--University of Stellenbosch, 2011.
ENGLISH ABSTRACT: Leadership development is an essential and valuable tool for capacitating police leaders in the South African Police Service to deal with the diverse challenges that they face in the policing environment. There seem to be a need for leadership development processes that can stimulate change, and for perspective transformation to enable police leaders to find alternative ways of dealing with the challenges experienced in their working environment. This thesis explored transformative learning as a tool to enhance the leadership development processes of police leaders. The essential elements of transformative learning are: centrality of experience; critical thinking; rational discourse; and policy praxis. Theory development were chosen as best to carefully construct the foundational argument through non-empirical literary-based sources, in which the literature itself became the database towards theoretical formulation in this non-empirical study. The alignment and integration of the elements of transformative learning were explored as a strategy to capacitate police leaders to: reflect on past experiences; think critically about ways of dealing with policing challenges based on experiences; discuss these challenges with other police leaders; and act on reflections made during leadership development processes. The study is limited to the analysis of the status of leadership development in the South African Police Service, which was the context of this study.
AFRIKAANSE OPSOMMING: Leierskapsontwikkeling is ‘n essensiële en waardevolle hulpmiddel om leiers in die Suid-Afrikaanse Polisiediens te bemagtig om die uiteenlopende uitdagings waarmee hulle te kampe het, beter te hanteer. Dit blyk egter dat daar ‘n behoefte is vir leierskapsontwikkelingprosesse wat intrinsieke verandering en ‘n paradigmaskuif vir polisieleiers te weeg kan bring en wat hulle in staat kan stel om die uitdagings binne hul beroepsveld meer doeltreffend te hanteer. Hierdie tesis ondersoek transformatiewe leerteorie as ‘n instrument om leierskapsontwikkeling van polisieleiers te bevorder. Die hoofelemente van transformatiewe leerteorie is: sentralisering van ondervinding; kritiese denke; rasionele diskoers en beleidsvorming. Teorie-ontwikkeling as navorsingsmetodologie was selekteer as die mees geskikste metodologie om die argument deur nie-empiriese literêre bronne te konstrueer, waarvolgens die gekose literatuur die databasis van die teoretiese formulasie rondom die argument gevorm het in hierdie nie-empiriese studie. Groepering en integrasie van bogenoemde elemente was ondersoek as ‘n strategie om polisieleiers te bemagtig om te reflekteer oor vorige ondervindinge; kritiese denkwyses oor hantering van uitdagings in beroepsveld met inagneming van vorige ondervindinge toe te pas; diskoers oor uitdagings met ander polisieleiers te hê en om aktief te reageer op refleksies tydens leierskapsontwikkelingsprosesse. Die studie is beperk tot die analise van die status van leierskap in die Suid-Afrikaanse Polisiediens as konteks waarbinne hierdie studie onderneem is.

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Dehnicke, Dorothee Christine. "An analysis of the University of Stellenbosch Business School personal leadership development journey and camparing it with recent literature on adult learning theory." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/95668.

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Thesis (MBA)--Stellenbosch University, 2012.
ENGLISH ABSTRACT: This work provides a comprehensive overview of the theories on adult learning. For each approach, the applicability for a leadership development programme is discussed. If available, examples for the use of a certain theory in a leadership course as part of a Master of Business Administration (MBA) programme are provided. An overview of the Personal Leadership Development Journey (PLDJ) of the University of Stellenbosch Business School (USB) is provided. The structure of the programme demonstrates the application of certain adult learning theories. Interviews with the alumni of the programme show how successfully the adult learning theories are practised and to what extent students have found them useful. Gaps in these interviews are pointed out with reference to the theories on adult learning. As an example, there is a certain body of literature on transformative learning as a subcategory of adult learning. In this case, two different theoretical approaches are explained, of which one is a more general discussion on adult learning and the other is focused on leadership development. Then an example of the application of this theory at the Institut Européen des d’Administration d’Affaires (INSEAD) shows how other business schools employ the theory in practice. In this case, the practical example is a leadership course as such, not a general MBA programme. The reason for this is that examples which match the situation at the USB exactly can not always be found. In the interviews, alumni of the USB were asked how the PLDJ impacted their professional and their private life. So indirectly, students were asked if a transformative learning process had taken place and how they would describe it. The analysis of the results is used to point out the strength of the programme as well as gaps, which could be addressed for future improvement.

