Tesi: "Adult learning"

1

Wilson, Clive Antonio. "A comparative study of the historical development of andragogy and the formation of its scientific foundation in Germany and the United States of America, 1833-1999 /". Free full text is available to ORU patrons only; click to view:, 2003. http://wwwlib.umi.com/cr/oru/fullcit?p3122575.

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2

Flexner, Paul Arthur. "Facilitating adult jewish learning /". Access Digital Full Text version, 1995. http://pocketknowledge.tc.columbia.edu/home.php/bybib/12126640.

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Thesis (Ed.d.)--Teachers College, Columbia University, 1995.
Includes tables. Typescript; issued also on microfilm. Sponsor: Philip A. Fey. Dissertation Committee: Kathleen A. Loughlin. Includes bibliographical references (leaves 296-304).

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3

Shepherd, Mark Stephen. "Recognizing adult learning disabilities". CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/3029.

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The purpose of this project was to develop aids and strategies for identifying and assisting adult students with learning disabilities. Using the Diagnostic and Statistical Manual of the American Psychiatric Association (DSM-IV 1994). The project addresses specific descriptions for identifying traits, behaviors, and characteristics in the recognition of: dyslexia; color blindness, tic disorders, Tourette's syndrome, scotopic sensitivity syndrome, behavior disorders, attention deficit disorder (ADD), attention deficit/hyperactivity disorder (ADHD), aphasic disorders, and autistic disorders.

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4

Mongalo, Lucky. "Assessment practices of adult educators in Mamelodi Adult Learning Centers". Thesis, University of the Western Cape, 2008. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_2105_1271020736.

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This study explores the assessment practices of adult educators in Mamelodi Adult Learning Centers using a qualitative methodology. The study recognizes that assessment is an important activity within the education and training enterprise since it can be used to improve the quality of teaching as well as improve and support the learning process. The study sets out to investigate how Mamelodi adult educators conceptualize assessment
the skills levels of these educators
the nature of support and training these educators received to enhance their assessment practices
the different assessment methods employed by the adult educators to assess learners
and the educational validity and efficacy of these practices.

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5

Ruhnau, Kurt. "An analysis of learning outcomes of adult students learning styles versus teaching styles /". Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006ruhnauk.pdf.

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6

Campbell, Katherine. "Learning to play Scots fiddle : an adult learning perspective". Thesis, University of Edinburgh, 1999. http://hdl.handle.net/1842/30415.

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This thesis examines how adults learn to play Scots fiddle. It focuses on a group of adults who are members of an intermediate-standard fiddle class in the city of Edinburgh, Scotland. The class is part of the wider contemporary phenomenon in Scotland whereby traditional music is being taught on the fiddle and other instruments in evening classes, workshops and residential courses. Although the current investigation is located within the field of ethnomusicology, insights are also drawn from modern adult learning theory. A review of related literature reveals that, hitherto, studies which have considered settings in which traditional music is formally taught have often chosen to focus on the role of the teacher. As a consequence, considerable emphasis has been given to the concept of transmission. I argue here, however, that the ethnomusicologists' prevailing view of transmission as a transfer of information from a teacher to those being taught may not be the most appropriate framework through which to consider learning, and particularly so where adult learners are concerned. If we are to deepen our understanding of how people learn to play traditional music, we need to understand in greater depth the learner's perspective. The results of the study shed significant insights into the complexity of practice and the importance of this activity for learning the fiddle. The findings also highlight the variable and individual nature of the learning process. In turn, this underlines the inadequacy of the traditionally held view of transmission as a framework for understanding how instrumental skills are taught and learned. The implications arising from this investigation for conceptual understanding in ethnomusicology, adult music education and the formal tuition of traditional music in Scotland are discussed, and topics for further research are indicated.

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7

Cann, Roger James. "Everyday learning gap filling : a process of adult learning". Thesis, University of Southampton, 1998. https://eprints.soton.ac.uk/378847/.

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8

Purdy, Martha Leete. "Adult Experience of Learning From Novels". Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/40505.

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The Adult Experience Of Learning From NovelsNovel readers may not necessarily read with the primary intention of learning from their novels, but it is known that learning is frequently an outcome. Literature on novels describe their content as both factual and philosophical opportunities to learn but do not describe them in terms of adult learning theory. A study by Radway (1984) found that readers of formula romance have complex learning outcomes from their reading but this was related to literature on novels rather than adult learning theory.Conversely, although learning is a known outcome of novel reading, literature on adult learning theories and research have taken little notice of novel reading as an opportunity to learn. Yet reading novels is an activity in which millions engage. The nature of reading as a highly personal,self-directed activity, suggested a literature review of theory pertaining to self-directed learning, informal learning and how adults make meaning.The purpose of the research was to explore the experience of learning novels; how reading contributes to knowledge,understanding of environment, and social and self-understanding in the context of adult learning theory.The research problem asked what evidence novel readers provide for making meaning as a result of their reading and what they do with that learning outcome. Research was conducted with individual interviews of five regular novel readers which served as case studies. Analysis was done by coding each interview paying particular attention to relationships to personal history, types of learning suggested and their effects. Case studies were then cross coded to discover trends and patterns.Findings showed that respondents used novels to be entertained and escape from their daily responsibilities,but along the way they also experienced a variety of types of learning. They collected new information they found personally interesting or added to an existing knowledge base, challenged their perspectives to think abut themselves and others in new ways. There was also a variety of uses for what they had learned. Respondents reported believing they have a broader knowledge base, could more effective interact with others, arrive at greater self-awareness, and in a few instances change behavior.The experience of learning from novels is a remarkable combination of self-motivation and self-direction undertaken for pleasure, yet incidentally can result in a range of learning outcomes including building a more complex knowledge base, constructivist organization and interpretation of information, critical reflection about self and others, and transformation of understanding to result in change.
Ed. D.

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9

Dladla, Siphiwe Nonhlanhla. "Experiences and perceptions of adult learners at public adult learning centres". Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/40439.

