Browsing by Author "Conceição, Simone"

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    An Evaluation Of The Use Of Learning Objects As An Instructional Aid In Teaching Adults
    (Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2003) Conceição, Simone; Lehman, Rosemary
    The purpose of this study was to investigate the effectiveness of learning objects in the CD-ROM format for the teaching of introductory American Sign Language to adult learners. A controlled experiment was used to evaluate the effectiveness of the use of the learning objects to enhance student learning. Findings suggest that there was no indication that the use of learning objects on a CD-ROM affected students’ scores at any level of assessment. Reasons for the learning objects not affecting student outcomes were found in the qualitative comments that the students made in the survey. The reasons included: learners’ inexperience in using the technology and the difference between signs being taught in the classroom and on the CD-ROM. Recommendations for the future application of learning objects as instructional aids are presented.
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    Linkage Between Learning Style And Experiential Learning In Nonformal Education
    (Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2004) Conceição, Simone
    Taking into consideration travel as an experiential learning activity that can lead to adult’s improved psychological well-being and increased life satisfaction; this paper describes a study of the relationship between learning styles and experiential learning in nonformal education. During a nonformal education trip, participants traveled to five locations in Brazil where they interacted with local people, observed the regions’ ecosystem, and experienced local activities. Data results show that individuals scored high on the type of activities that were in agreement with their preferred learning style, based on Kolb’s (1984) experiential learning style model. When analyzing the relationship between the learning style inventory and learning activities, one might speculate that doers and feelers are more likely to participate in learning experiences through travel due to their interest in concrete experience and active experimentation. The results of this study can have practical implications in improving adults’ quality of life and enhancing learning through travel by designing programs that provide a variety of activities that appeal to all learning styles.