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Njai, Samuel. "Constructivist Pedagogical Approaches in Higher Education: A Qualitative Case Study ofStudents and their Learning Experiences in a Collaborative Learning Space." Ohio University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1628816416767585.

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Njai, Samuel. "Constructivist Pedagogical Approaches in Higher Education: A Qualitative Case Study ofStudents and their Learning Experiences in a Collaborative Learning Space." Ohio University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1628816416767585.

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45

Hart, Jennifer. "Nontraditional Community College Students' Motivational Regulation in a Blended Core Technology Course." Scholar Commons, 2018. http://scholarcommons.usf.edu/etd/7163.

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There is a lack of empirical research on the motivational regulation and reactions of higher education students enrolled in blended courses. Studies that target this focus with nontraditional adult learners enrolled in the community college are even more difficult to locate. In this mixed-methods exploratory case study, I explored in what ways nontraditional adult learners' motivational regulation and their motivational reactions to course design relate to their perceived learning experience in a blended technology course with a flipped design. Specifically, I investigated how nontraditional community college students described their goals for participating in a blended course prior to the start of the class, in what ways they utilized motivational regulation strategies within the course, how they described their motivational reactions to a blended course developed with a flipped design, and how they perceived their goal accomplishments at the end of the course. The following A Priori questions guided my research: 1. In what ways do five nontraditional community college students describe their goals for participating in a blended technology course with a flipped design prior to the start of the class? 2. How do these students describe their motivational regulation experiences in the blended technology course on their responses to the Motivational Regulation Strategies Questionnaire? 3. How do these students perceive the motivational aspects of the course design as measured by the Course Interest Survey? 4. In what ways do these students perceive they achieved their described goals at the end of the course? I collected quantitative and qualitative data in the Fall semester of 2017 from five purposefully selected nontraditional adult community college learners who voluntarily engaged in the inquiry. I used several data collection instruments throughout the study. I collected quantitative data via three questionnaires: (1) a Demographics, Goals, and Interest Survey (2) the Motivational Regulation Strategies questionnaire, and (3) the Course Interest Survey. I gathered qualitative data through (1) participant electronic journals, (2) semi-structured interviews and (3) a researcher's reflective journal. There are both practical and theoretical implications to this study. The results of this research suggest guidelines on how to design an effective blended course for nontraditional students enrolled in the community college arena. The information gleaned might be used to further develop and redesign future blended courses for nontraditional community college students who seek alternative modes of content delivery for the purposes of continued learning and convenience of integration into their busy lifestyles. The findings from this study contribute to at least two bodies of empirical research literature: (1) motivational regulation strategies employed by nontraditional community college students and the (2) development of blended courses with motivational design to help nontraditional community college adult learners obtain their learning goals.

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Castellaneta, Teresa M. "Iron Sharpens Iron: A Case Study on Instructional Coaching for Professional Learning and Leadership Development." Bowling Green State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1616605691427758.

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Rebmann, Marie, and Carina Sjödin. "Vision möter verklighet : Forskarrollen i relation till lärande för alla." Thesis, Växjö University, School of Education, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-605.

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The purpose of this study is to investigate how the researcher experiences its role in real life in relation to the field of education and adult learning. The context of the study is the academic department of education and adult learning in Swedish institutions. This is a qualitative study, inspired by Grounded Theory. Data consist of interviews, texts from policy documents and reports. Both the aspects gender and context have been taken into consideration. The main category, status and career, is discussed in relation to concepts like quantity, competition, strategy, power, policy, independence and the surrounding world.

Status depends on quantity and also other arenas outside the academia. Competition is crucial. Status and power are tied together. They are connected to relational structures and strategies. The socialization process is part of the context. Independence is related to funding of projects and the quality of evaluation research. Relevant context outside the academia is referred to as practitioners. Gender is relevant in all aspects mentioned above. Unequal distribution of power is one example.