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The main objective of this research was to explore the experiences and perceptions of adult learners at Public Adult Learning Centres. A total number of eighteen adult learners from three Public Adult Learning Centres in Nkomazi East Circuit at Ehlanzeni District participated in the study. The study was qualitative in nature using the interpretive paradigm. Data was collected through focus group interviews, individual interviews and observation. The study revealed that adult learners have mixed feelings and opinions regarding their experiences at Public Adult Learning Centres. Results indicated that some adults found their experiences interesting and enriching and have positive attitudes towards the teaching and learning at Public Adult Learning Centres, while others were frustrated with the lack of teaching and learning resources, and the poor management at the centres. Adult learners seem to regard education as important and they received satisfactory support from their families, communities, teachers, employers, and fellow adult learners, as well as financial support from the Department of Education. Findings revealed that adult learners find it difficult to understand the content of subjects and to cope with the pace of teaching. Participants had different views about the language of instruction. Some preferred English for employment and social purposes while others preferred the vernacular so as to have a better understanding of the content and to pass the subjects. These learners preferred that the content should prepare them for employment and for coping with day-to-day activities in rural areas. Responsibilities at home, becoming a learner at an elderly age, being involved in seasonal jobs and catching up work after absence were some of the challenges that adult learners experienced. From the results and findings of the study, recommendations were made to improve the effectiveness of teaching and learning and functionality of Public Adult Learning Centres.
Dissertation (MEd)--University of Pretoria, 2013.
gm2014
Early Childhood Education
unrestricted

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10

Luscinski, Autumn. "Best Practices in Adult Online Learning". Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10608529.

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Students in the United States are obtaining more college degrees than ever before. In 1975, 21.9% of Americans held bachelor’s degrees, and in 2012, 33.5% of Americans held bachelor’s degrees (Rampell, 2013). A study in 2011 indicated that Americans possessing a bachelor’s degree earn approximately $2.27 million, those with master’s degrees earn $2.67 million and those with doctoral degrees earn $3.65 million over their adult lifetime, dwarfing those with some college, who earn $1.55 million, or no college, who earn $1.30 million (Burnsed, 2011).

Unfortunately, the increase in college degree attainment in the United States does not include all Americans. Among low-income students, degree attainment has been fairly flat for several decades (Mortenson, 2016). Although education can be a great equalizer and opportunity generator, among lower income students it is often times an insurmountable challenge to obtain a bachelor’s or post baccalaureate degree. College students can have challenges in obtaining learning opportunities due to factors beyond their control, such as geography and access to quality instruction.

In order to provide equity and opportunity for nontraditional students who either working, have family responsibilities, or are low income or first generation college attenders, it is important to make every effort to connect these students with meaningful and attainable opportunities to obtain a college degree. One such delivery model of curriculum is online learning. Online learning in higher education—in which students are obtaining bachelors, masters, or doctoral degrees—takes place either partially or fully in a virtual environment accessible from e-learning devices such as laptops, tablets, or smartphones.

The goal of this study was a greater understanding the best practices in adult online education. The participants in the study were asked to help identify both the challenges and successes experienced in their online learning environments. While success in both teaching and learning is subjective, the data revealed a number of common themes, which indicated similar elements that lead to success in an online environment in areas of curriculum design, classroom management, and use of technology.

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11

Hood, Garfield Kevin. "Spirituality in the adult learning quest". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ60394.pdf.

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12

Yackley, Luke E. "Storytelling a key to adult learning /". Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 88 p, 2007. http://proquest.umi.com/pqdlink?did=1251904051&Fmt=7&clientId=79356&RQT=309&VName=PQD.

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13

Chapman, Hoult Elizabeth. "Representations of resilience in adult learning". Thesis, Canterbury Christ Church University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.509648.

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14

Watson, Victoria Frances. "Adult learning in art appreciation classes". Thesis, University of Nottingham, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.411545.

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15

Pratt, Sarah. "Implicit spatial learning in adult humans". Thesis, University of Southampton, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310559.

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16

Boshier, Peter James. "Perceptions of quality in adult learning". Thesis, University College London (University of London), 2004. http://discovery.ucl.ac.uk/10020462/.

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17

Hitchcock, Melanie J. "Adult learning and naval leadership training". Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2004. http://library.nps.navy.mil/uhtbin/hyperion/04Jun%5FHitchcock.pdf.

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18

Keith, Karin. "Elizabethton Leads: Coaching and Adult Learning". Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4146.

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19

Trivette, Carol M. "Supporting Adult Learning in Early Intervention". Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4450.

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20

Trivette, Carol M. "Principles of Adult Learning in Action". Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4456.

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Come join the Military Families Learning Network Early Intervention team on Weds. March 30 from 12:30-1:30 ET for an interactive discussion related to the webinar held on Mar. 17. We want to hear your thoughts, opinions, and experiences related to the Key Points Carol Trivette, PhD shared during the webinar and how you've applied these points recently in your own practices. Were you not able to participate in the webinar on the 17th? No worries! We'd still love to hear from you! Come share your expertise and learn from others during this interactive forum.

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21

Engelbrecht, Jacobus Johannes. "Transformative and emancipatory challenges for facilitators of adult learning : a learning journey". Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/52040.

