Midwest Research-to-Practice Conference

Permanent URI for this community

https://hdl.handle.net/1805/85

The Midwest Research to Practice Conference in Adult, Continuing and Community Education is a two day meeting held each fall at a major university in the Midwest United States

Browse

Now showing 1 - 10 of 134

Adult Learning Following Job Loss in Mid-Career Workers
(Midwest Research-to-Practice Conference in Adult Continuing, and Community Education, 2004) Benway, Robert F.
Critical theory, social constructivism and transformative learning were used to examine how and in what ways mid-career workers who experience job loss learn how to acquire new passion forlife through their work. Findings of this study were that participants who lost their jobs found new passion in life through work because they were able to construct their identities independent of the hegemonic influences of corporate managers. The implication of this study is that adult education can be used to help people redefine their self-concepts and social concepts, following job loss, and that both of these can lead to positive social change.
Distance Education Learners’ Perceptions In Learning Computer Technology: Implications For Practice
(Midwest Research-to Practice Conference in Adult, Continuing, and Community Education, 2004) Atchade, Pierre Jacques
Distance education demand explosion since the 1990s is expected to continue over the next ten years. As technology gets better, distance education courses will increase both quantitatively and qualitatively and will eventually compete with the largely text- and instructor-based courses taught in all institutions. Using online questionnaires, semi-structured interviews, and lab and class observations to explore the perceptions of twelve K-12 teachers and administrators as they learned computer technology (QuizEditor JS, and WebQuest Generator) taught in two ways: Audio-video conferencing and online, four categories of learners emerged: (1) the mentor,(2) the mentee, (3) the illiterate, and (4) the “context bound (Atchade, 2002).” This study suggests alternative ways learner-learner interaction could be organized to maximize student learning and minimize teacher’s work.
New Diversity Publishing Outlet: Adult Educators Overcome Exclusionary Policies
(Midwest Research-to Practice Conference in Adult, Continuing, and Community Education, 2004) Armstrong, Keith B.; Nabb, Lee W.
Research strongly supports the notion that publishing houses lack sufficient diversity in both high and middle-level staff members to allow for a diverse philosophical outlook and appreciation to fairly support underrepresented groups wishing to publish their research findings in multiculturalism, gender/sexual orientations studies, race and class. Resultantly, these biases confront both adult educators and other authors writing in the areas of social justice and diversity. This presentation will investigate the historical factors of exclusion in the publishing industry, and more specifically within university presses, to explain an initiative (praxis) launched to open access by way of creating a progressively new adult education publishing concern at the University of Wyoming: the College of Education Monograph Series’ American Adult Educators.
Leadership And Ethics: Grounded Theory Versus Today’s Fad
(Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2004) Baley, Charles A.
A universal code of ethics, in the context of corporate and institutional leadership, effectively functioning within the influences of a global culture, could be a powerful factor in positive differentiation, performance, and success. In the general absence of such a code, it is my opinion, consultants, entrepreneurs, and for-profit entities have resorted to applying interpretive knowledge without valid theory or research to fill this gap that I perceive to be left by the field of adult educational practice and scholarship. There is a need, an obligation, and an opportunity for the field of educational practice to reclaim a prominent position of influence in leadership and ethics particularly in the global domain of cross cultural knowledge development.
The Role Of Community Wide Input In Defining Economic Development Strategies And Plans: A Case Study Of An Agrarian Community
(Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2004) Bricker, Jimmy T.; Cordes, Sam M.
This case study describes the process by which a county-based Extension Educator used a survey process to help focus and facilitate local stakeholders who were concerned about economic development challenges. A small committee's involvement in the survey design created a forum and focus for the committee to think carefully and thoughtfully about potential options and strategies, rather than simply making the global statement that economic development is a priority. Although the survey design did not meet the highest standards of scientific scrutiny, it is argued that the results (a) were intuitively on target (b) provide more information than would have otherwise been the case (c) stimulate discussions and community dialogues that will lead to a greater chance for consensus and buy-in and (d) generate a community decision making process that is ultimately better informed, more transparent and thoughtful.
Technology Training For In-Service Teachers – An Evaluation
(Midwest Research to Practice Conference in Adult, Continuing, and Community Education, 2004) Banerjee, Rimjhim
A process to determine impact is needed for all training programs. The Tech Mentors Program, a three-year initiative of the PT3 project at Florida International University, focuses on the professional development of cooperating teachers in the Miami-Dade County School District as a key strategy for improving teacher education. In the first year of this program, 100 participating teachers received a full week of technology training and agreed to accept a FIU intern in his/her classroom in fall 2002 or spring 2003, use what he/she learns to support technology integration into the student intern’s field experiences, and mentor the intern and help to evaluate his/her use of instructional technology. Since data has not been gathered regarding the impact of technology training on classroom mentoring practice and student intern achievement, the purpose of this evaluation study is to determine whether the program actually helps cooperating teachers to acquire the required knowledge, skills and dispositions to mentor teacher education students. Kirkpatrick’s model of evaluation is used as a framework to build the evaluation questions. Based on the results in each level of the evaluation, the program has been successful in providing the Miami-Dade public school teachers with the much needed technology integration training.
The Work, The Worker And The Machine: Learning Through Communities Of Practice In Manufacturing
(Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2004) Brockman, Julie L.; Dirkx, John M.
This study examined the learning process associated with problem solving contexts among manufacturing workers. Using a modified critical incident method, we interviewed twenty machine operators from three organizations about problems they encountered in work. The findings suggest that learning is mediated through a triadic, dialogical relationship of the worker, the work, and his or her machine. The ongoing process of becoming a machine operator is embedded in these relationships and within a broader community of practice. Recent changes in the nature of work and the workplace are renewing emphasis on workrelated learning. Many of these changes are being implemented to help organizations remain competitive. Organizations are using formal training programs to help their workers address this need. As Rowden (1966), suggests, “a literate, educated, inquisitive, problem solving workforce is essential to the survival and competitiveness of business and industry” (p.3). The U.S. industry spends more than $120 billion annually on formal training programs and related costs (Day, 1998). Yet, the effectiveness of such training programs remains in question. Only a small minority of workers regard the knowledge and skills they gained through employers’ training programs as important (Livingstone, 2001). Furthermore, craftsman, laborers and operators are not able to use their skills and abilities within their work and are dissatisfied with opportunities to improve their skills (NRC, 1999; Freeman, 1999). Such studies raise questions about the applicability of formal workplace education and training to what it is that workers need to know. Nowhere is this problem more evident than in the relatively new area of training for problem solving among front line manufacturing workers. As the limitations of formal training for problem solving have become increasingly apparent, more attention has turned to informal learning in the workplace and the role that the work context itself plays in developing requisite knowledge and skills among manufacturing workers. In this study, we focus on workers’ experiences of problems within the context of their work and how these contexts foster their learning and development.
The Most Frequent Lenses To See Recent Program Planning For Adult: 1999-2003
(Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2004) Cho, DaeYeon; Kim, Hyosun
The purpose of this study is to provide information regarding which theoretical framework has been frequently involved into healthy debate in the field of program planning for adults during the past decade. Also, which research methodologies have been used during that period needs to be answered for future study. By using the ERIC database, 14 articles and 11 proceeding papers were analyzed. The findings indicated that political negotiation approach has viewed as the most popular research issue. Integrative approach has also been frequently studied in recent years. However, the linear essence of the traditional model continues to play a dominant role for many practitioners. Until today, qualitative methods are mainstreams in this field. Also, in order to link practice and theory, both qualitative and quantitative studies are recently contributing to develop a theoretical framework and provide empirical evidences in various settings.
Exploring The Relationship Between Learning Style And Critical Thinking In An Online Course
(Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2004) Conceicao, Simone
As online courses become more widespread in adult education programs, adult educators begin to explore teaching strategies that effectively facilitate student learning based on different learning styles. One teaching strategy commonly used in online courses to develop adult learners’ critical thinking skills is the discussion forum. Using online discussion forums in courses, often some students lack effective strategies for participating in discussion forums in courses. Therefore, this study explores the relationship between learning style and critical thinking in an online course that used discussion forums and concept maps as teaching strategies. Learning strategies used by students in the course were assessed using a Kolb-based learning style inventory. Students’ critical thinking skills were assessed by asking them to create concept maps of the reading materials and discussions in the course. Findings of this study show that there was no relationship between learning style and critical thinking; however, it suggests that individual factors (learner’s competency using concept map software, learner’s motivation about topics discussed, and individual learning style) and group factors (combination of learning styles in a group and group facilitation) influenced the ability of students to demonstrate successful critical thinking skills in the course. As online courses become more prevalent in adult education programs, adult educators explore teaching strategies that more effectively facilitate student learning based on different learning styles. A variety of teaching strategies for the online environment have been offered to practitioners in articles and books; however, few studies examine these teaching strategies based on student learning styles. One teaching strategy that is commonly used in online courses is the discussion forum. In an online discussion forum, a group of learners engages in a computer-mediated interchange of ideas through e-mail, chat, or bulletin board technology. As in a face-to-face discussion, each message is seen by all members of the group, but the lack of direct personal contact presents certain challenges. In my experience with discussion forums in courses, I have observed that some students lack effective strategies for participating in this activity. Therefore, as part of my Scholarship of Teaching and Learning (SoTL) research, I proposed to explore the relationship between learning style and critical thinking in an online course that uses discussion forums and concept maps as teaching strategies. My initial conjecture was that certain learning strategies would help learners be more successful in online discussion forums. To study this issue, I offered an Internet-based course using online discussion forums with the purpose of fostering learners’ critical thinking skills. The learning strategies used by students in the course were assessed using a Kolb-based learning style indicator. Students’ critical thinking skills were assessed by asking them to create concept maps of the reading materials and discussions in the course.
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.

Browse

Browsing Midwest Research-to-Practice Conference by browse.metadata.dateaccessioned

Results Per Page

Sort Options