Syftet med uppsatsen har varit att synliggöra forskarens upplevelse av sin roll och sin verklighet i relation till fältet vuxnas lärande. Vi har genomfört semistrukturerade intervjuer, läst ett stort antal policydokument och rapporter inom området vuxnas lärande. Ur det insamlade materialet, har koder och minnesanteckningar genererats som senare sorterats med grundad teori som stöd. Aspekterna kön och kontext beaktas. För vår egen förståelse summerar vi våra reflektioner i anslutning till data. Begrepp som kvantitet - konkurrens- strategi- makt och policy framkom ur databearbetningen och bildade vad vi benämner kärnkategori. Vår data behandlar forskarnas syn på begreppen. Här finns reflektioner kring konkurrens mellan discipliner/fält avseende till exempel finansiering. Det råder delade meningar om huruvida forskarna styr utvecklingen inom vuxnas lärande eller om det är politiska tankar som är upphovet. Kommunikativa strategier ur ett könsperspektiv beskrivs på två sätt. Våra intervjupersoner har direkt eller indirekt markerat sin position i förhållande till fält. Makt finns med som teoretiskt begrepp. Här betonas dess relationella karaktär. Forskarrollen inom detta fält är komplex.

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Mayper, Merrill Andrea. "Teaching Acceptance of Differences and Equality across General Education Curricula: Changing Perspectives on Multiculturalism and Social Acceptance through Transformative Learning." Antioch University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1415721847.

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Guastella, Rosaria. "The influence of conflicting role obligations on nontraditional student baccalaureate degree attainment." ScholarWorks@UNO, 2009. http://scholarworks.uno.edu/td/1019.

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The purpose of this research study was to investigate the phenomenon of the conflicting roles, such as parent, spouse, employee, caregiver, and community member/volunteer, associated with the lives of nontraditional college students and to reveal how these conflicting role obligations influence these students' persistence toward the attainment of an undergraduate degree. This study provides a brief history of adult education in the United States as well as the study context, a continuing studies division of a privately endowed research institution located in the southern United States. The participants in this study were nontraditional students who were also recent graduates of this continuing studies unit. This study drew upon the literature of nontraditional students in higher education, as well as literature on role theory, adult development theory, adult learning theory, and student persistence theory. This study used a phenomenological qualitative approach as a means of discovering the lived experiences of nontraditional students as these experiences relate to the conflicting roles of nontraditional students and their decision to persist toward the attainment of a bachelor's degree. Several important findings were discovered. In order to negotiate their conflicting roles, these students used several strategies as a means of helping them to balance their roles. This study also found several motivational factors that prompted nontraditional students to pursue a bachelor's degree at this time in their lives. The obstacles and challenges that these students confronted were also revealed, and in order to overcome these obstacles and challenges these students relied on several support systems. The reputation and prestige of this university was also found to be an important factor in the students' decision to attend college at this stage in their lives. Additionally, the various forms of assistance that this continuing studies unit provided encouraged students to persist.

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Brown, Cherri Louise. "Using Cultural Cognition for Learning English: A Mexican Immigrant Family's Perspective." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2919.

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The research problem focused on the 11 million Mexican immigrant families in the United States who speak little or no English. Their stated needs for English literacy, socioeconomic and academic success, and the increasing calls for xenophobic legislation throughout the nation indicated a need to investigate alternative pedagogies to compel positive social change through language fluency. In this case study, Mexican immigrant second-language learners and their descendants were asked how they wanted to learn English and if using native culture as a learning tool would help in achieving their literacy goals. Prior researchers had not asked those questions. Three adults from a 3-generation Mexican immigrant family living in Florida gave interviews to address this gap. The participants, 2 of whom were native Spanish speakers, were recruited via a Facebook call for participation, and interviews were conducted by telephone. Cultural theory served as a conceptual framework for understanding the relationship between culture and language, and for interpreting and respecting participants' articulations of their experiences and opinions. Analyses of interviews and language background questionnaires were completed using pattern matching and SPSS, respectively. The key finding was that participants agreed a cultural pedagogy would be helpful in learning English. A recommendation is made to implement an experimental teaching study using cultural pedagogy as its framework. Achieving positive social change begins with removing the barriers of cultural language discrimination and allowing immigrants to reach their stated goals without loss of their cultural heritage.

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Dissertations / Theses on the topic 'Humanistic education adult learning theory'

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