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Thesis (MPhil)--University of Stellenbosch, 2000.
ENGLISH ABSTRACT: Exploring emancipatory and transformative paradigms towards lifelong learning in the new millenium confront facilitators of adult learning to reflect critically on their own paradigms and practices of learning. Transformative learning occurs in this process of revision and reflection and when it leads to transformed meaning perspectives or change, emancipatory learning takes place. This implies that the process of critical reflection can be seen as a key to adult learning. Out of this background the broad question arises of how facilitators of adult learning can be prompted to engage in reflection on their own learning journeys to playa role in uplifting the status of adult learning and to become lifelong learners themselves. This study, in the form of a personal learning journey, in the short term addresses this question by focusing on three levels namely: ~ Exploring more relevant and alternative research approaches to the field of adult learning ~ Exploring adult learning theory in a dialogical and reflective manner ~ Developing integrated and holistic models for adult learning and lifelong learning in a constructivist and reflective manner. In the long term the learning journey aims to effect a framework for the narratives of other facilitators of adult learning in constructing meaning-making in their processes of transformative and emancipatory learning. A constructivist, biographical and dialogical approach is followed to engage reflectively with my inquiry and aiming at creating emancipatory and transformative challenges for facilitators of adult learning. It invites facilitators to respond in a critical, dialogical and reflective manner to their changing environments and practices. Adult learning theory is explored in a dialogical manner and an integrated and holistic model for adult learning is developed. My learning journey thus challenges other facilitators of adult learning to provide leadership in their practice by developing the ability to reflect critically resulting in alternative ways of engaging with the challenges facing us towards a learning millenium.
AFRIKAANSE OPSOMMING: Transformatiewe en Emansipatoriese Uitdagings vir Fasiliteerders van Volwassene Leer: 'n Lerende Reis Deur emansipatoriese en transformatiewe paradigmas op pad na lewenslange leer in die nuwe millenium te eksploreer word fasiliteerders van volwassene leer gekonfronteer om krities oor hul eie paradigmas en praktyke van leer te reflekteer. Transformatiewe leer vind plaas in die proses van revisie en refleksie en wanneer dit lei tot getransformeerde betekenis perspektiewe of verandering, vind emansipatoriese leer plaas. Dit impliseer dat die proses van kritiese refleksie as 'n sleutel tot volwassene leer gesien kan word. Vanuit hierdie agtergrond ontstaan die breë vraag van hoe fasiliteerders van volwassene leer geïnspireer kan word om te reflekteer oor hulle eie lerende reise en daardeur 'n rol te speel in die opheffing van die status van volwassene leer en om hulself lewenslange leerders te word. Hierdie studie, in die vorm van 'n persoonlike lerende reis, spreek die vraag op die korttermyn op drie vlakke aan, naamlik: ~ Eksplorering van meer relevante en alternatiewe navorsingsbenaderings in die veld van volwassene leer ~ Eksplorering van volwassene leer teorie op 'n dialogiese en reflektiewe wyse ~ Ontwikkeling van geïntegreerde en holistiese modelle vir volwassene leer en lewenslange leer op 'n konstruktivistiese en reflektiewe wyse. Die lerende reis beoog om op die langtermyn 'n raamwerk vir die narratiewe van ander fasiliteerders van volwassene leer daar te stel in konstruktiewe betekenismaking in hul prosesse van transformatiewe en emansipatoriese leer. 'n Konstruktivistiese, biografiese en dialogiese benadering word gevolg ten einde reflektief om te gaan met my ondersoek met die doelom emansipatoriese en transformatiewe uitdagings aan fasiliteerders van volwassene leer te stel. Fasiliteerders word uitgenooi om op 'n kritiese, dialogiese en reflektiewe wyse te reageer op hul veranderende omgewings en praktyke. Volwassene leer teorie word geeksploreer op In dialogiese wyse en In geïntegreerde en holistiese model vir volwassene leer is ontwikkel. My lerende reis konfronteer dus ander fasiliteerders van volwassene leer met die uitdaging om leierskap daar te stel in hulle praktyk deur die vermoë te ontwikkel om krities te reflekteer. Die resultaat hiervan is om oorweging te skenk aan alternatiewe maniere van omgaan met die uitdagings wat ons in die gesig staar op pad na 'n lerende millenium.

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MacKenzie, Lindsay. "An investigation into adult learners and learning : powerful learners and learning in three sites of adult education". Thesis, University of Birmingham, 2006. http://etheses.bham.ac.uk//id/eprint/6201/.

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This qualitative study explores the outcomes of learning by adult learners in three different contexts (sites) of adult education. My particular concern is with adult learners who are often socially excluded in and by formal learning contexts hence the sites of learning for my empirical research are (a) an Adult Basic Education Centre, (b) a Family Learning Centre and (c) a Nacro Centre. I use a range of data collection methods including keeping a journal, undertaking observations and fifteen in-depth interviews. I develop a framework around ideas of agency, power and structure, factors which impact upon adult education learners and learning, through existing research and literature from writers such as Bourdieu, Freire, Jarvis and Brookfield. The framework defines a concept of $powerful$ $learners$ $and$ $learning$ - learning which enables learners to acquire social and cultural capital and to make real choices about their lives. I use this framework to analyse not only my empirical data but also the government policies from the last twenty five years which support adult education. My findings conclude that learning opportunities need to be wide ranging, that few government polices lead to $powerful$ $learning$, and that only one of the learners within my case studies can be described as ‘$liberated$’.

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Farrington-Lynch, Valisa. "Learning Strategies and Coping Mechanisms of Older Adults with Low-Level Literacy Skills". Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/89430.

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Limited literacy remains a prevailing issue among older adult populations. This qualitative study sought to answer the following research questions: How do older adults with limited literacy skills navigate and learn to navigate their daily lives in an advanced literate community such as the United States? What types of informal learning strategies and coping mechanisms have been used by these adults, and what perceived barriers and hindrances have participants faced and are facing in their lives? The study included the interviews, data collection and analysis of five women and two men, ages 67-87, two of whose activities also were observed by the researcher. The objective was to investigate their informal learning strategies and coping mechanisms within their current living environment. A thematic analysis of the seven narrative 'life stories' resulted in the emergence of four themes, which represented how these adults with limited literacy skills learned to navigate their daily lives and use informal learning strategies and coping mechanisms to survive in a changing environment: (a) Family support (or lack thereof), (b) social networks, (c) desired GED Program engagement, (d) self-directed gained knowledge. The study concluded that although none of the participants received a high school diploma, all successfully obtained employment and navigated their daily lives by incorporating various strategies. Likewise, given their implementation of self-directed learning strategies (Ausubel, 2000; Knowles, 1990; McClusky, 1974; Tough, 1982), participants viewed some of the dispositional, institutional, and situational obstacles (Cross, 1982), not as barriers, but as navigable and surmountable challenges. Implications of the study suggested limited literacy adults relied upon family support, social networks and self-direction to pursue knowledge and conceal limited literacy. They gained confidence and developed coping mechanisms to navigate daily activities, circumvent barriers and function in an advanced literate society. Future professional practice recommendations included incorporating ABE/GED programs at adult living facilities/community centers; invalidating false assumptions regarding limited literacy older adults; volunteering time and building trust with these adults; and validating their current and desired needs. Research recommendations included investigating limited literacy adult capabilities; shadowing their navigation; conducting similar studies in other U.S. regions; and investigating comparative life-span research.
Ph.D.

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24

Welch, James Simon. "Development and Preliminary Validation of the Adult Learning Experiences Scale for Adults with Language-Related Learning difficulties". Thesis, Griffith University, 2012. http://hdl.handle.net/10072/367405.

