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2004 Conference (Indianapolis, Indiana : IUPUI)
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Browsing 2004 Conference (Indianapolis, Indiana : IUPUI) by Subject "Adult Learning"
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Item Adult Education And Faculty Development: Expanding The Reach In The Academy(Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2004) Glowacki-Dudka, MichelleThis evaluation study examines how faculty development courses on teaching and learning (OTLA) contribute to the “learning community” at a Midwestern University that promotes engagement “in the discovery of knowledge, the integration of learning experiences, and [faculty’s] applications through civic and professional leadership.” The study has three objectives: 1) Investigate how participation in the courses promotes collegial relationships across campus. 2) Understand the impact of the courses on faculty participants in establishing a collaborative culture around teaching. 3) Recognize the components of OTLA courses that contribute to the collaborative culture around teaching. Through this study, I seek to find ways that collaboration around teaching and learning occurs interdepartmentally at the university.Item Learning To See Through The Invisible: The Problem Of Process In Online Collaborative Learning(Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2004) Dirkx, John M.; Smith, Regina O.Educators are increasingly incorporating collaborative and other group methods into the design of online learning. For the most part, however, these efforts reflect technical-rational views of group process. In this paper, we argue that this view of group process understates the significance of unconscious and invisible processes in online learning. Using psychodynamic theory, we discuss the role of unconscious processes in online learning and pedagogical strategies that may be helpful in making these processes more visible. In The Little Prince we are taught that it is only with the heart that we see rightly and what is essential is invisible to our eyes. We are interested in fostering online learning environments characterized by teaching and learning from the heart. Such an approach, however, requires a richer understanding of the emotional dynamics of online collaborative groups and how deep learning reflects a process essentially invisible to the eye. Online learning programs are increasing at exponential rates (Bishop and Spake, 2003; Kariya, 2003) and many of their participants are adult learners. The design of learning experiences within these programs is also evolving. While early online programs focused largely on transmission and mastery of bodies of information, more emphasis is now being placed on collaborative methods (Bruffee, 1999; Dirkx & Smith, 2003)), such as case study, problem-based learning, and the fostering of learning communities in online contexts. For the most part, these collaborative approaches remain defined within a technical-rational paradigm that stresses subject matter or skill mastery. More expressive dimensions of adult learning, such as fostering awareness of and reflecting on the process and dynamics of individual and group learning remain underdeveloped or ignored by both researchers and practitioners. Yet, adult learning principles and constructivist approaches stress the centrality of meaning-making to learning and the dialectical relationship of the self of the learner with the content and context of learning (West, 2001). Process issues, however, are often difficult to discern even in face-to-face groups and can remain largely invisible in virtual, online contexts. The purpose of this paper is to explore the problem of group process in online learning, to elaborate a deeper understanding of the role of process in fostering deep learning, and to discuss pedagogical strategies that make more visible unconscious emotional processes and dynamics associated with these deeper forms of adult learning.Item 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, HyosunThe 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.Item Presence And Interaction In An Inquiry-Based Learning Environment(Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2004) Stein, David S.; Wanstreet, Constance E.This mixed-methods study examined how interactions facilitated cognitive, social, and teaching presence in inquiry-based learning in a course where learners had the option to choose whether to conduct group work online or in person. Findings suggest that the knowledge learners gained from the course resulted from chats and discussions within their small groups and not from threaded discussions with the entire class. Results also indicate that learners with a high degree of social presence within their small groups developed a relationship that appeared to overshadow their relationship with classmates in other groups. Teaching presence may be affected by whether learners choose to collaborate in person or online and by where they choose to collaborate. The further the group moved away from the instructor’s online or physical presence, the lower the degree of teaching presence the learners felt.