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Browsing by Subject "Learning Theories"
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Item THE EXPERIENCE OF REAL WORLD CONTEXTS IN VIRTUAL ENVIRONMENTS:(2005-09-27T17:26:46Z) Smith, Regina O.; Dokter, Christina; Dirkx, John MThe purpose of this qualitative case study was to develop a deeper understanding of adult learners’ experiences participating in an online, problem-based course, and to enhance our understanding of PBL as a means to foster a sense of context in these environments. The findings the perception of meaningful context, is constantly mediated through differences among group members, and the need to manage group and interpersonal processes, particularly around unresolved issues of authority and intimacy. Implications for adult educators are discussed.Item 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, SimoneAs 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.Item Linkage Between Learning Style And Experiential Learning In Nonformal Education(Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2004) Conceição, SimoneTaking 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.Item 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.