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The nature and impact of psychosocial issues experienced by adults with LD is not a well-researched area. Within the existing literature, several studies have highlighted the enduring emotional and social effects of LD in adulthood, including low self-esteem, reduced self-efficacy and interpersonal difficulties. However, there are various methodological issues that affect the conclusions that can be drawn from these studies, which limits the knowledge base and practical application of findings in this area. Currently, there is no measure that has been specifically designed and validated to assess the psychological functioning of adults with LD. To address this significant shortcoming, the broad objective of this research was to develop, pilot and evaluate the reliability and validity of the Adult Learning Experiences Scale (ALES). The ALES was designed to measure the distinct but inter-related constructs of personal appraisals (academic self-efficacy, situational cognitions and general beliefs), emotional reactions and coping and compensatory behaviours, which were considered most relevant to the psychological functioning of adults with language-related learning difficulties (LRLD).
Thesis (PhD Doctorate)
Doctor of Philosophy in Clinical Psychology (PhD ClinPsych)
School of Applied Psychology
Griffith Health
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Christenberry, Thomas Catron. "Characteristics of Residential Adult Learning in the FBI National Academy Learning Environment and the Impact on Participant's Attitude of Satisfaction". Diss., Virginia Tech, 2004. http://hdl.handle.net/10919/29100.

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Using the Federal Bureau of Investigation's (FBI) 212 th session of the National Academy, a residential adult learning environment, as a case study and the 1996 research on participant's perception of residential adult learning environments by Dr. Jean Anderson Fleming, this study examined the relationship among the characteristics (overarching themes: detachment and continuity and descriptive themes: building relationships in residence, learning in residence, and individual change in residence) and how this relationship impacts the participant's attitude of satisfaction with the program. A 33-item Likert scale, developed by the researcher, was used to collect the data from 244 police officers and the Kropp-Verner Attitude Scale was used for measuring the overall participant attitude of satisfaction with the residential learning environment. Demographic data were also collected from the participants to provide an overall profile of the respondents and each police officer had the opportunity to respond to an open-ended question at the end of the survey. Six hypotheses formed the basis of the study and were investigated through bivariate and multivariate analysis. Univariate analysis was used to describe and summarize the collected demographic data, as well as the frequency responses to each statement by the participants, while multivariate analysis was used to determine the best model for the prediction of satisfaction. Positive relationships existed between each of the five independent variables (detachment, continuity, building relationships in residence, learning in residence, and individual change in residence) and the dependent variable, satisfaction. The overarching themes of detachment and continuity were combined to form a new variable, DECONTI. Individually, (bivariate regression) DECONTI was the most significant predictor of satisfaction, while building relationships in residence exhibited no significance. Multivariate analysis (standard and stepwise regression) suggested that the model of DECONTI, learning in residence, and individual change was the best predictor of satisfaction. The analysis of the characteristics of residential adult learning environments and their impact on participant satisfaction was quantitatively supported in this study. The results of this study supported the assertions of Fleming, the literature, and the research questions, while offering new observations and insights into the effectiveness of residential adult learning environments.
Ph. D.

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Strang, Alison Bridget. "A model of learning : an investigation of technicians' approaches to open learning". Thesis, University College London (University of London), 1990. http://discovery.ucl.ac.uk/10018494/.

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The work arose from an applied research project commissioned by the Manpower Services Commission. The aim of the project was to produce guidelines for effective learning in the Open Tech, based on a thoroughly researched understanding of open learning at technician level. A review of the literature led to the proposal that the research should examine technicians' experiences of learning from a phenomenological perspective, with particular attention to the intentions and meanings underlying their approaches. In response to this proposal, a metatheory was formulated to establish the assumptions on which the research should be based. The metatheory incorporated a view of man as a natural learner, implying that the research should seek to understand why natural learning behaviour is inhibited. The view of science specified that the outcome of the research should be the development of an appropriate and useful model of technician open learning. The development of this model was 'grounded' in the empirical study of British Telecom open learning students. The study incorporated both an experimental learning, task and focused interviewing. Notable dimensions emerging from learners' accounts of their experiences of learning included: orientations to study, conceptions of learning, and locus of control in learning. Relationships between these dimensions were explored and a series of 'procedural steps' was proposed, which outlines the key processes necessary to effective learning in this context. This empirical analysis led to the formulation of the 'multi-dimensional' model of learning, which suggests that meaningful learning arises as a learner interacts with a task in pursuit of his own learning intentions. On the basis of this definition it was possible to identify the qualities of meaningful learning, and to recognise the equivalence of the notions of meaningful, effective and autonomous learning. The model was tested and elaborated, using data from a further study of a different group of technicians undertaking open learning courses. Finally, the practical applications of the model for the Open Tech were explored.

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Kaiser, Robert Cresswell. "Adult Learning: Evaluation of Preferences for Technology and Learning Sources for Workplace Learning". Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc955033/.

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The purpose of this research was to provide an initial investigation of the preferences for both technology and learning sources that are available today in the modern workplace at a large financial institution with a national presence in the USA. In addition to the preferences of the participants, the research includes insights about the culture of the learning organization by using the Dimension of Learning Organization Questionnaire (DLOQ) and two preference surveys. The research methods used in this study are categorized as mixed methods and include both quantitative and qualitative methods. This study is nonpositivist and descriptive. It is based on a triangulation design method which is comprised of analysis from data obtained from the DLOQ and preference surveys, as well as semi-structured interviews with several survey participants. The results of the studies provide the foundational information for an extended quantitative analysis.

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28

Wällstedt, Liliana. "Adults´ Learning". Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32950.

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Adults are constituting an ever increasing, often integral part, of todays’ learners, from elementary level to higher education. Their life situations are different from the traditional learners’ in many ways. The aim of this literature study was to identify, describe and categorise factors related to learning and teaching that supports or impede learning and that may be important for teachers of adults to know. The study resulted in four main themes into which found categories were subordinated. These themes were social learning environment, the supporting and motivating role of the teacher, teaching mode and method and motivation.

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Mathikithela, Maite Sara. "Towards effective programmes for the mentally disabled adults at Reakgona Adult Learning Centre". Thesis, University of Limpopo (Turfloop Campus), 2009. http://hdl.handle.net/10386/856.

