Browsing by Subject "Adult Learning"

Now showing 1 - 10 of 11
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    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, Michelle
    This 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.
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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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    Helping Adult Learners Plan For Success
    (Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2003) Fein, Erich C.; Ross, Kirk E.
    We recognize there are significant external and internal barriers to effective planning and goal pursuit that are particular concerns for adult learners. Often, these barriers arise from conflicting adult roles (e.g. parent and adult learner), as well from a real or perceived lack of resources. We begin this session by reviewing common barriers to goal pursuit within the adult education environment, and we will explain how these barriers serve as a starting point for the ideas presented in this session.
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    Learning Her Way In: The Life History Of A Latina Adult Educator
    (Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2003) Hatcher, Denise L.
    This paper explores the various learning experiences of a bilingual and bicultural woman of Mexican heritage. The data collection and data analysis were performed with the intent of creating a life history and allowing recurrent themes to emerge. These three recurrent themes were identified as interplay among learning, survival, and spirituality; health, health care, and parish nursing; and multiple and competing contexts. The essential structure that connected all of the recurrent themes was the participant’s learning and the impacts that it had on her lived experiences. In this way, Monica and her life history are the story of a Latina who has learned her own way into a second culture.
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    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.
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    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.
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    Multigenerational Adult Development Research Project In An Online Graduate Course In Adult Learning
    (Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2003) Merrill, Henry S.
    This paper describes research in two arenas. First is a research project using the life course dynamics perspective as a lens to investigate the patterns and timing of life events in multiple generations within extended family. Second is an experiment in the scholarship of teaching to pilot test this research project in an online graduate course in adult development and learning. The course is D505 Adult Learning through the Lifespan. The course description reads: Review of selected adult education literature describing the adult lifespan as it relates to participation in learning projects and adult education programming. Identify how social and cultural forces influence the engagement of adults in the learning process.
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    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.
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    The Problem With Problem-Solving Training In Industry
    (Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2003) Brockman, Julie L.
    This paper challenges the inherent assumptions reflected in the design and administration of the current problem-solving training model using evidence from empirical research, understanding of the realities of worker’s knowledge, skill and ability; the realities of their work environment; and the strong theoretical base within the adult learning literature about adult learners.
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    Specialization and time: Two core principles for adult learning
    (Council for Adult and Experiential Learning (CAEL), 2017-11) Makki Alamdari, Sara; Walton, Betty A.; Moynihan, Stephanie
    Overview: Training plays an important role in the profession of social services to improve the quality of services. Interviewing ten social service providers, data analysis demonstrated that the most important principles pursued by participants are specialization and time. Consistent with adult learning theory, if training is designed to meet these principles, participants will become actively involved in training, and their perceived relevancy and in-depth learning will be improved. Abstract: Training plays an important role in the profession of social services to improve the quality of services through workforce development. Since 2006, the Indiana Family and Social Services Administration, Division of Mental Health and Addiction in collaboration with Indiana University has sponsored training for the staff. Annually, more than 500 trainees attend these in-person statewide workshops. In this study, ten social service providers who attended these trainings were interviewed in order to understand strategies to improve effectiveness of workshops. Grounded theory approach was applied to analyze data. Data analysis demonstrated that the most important principles and values pursued by participants are specialization and time. Participants frequently emphasized the importance of specialized learning tailored toward their needs. Time is also crucial. Adult learners would rather shorter trainings for several reasons. For example, participants leave their workplace for training purposes, when they come back; they face many in-complete tasks, which is overwhelming for them. If trainings are designed to meet these principles, participants will become actively involved in training, and their perceived relevancy and in-depth learning will be improved. These two core principles are consistent with adult learning theory mentioned by Knowles (1980, 1990). According to this theory, understanding of intrinsic value, autonomy, direct impact on the work and meaningful engagement are important components for adult learning. Adherence to these two principles, in designing training for adult, helps meet fundamental components of adult learning theory and attract adult learners. In this case, technology, organizational supportive environment and activities beside and out of workshops can be employed to serve these two principles. It is also helpful to consider dynamics of any specific group of participants to tailor the training toward their needs. In this case, having need assessment a few days before training is recommended to discover expectations.