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Abstract (sommario):

Thesis (M.ED. (Adult Education)) --University of Limpopo, 2009
This report describes the research carried out at Reakgona Adult Learning Centre at Seshego, which is 11 km North-West of Polokwane, the capital city of Limpopo province. The main aim of the study was to investigate the effectiveness of programmes designed for the mentally disabled adults. For me to achieve the outlined aim, I formulated the following research question: • How do programmes designed for the mentally disabled adults benefit them in their everyday lives? In an attempt to answer the above question I decided to undertake an exploratory study to get insight into programmes offered at Reakgona Adult Learning Centre. For me to evaluate if the programmes could have beneficial impact to the target group I looked into the aims and objectives of the programmes at Reakgona Adult Learning Centre. I also took into consideration the vocational training needs of adults with mental disability. The characteristics of programmes and the possibilities for improving the programmes designed for the mentally disabled adults were also considered. Chapter 1; was concluded by describing the scope of the study. In chapter 2; I formulated the assumptions about factors that could contribute towards the provision of effective programmes. The factors are vocational training programmes, basic literacy and numeracy skills, life skills, interpersonal skills, communication skills and self-help skills. After reading relevant documents on people with mental disabilities, conducting exploratory interviews with people on the field and based on my preliminary visit to Reakgona Adult Learning Centre, I came up with other factors that could contribute towards the provision of effective programmes. They are Centre Based Support Programmes and assessment programmes. This chapter was concluded by definition of the key concepts. This chapter was concluded by definition of the key concepts. In chapter 3; I described the design of the study. The main focus of this chapter was to discuss the two tracks of data collection. The first track was about reviewing and interrogating admission policy document of Reakgona Adult Learning centre while the second track had to do with data collection. I also explained how the collected data was analysed using qualitative data analysis method. This chapter was concluded with the reflections, which is about my experiences during the research process. Chapter 4; presented the empirical results of the study. It gave an account of the programmes, which are offered at the centre and the extent to which these programmes are of benefit to the target group. It also provided the description of the centre, vision, mission, aims and objectives, types of programmes and their characteristics. The hierarchical structure of the role players is also outlined. The final chapter (five) presented the final conclusion based on the findings of this study. It gave the overall conclusion of what the researcher has discovered during the research process and account on programmes, which might be effective for the mentally disabled adults at Reakgona Adult Learning centre. Recommendations for the improvement of the programmes were also outlined. This chapter was concluded with the recommendations for further study.

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30

Du, Wenchong. "Associative implicit learning in adult dyslexic readers". Thesis, University of Strathclyde, 2013. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=20828.

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This thesis examined associative implicit learning in dyslexic young adults. Dyslexic adults' associative implicit learning has been examined from three perspectives: what, when, and how. More specifically, it has been investigated if dyslexics have deficit in learning more complex knowledge, such as longer chunks or abstract knowledge (i.e., 'what'); if learning occurs at different stages in dyslexics compared to non-dyslexics (i.e., when); how dyslexics learn, and especially the role of both implicit and explicit processes (i.e., 'how'). The empirical findings from 9 experiments in 5 studies are: i) implicit learning deficits in dyslexic people are more manifest in second-order learning than first-order learning, with both motor and perceptual stimuli; ii) when only zero and first-order information is required, dyslexic people developed abstract learning under implicit learning condition as well as, and as fast as nondyslexics; iii) dyslexic participants had different sequence learning profiles compared to matched controls: dyslexic participants' expression, but not learning per se was impaired under resource-demanding condition compared to controls. Moreover, implicit learning was found to correlate with word reading score, phonological awareness, and working memory. This thesis is the first comprehensive study to consider a wide range of associative implicit learning with different learning content on a dyslexic population. The findings contribute to the current framework of explanatory theories of dyslexia, suggesting a new route through which cerebellar dysfunction can lead to phonological impairment, and eventually lead to reading difficulties.

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McLean, Lesley. "Adult learning : towards a framework of participation". Thesis, Edinburgh Napier University, 2013. http://researchrepository.napier.ac.uk/Output/6895.

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This thesis explores participation in adult learning and focuses upon three key areas of interest: reasons for participation, the challenges of participation, and the enabling factors relating to participation. The purpose of the research is to expand understanding in order to enhance and improve learning support practice, through a study of a university based, professionally accredited, part-time, Master's Degree programme in Human Resource Management, which serves as the research setting. The study of participation in adult learning is a well-trodden path, beginning with the seminal work of Cyril Houle in the early 1960s. Since then, researchers have continuously sought to prove, disprove or adapt existing typologies. Research has focused on generating groups of single identified factors, motivational indicators and specific challenges influencing participation in adult learning. Specific models and frameworks related to the enablement of participation are identified as being missing from the participation literature, with reference to enablers existing only within the disparate literature relating to adult learning and its broader contexts and influences. A review of the key literature reveals a lack of a single open framework that considers the reasons for, the challenges to, and the enablers of participation across defined contextual dimensions, for the purposes of understanding the nature of participation. This research presents an original conceptual framework matrix, developed from this existing literature, intended to fill this gap. The matrix affords two key opportunities. Firstly, as a theoretical device by which to organise and review current literature in the field and secondly, as a means to identify, explore and present the dominant factors relating to participation in adult learning. To achieve this the matrix identifies the three key areas of interest: i) the reasons participants have for joining the learning activity; ii) the challenges they have faced in doing so, and finally; iii) the elements and influences that enable them to successfully participate in the learning activity. These areas are reviewed further across four dimensions of the participants' life world, that of the psychological, the professional, the practical and the personal. Utilising a critical realist ontology and a post-positivist epistemology the conceptual framework matrix is used to structure the research design. The study adopts a linear, mixed methods approach to collecting data using types of thematic analysis (quantitative and qualitative), achieved through the use of an online questionnaire and one-to-one interviews with the target population. Viewed through the lens of the conceptual framework matrix, findings from within the research setting demonstrate that participants chose to engage with the learning activity as a result of a wide range of influencing factors. Reasons for participation were dominated by two of the dimensions, professional and psychological. Challenges to participation were found to be dominated by psychological factors, alongside issues of a restrictive learning environment and difficulties in achieving work life balance. The dominant enablers were people, deriving from all aspects of the participants' life-world. To aid successful participation in the learning activity under investigation two key recommendations are made to the programme managers and facilitators: i) the facilitation and encouragement of communities of practice and, ii) the development of links between the programme provider and employers. Further to this, this study suggests that, following further research to establish transferability and usability, the matrix has the potential to contribute to wider practice as an open, exploratory framework to be applied to a variety of different learning activities as a means of identifying areas of improvement or change.

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Ison, William T. (William Travis). "Prediction of Achievement Scores for Adult Learners Using the Productivity Environmental Preference Survey (PEPS): an Exploratory Study". Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc279302/.

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This study attempted to determine, given an individual's learning environment preference as determined by Alone/Peer Oriented scale of the Productivity Environmental Preference Survey (PEPS), if achievement scores could be predicted when given either an individual or a peer-group teaching environment. Participants were graduate students (n = 18) enrolled in a graduate course.

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Regan, Jeanette. "The dance of learning on encounters in adult second-language learning". Bern Berlin Bruxelles Frankfurt, M. New York, NY Oxford Wien Lang, 2008. http://d-nb.info/996091572/04.

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Ierna, Adrian. "Entering the adult world : the experiences of young adults with learning disabilities of social support during the transition into adult services". Thesis, University of Leicester, 2014. http://hdl.handle.net/2381/28796.

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The transition into adulthood has been identified as a key life event for people with learning disabilities, entailing the departure of services which are well known and entry into unfamiliar systems. Social support has been conceived as having a stress buffering role. It has also been contended that social support is itself important to the mental health of people. It was hypothesised that the role of social support in the transition period would be important, particularly as the transition process itself may change the structure of the support network around the individual. Traditional concepts of social support have been criticised as lacking conceptual clarity and of being of limited ecological value. They do not take into account the context of relationships which are entailed and the ambiguous nature of support. Moreover, no studies have examined the views of people with learning disabilities about their experiences of social support. This study aimed to use in-depth interviews to explore the views of people with learning disabilities about their experiences of social support. Six young adults with mild to moderate learning disabilities were interviewed about their experiences of leaving school and the support that they received at that time. A grounded theory methodology was used to code the transcripts. The analysis identified various challenges that occur during the transition years. It also delineated the interplay between self-reliant coping responses and social support coping strategies which participants used to respond to these challenges, with particular attention being drawn to the different pathways to attaining social support and the distinction between unsought social support and initiating support interactions. The intervening conditions of relationships and locations were related through this process. The properties of relationships were discussed, as were the important contextual factors of control and identity. Strategies used to manage social relationships were related both in terms of maintaining positive examples but also in terms of managing conflict within those relationships. The theoretical and clinical implications are discussed.

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Akdemir, Omur. "The effects of matching and mismatching learning style and instructional strategies on online students' perception of learning outcomes". Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2005. http://wwwlib.umi.com/cr/syr/main.

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Pitt, Robert Michael. "Journeys into lifelong learning : experiences of adult learners returning to formal learning". Thesis, University of the West of England, Bristol, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.444529.

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37

Mace, Heather A. "Hybrid learning: Understanding experiences in adult secondary education". Thesis, University of Ottawa (Canada), 2008. http://hdl.handle.net/10393/27776.

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Adult learners returning to school to complete a secondary diploma are faced with a range of extrinsic and intrinsic factors influencing their ability to engage and commit to their education (Cantor, 1992; Entwisle, Alexander, & Olson, 2004; Klein, Noe & Wang, 2006). The needs of these adult secondary learners (also known as mature learners) challenge educators to adapt programs to improve learning experiences. One avenue is technology which has changed the face of traditional classrooms at all educational levels (Becker, Ravitz, & Wong, 1999; Dawley, 2008). Particularly, eLearning has been associated with constructivist environments where flexibility and accessibility enhance learning experiences (Kassop, 2003; Johnson, 2001; Neo, 2005). Conversely, eLearning can isolate learners where technological frustration or learning anxiety translate into attrition rates ranging from 30--80% (Flood, 2002; King, 2002). Characteristics such as lack of self-directedness and motivation among mature learners suggest that pure eLearning is not ideal (Flood, 2002; Packham, Jones, Miller, & Thomas, 2004; Schrum & Hong, 2002). To support the needs of mature learners, an alternate course modality was explored. Blending classroom and online learning into a hybrid course offered a potential balance for mature learners (Berge, 2006; McCray, 2000; Skill & Young, 2002). The purpose of this inquiry was to understand the teaching and learning experiences of mature learners and their instructor within a hybrid course. A case study research approach was adopted, and multiple data collection methods helped construct a multifaceted description of the participants' experiences. The findings point to benefits of hybrid learning for mature learners, while also highlighting the skills of the learners and the role of the instructor as influential in the learning experience. The perspectives revealed in this inquiry allow us to envision how hybrid learning could shape a more dynamic learning experience for mature learners.

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Tucker, Gail L. "Significant learning experiences of adult learners with ADHD". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0025/MQ62159.pdf.

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39

Glaser, Rollin. "Facilitating adult learning in semi-autonomous work groups /". Access Digital Full Text version, 1992. http://pocketknowledge.tc.columbia.edu/home.php/bybib/1106268x.

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Thesis (Ed.D.)--Teachers Colloge, Columbia University, 1992.
Includes tables. Typescript; issued also on microfilm. Sponsor: Jack Mezirow. Dissertation Committee: Elizabeth Kassl. Includes bibliographical references (leaves 338-355).

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40

Clowater, Lois Ilene. "Significant learning experiences of adult learners with ADHD". Thesis, University of New Brunswick, 1997. http://hdl.handle.net/1882/730.

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41

Koop, Sandra. "A case study in adult participation in learning /". Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59878.

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Abstract (sommario):

This case study examines adult participation in learning. Ethnographic methods were employed to document classroom processes and participant perceptions in an adult basic education class. Classroom observations showed that learner participation was for the most part initiated by the teacher rather than by the students. Analysis of the data indicated a close link between the defined teacher and learner roles and the participants' shared perceptions of the teacher as the expert. Analysis also showed that teacher-student interaction was influenced by the teacher's past teaching experience and by her perceptions of the students and their needs. The results of this study demonstrate a need for teacher preparation designed both to increase awareness of appropriate adult education methods, and to provide experience in active learner participation. The study also highlights the importance of dialogue between teachers and learners as a means of involving learners in the learning process.

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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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Goldspink, Sally. "A phenomenological exploration of adult, asynchronous distance learning". Thesis, Anglia Ruskin University, 2017. https://arro.anglia.ac.uk/id/eprint/703124/1/Goldspink_2017.PDF.

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This practitioner-led study explores the subjective experience of distance learning. The ability of this mode of education to offer deep learning opportunities is questioned in the academic literature; an impression compounded by the gap between contemporary notions of transformational learning and organisationally led appraisals of distance learning. Therefore, this research is distinct because investigative attention is placed on person-centred understandings of distance learning alumni. To address the research question, the qualitative methodology of Interpretative Phenomenological Analysis (IPA) is used as approach, process and method. The small scale research design features individual, in-depth telephone interviews followed by a transcript verification meeting. In IPA, the power of the single and collective voice of participants is recognised through systematic description and interpretation. To aid reflexivity and rigour, a methodological extension entitled ‘echoes’ innovatively contributes to the six steps of IPA analysis. Interpretative insights reveal the participants’ transformational learning, visible through five pedagogical tenets associated with the notion of self-connected learning. Self-connected learning is an original contribution to educational knowledge, and encapsulates the embodied experience of learning for the self, nurtured in a caring environment to empower ongoing self-efficacy, curiosity and choice. Transformational change is observed when the participants turn their gaze inwards, embracing new ways of thinking and acting, with tutors providing stability whilst encouraging intellectual risk-taking. Importantly, the consequences of the learning experience are noted after course completion through real-life integration. Temporal outcomes show distance learning as conducive to significant and relevant learning when embedded in a learning atmosphere of care, consistency and supportive challenge. The detailed application of IPA allows for transferability, whilst making no claims of generalisability. Instead, ideas are offered to encourage confidence and self-learning via pedagogic assumptions, distance learning curricula, and tutor actions. Recommendations are also suggested regarding future educational research and IPA practice. When distance learning is understood as an embodied experience, new conversations about the integration of humanistic educational ideals can go hand-in-hand with advancements in technology.

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Krasniuk, S. O. "Adult learning technologies in the European Union countries". Thesis, Київський національний університет технологій та дизайну, 2018. https://er.knutd.edu.ua/handle/123456789/10707.

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45

Goldspink, Sally. "A phenomenological exploration of adult, asynchronous distance learning". Thesis, Anglia Ruskin University, 2017. http://arro.anglia.ac.uk/703124/.

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Abstract (sommario):

This practitioner-led study explores the subjective experience of distance learning. The ability of this mode of education to offer deep learning opportunities is questioned in the academic literature; an impression compounded by the gap between contemporary notions of transformational learning and organisationally led appraisals of distance learning. Therefore, this research is distinct because investigative attention is placed on person-centred understandings of distance learning alumni. To address the research question, the qualitative methodology of Interpretative Phenomenological Analysis (IPA) is used as approach, process and method. The small scale research design features individual, in-depth telephone interviews followed by a transcript verification meeting. In IPA, the power of the single and collective voice of participants is recognised through systematic description and interpretation. To aid reflexivity and rigour, a methodological extension entitled ‘echoes’ innovatively contributes to the six steps of IPA analysis. Interpretative insights reveal the participants’ transformational learning, visible through five pedagogical tenets associated with the notion of self-connected learning. Self-connected learning is an original contribution to educational knowledge, and encapsulates the embodied experience of learning for the self, nurtured in a caring environment to empower ongoing self-efficacy, curiosity and choice. Transformational change is observed when the participants turn their gaze inwards, embracing new ways of thinking and acting, with tutors providing stability whilst encouraging intellectual risk-taking. Importantly, the consequences of the learning experience are noted after course completion through real-life integration. Temporal outcomes show distance learning as conducive to significant and relevant learning when embedded in a learning atmosphere of care, consistency and supportive challenge. The detailed application of IPA allows for transferability, whilst making no claims of generalisability. Instead, ideas are offered to encourage confidence and self-learning via pedagogic assumptions, distance learning curricula, and tutor actions. Recommendations are also suggested regarding future educational research and IPA practice. When distance learning is understood as an embodied experience, new conversations about the integration of humanistic educational ideals can go hand-in-hand with advancements in technology.

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46

Jenkins, Timothy Edward. "Adult learning outcomes based on course delivery methodology". CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2853.

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This study compared student satisfaction and academic performance in online and face-to-face classes. 105 ITT Technical Institute students who were simultaneously enrolled in one online course and two on-campus courses were surveyed and interviewed. Factors examined included student to instructor communication, student to student interaction, content selection for online courses and course management for online courses. Sixty-four percent of the students did not pass their online courses and expressed dissatisfaction with the learning process. Course components and processes that could be improved were identified.

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Adams-Gardner, Myrtle Grace. "Psychosocial barriers to participation in adult learning and education: Applying a psychosocial Interaction model". University of the Western Cape, 2018. http://hdl.handle.net/11394/6555.

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Magister Educationis (Adult Learning and Global Change) - MEd(AL)
Adult learners’ perception of factors that are internal to their perceived control of their lives can be challenging to overcome when making a decision to participate in learning. There are complex relationships between psychological, and social barriers to participation in adult learning. Psychosocial barriers can deter adults’ participation in learning programmes. Understanding the nature of such barriers can enable policymakers, educators and adult learners create strategies to reduce such barriers in order to increase adults’ participation in adult learning. This study investigated the research question: What are adult learners’ perceptions of psycho-social factors that undermine participation in adult education and learning? The psycho-social interaction model adopted as a conceptual framework allowed the study to contextualise and analyse the effects of socio-economic status on the adult learner’s decision and readiness to participate. The model provided the broad segments of the adult learners’ pre-adulthood and adulthood learning years and through a thematic analysis attempted to analyse psychosocial factors that emerged as barriers to participatory behaviour in learning. An interview guide was used during a semi-structured interview. The study investigated a group of adult learners attending a non-formal learning programme in Central Johannesburg, South Africa. The selection of participants included 6 males and 4 females between 21 years to 49 years of age. The study findings showed that the adult learners’ perceptions of family support as well as the learning environment support are key enabling factors, which assist the adult learner to develop learning capabilities. Negative experiences with prior schooling was also described as a psychosocial barrier to participation. Age was a socio-economic variable that influenced the type of stimuli participants identified as a psycho-social factor which influenced their decision to take up further learning. Adult learners felt confident to successfully complete their current and future studies however perceived their learning press as a motivating factor that impacted their decision to participate. Findings also suggested that experiences of adult learners are unique to their specific context and educational planning can integrate ways to address enhancement of learning experiences for a diverse learner audience in non-formal learning programmes. The study concluded that while adult learners acquire social competencies through accessing non-formal programmes, further learning support is necessary to overcome the social and psychological complexities needed to develop basic academic learning capabilities.

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Bayliss, P. J. "Current changes in adult education". Thesis, University of Sheffield, 2001. http://etheses.whiterose.ac.uk/10242/.

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The subjects of this thesis are the current changes in adult education and their effects, focusing on the provision of local education authority (LEA) adult education. I have discussed the past century of adult education and related more recent policies to a case study of an adult education centre. LEA management structures of five counties were analysed and linked to their adult education provision. Within these counties I have investigated LEA adult education providers' partnerships, particularly those with secondary schools and further education (FE) colleges. Structured interviews were conducted with students, county administrators and a Department for Education and Employment (DfEE) adult education policy team leader. Lifelong learning is high on the political agenda throughout Europe, both for its alleged ability to improve national competitiveness and for the promotion of social cohesion. Yet at the same time LEA adult education has been marginalised as a direct result of government policy. Legislation weakened local authorities and divided the curriculum which left only the, so called, 'leisure' classes for adults to be organised by LEAs. Moreover, marketplace competition between providers has inhibited collaborative partnership. In the 2000 Learning and Skills Act, LEAs have the opportunity to make a 'key contribution' to the provision of adult education. The results of my research suggest that some LEAs must restructure and then cultivate harmonious partnerships in order to play a major part in developing a learning society.

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Gilliam, Janice Hoots. "The Impact of Cooperative Learning and Course Learning Environment Factors on Learning Outcomes and Overall Excellence in the Community College Classroom". NCSU, 2002. http://www.lib.ncsu.edu/theses/available/etd-20020104-160957.

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ABSTRACTGILLIAM, JANICE HOOTS. The Impact of Cooperative Learning and Course Learning Environment Factors on Learning Outcomes and Overall Excellence in the Community College Classroom. (Under the direction of Carol E. Kasworm.)This study tested the theory of social interdependence by examining the impact of cooperative learning (CL) in comparison to traditional instructional methods (identified in this study as non-cooperative learning, NCL) on 12 course learning environment factors, learning outcomes, and overall excellence of instruction and courses. It also investigated the relationship of 12 course learning environment factors on learning outcomes and overall excellence of instruction and courses. This study was conducted at a small rural comprehensive community college and utilized over 3000 student ratings of instruction as the primary data. The IDEA Center student rating form (IDEA Center, 1998b) was used to measure these variables. The Questionnaire on the Use of Cooperative Learning (Cooperative Learning Center, 1991) was used to identify faculty who taught courses integrating cooperative learning (CL) and those not integrating cooperative learning (NCL). Quasi-experimental representative design guided the investigation of an experimental group (students in CL courses) and a comparison group (students in NCL courses) comparing course learning environment factors, learning outcomes, and overall excellence of instruction and courses. Student ratings of CL courses were significantly higher than NCL courses on learning outcomes (p-value of .007). Additionally, CL courses were significantly higher than NCL courses on 10 of 12 course learning environment factors and learning outcomes. Six of these ten variables were significant at the .01 level. The difference between student ratings of CL and NCL courses on overall excellence was marginal (p-value of .042). The most significant finding was the impact of course learning environment factors on learning outcomes and overall excellence of instruction and courses, each with p-values of .000. A large portion of the variance in student ratings of learning outcomes (82%) and overall excellence of instruction and courses (88%) could be attributed to the course learning environment factors. This study was one of the first to extensively examine the theory of social interdependence through the impact of cooperative learning on student ratings in a community college. It also investigated how course learning environment factors impacted student ratings of learning outcomes and the overall excellence of instruction and courses.

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Carpenter, Christine. "The experience of spinal cord injury as transformative learning". Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/30422.

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The purpose of this study is to explore individual conceptions of the experience of traumatic spinal cord injury from the perspective of adult learning. A qualitative research approach was chosen as the most appropriate to explore these meanings. The methodology for this study was both descriptive and interpretive. Data collection took the form of semi-structured in-depth interviews. The research was essentially exploratory. Commonalities of meaning attributed to the injury were revealed through analysis of the data and grouped into three thematic categories; rediscovery of self, redefining disability and establishing a new identity. These themes, whilst representing commonalities, revealed the complex and multidimensional nature of each individual's experience. The disability and overall sense of loss were initially symbolized by the physical changes or the external experience of disability. These are separate from the internal concept of 'self ' which was perceived by the individuals as being the same as pre-injury. The findings suggest that an inner conflict between the external or public 'self ' and the internal or private 'self ' develops which can best be described as an experiential split. The theme of rediscovering self is concerned with those components of the post-injury experience which inhibit or facilitate a reintegration of the internal and external selves. The inhibiting factors identified included the loss of control over physical functioning and capabilities, alienation from the 'real world,' the restrictive environment and instructional limitations of the rehabilitation facility and the attitudes of health professionals. The process was found to be facilitated by the continuity of their sense of self, a gradual build-up of a new framework of experience and personal resources accrued from their pre-injury history and social context. The theme of redefining disability was achieved by challenging the attitudes and stereotypes espoused by health professionals and society, and an assimilation of a new sense of coherence. The latter was seen as occurring through attributing meaning to the cause of the injury, expanding the range of available options and developing new value priorities. The third theme of the establishment of a new identity was found to be associated with making comparisons with others by which self-esteem can be enhanced, by association and dialogue with a peer minority, by creating intimacy with significant others and new ways of interacting with society. These themes bear little relationship to the instructional content of current rehabilitation programs, and defy explanation through the traditional learning perspective of skill acquisition and behavioral change which has dominated rehabilitation practice, and to which research is primarily directed. The data yielded a way of understanding the experience of spinal cord injury which is not adequately expressed in the literature. It became apparent that these individuals were engaged upon a complex learning process. A theory of transformative learning proposed by Mezirow was introduced as a possible alternative, or adjunct to, the educational model of rehabilitation service provision. Central to this theory are two dimensions of meaning described as meaning schemes and meaning perspectives and the unique adult characteristic of critical reflection. The subjects in this study recognized the learning involved in questioning old meaning perspectives and creating new ones. By reflecting and acting on these new meaning perspectives the facts and implications of disability became integrated into a chosen lifestyle. Implications for rehabilitation practice are that the target of an educational intervention may not, in fact, be the clients but the health professionals involved in providing instruction and care. A greater understanding of the experience of traumatic spinal cord injury over time, and the uniquely individual learning process involved, would facilitate a more client centred and relevant approach to instruction.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate

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