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The main purposes of this study were to learn how frequently the faculty members of the College of Education used selected adult learning principles in teaching and how aware their students were of being taught with those principles. Five principles of adult learning were measured: (1) using the experiences of learners in teaching, (2) allowing for individual differences, (3) allowing for different teaching and learning styles, (4) guidance toward self-directed learning, and (5) providing evaluation/feedback.Respondents of this study consisted of all faculty members (the number was 82) and 160 students. Data were collected by using two six-point scale instruments.Findings1. Responses of the faculty members classified by departmental membership, sex, age, years of teaching experience, civil service grade, and language used at home, how frequently they used the five selected adult learning principles were almost the same in all classifications, except the responses of the faculty members who spoke in the Indonesian language in their use of the principle of using the experiences of learners in teaching. 2. Responses of the students classified by departmental major, sex, years of study, and part-time and full-time status about how frequently their teachers used the five selected adult learning principles indicated almost the same percentages among sub-classifications.3. Faculty members' reports were higher or "different" from students' reports about using the principles of (1) using the experiences of learners in teaching, and (2) providing evaluation/feedback. Faculty members' reports were "almost the same" as students' reports about using the principles of (1) allowing for individual differences, (2) allowing for different teaching and learning styles, and (3) guidance toward self-directed learning.Conclusions1. Seemingly, classification by department, sex, age, years of teaching experience, civil service grade, and language used at home did not influence how frequently the five selected adult learning principles were used by the faculty members, except in their use of the principle of using the experiences of learners in teaching by the faculty members who spoke the Indonesian language.2. Seemingly, classification by department, sex, years of study, and part-time and full-time status did not influence how frequently students reported being taught using the five selected adult learning principles.3. Faculty members reported use of the five selected adult learning principles were almost the same as students' reported experiences of being taught with those principles, with the exception of the principles of (1) using the experiences of learners in teaching, and (2) providing evaluation/feedback, which were higher than students' reports. / Center for Lifelong Education

<p> This study investigated the role of the social media niche of micro blogs in workplace learning. Micro blogs consist of messages containing fewer than 140 characters that are sent to a broad audience. Using the #lrnchat group as a case study, a mixed method study was designed. Through a survey followed by in depth interviews, the researcher sought to understand how micro blogs are being used currently to support workplace learning and whether the micro blog group functioned as a community of practice. Once participants discovered #lrnchat, they had a high level of engagement with the group. The information shared in the group is of value in the workplace to participants and is used on a weekly basis. When compared to other sources of professional development, the #lrnchat group ranked high in terms of the timeliness of responses received and the quality of information provided by the group. During the interview, participants were asked about best practices in participating in a micro blog group for the purpose of learning. The responses included being selective on who they follow on the micro blog and avoiding trying to read everything that comes through on the feed. When determining whom to follow on a micro blog, a user is determining what kind and quality of information to add to their individual feed. For this reason it is important to be selective on what streams one chooses to follow. Also, when consuming information from the feed, it is important to take in what is possible and not try to read everything as it becomes overwhelming and loses value. The final finding was that measurements of open communication, shared vocabulary, recalling previous lessons, and learning from one another all indicated at some level that the #lrnchat group functions as a community of practice.</p>

<p> This study examined the perceived value of academic support service types for post-secondary students with learning disabilities in the Christian higher education milieu. Grounded in a model of service utilization (Pescosolido, 1992), the research methodology applied in this study addressed the following research question: What is the perceived value of academic service types to provide support for individuals with learning disabilities from the perspective of post-secondary student participants, specifically at accredited institutions of the Association for Biblical Higher Education (ABHE)? Results reported student perceptions of the value of academic service types&mdash;both personally utilized and theoretically rated. The results of online survey responses, representative of eligible individuals selected by a criterion sampling protocol (N = 116) from 17 colleges and universities, indicated that the categories of accommodations perceived most valuable by students who utilize intervention services were those that were relationally implemented. Student respondents as an aggregate reported personally utilizing all categories of the 16 academic service types set forth by the researcher. Assistive technology was the only category found not to be statistically significant when value rated by survey respondents. Conclusions related to the three qualitative thematic findings emergent from the open-ended survey questions are reported. These qualitative themes include a focus on relational connectedness, the importance of self-understanding, and an expressed concern with the attitudinal perceptions of academic service program offerings. The conclusions of this study are purposed to assist program directors, researchers, and other practitioners in implementing academic services for post-secondary students with learning disabilities.</p>

<p> A common plea in missions is the need to train pastors and church leaders for the rapidly multiplying churches in the Majority World, resulting in numerous formal and nonformal theological education training programs. In spite of these efforts, many rural churches remain without pastors. </p><p> Using appreciative inquiry and participatory action-reflection research methods, together with 49 participants consisting of church elders and representatives of women, youth, illiterate members, and church ministers from 6 churches in the Northwest Region of the Ethiopian Kale Heywet Church, this study examines the factors limiting rural churches from having their desired pastor, describes the ideal minister desired by rural churches, and initiates a training program to train the type of pastors the stakeholders desire. </p><p> The study reveals that rural churches struggle to have pastors because their most desired individuals migrate to urban centers, high numbers of non-wage-earning youth as members limit the economic capabilities of rural churches, and inflexible theological education programs do not take into account or seek to address economic constraints, community education standards, or the size of rural churches. </p><p> The study reveals that rural churches situated in communities that place a high value upon Western-styled education and high levels of certification desire an educated pastor trained through formal theological education using literate communication techniques. This emphasis upon certification frequently results in rural churches selecting individuals to become pastors who do not embody the rural churches' ideal personality or spirituality character traits, commitment to ministry, or age. After receiving theological training, these educated young ministers frequently seek salaries considered inappropriate or not available in rural communities, resulting in their migration out of the rural community to seek higher wages or better educational opportunities, leaving rural churches without trained pastors. </p><p> To fulfill their desire for pastors who embody the characteristics honored in rural communities and who will remain in the rural communities, rural churches must train bivocational semiliterate pastors using nonformal theological education training approaches that combine oral and literate communication techniques.</p>

<p> Desert backpacking, rock climbing, Civil War reenactments, ropes courses, portable initiatives, and rafting are just a few of the mediums that experience-based training and development (EBTD) facilitators utilize to deliver their programs. This transcendental qualitative phenomenological study describes a segment of the EBTD community from the perspectives of 17 training company (TC) professionals. This investigation aimed to discover a) how EBTD programs are conducted, b) where they take place, c) what types of activities they offer, and d) what commonalities programs have. Lack of previous research on the EBTD community created a void that this investigation aimed to fill. The researcher used telephone interviews to gain rich data from participants about the EBTD field, including current program designs, activities used and recent trends. A pattern was discovered, which revealed that over two-thirds of the TCs sampled were using portable initiatives. These EBTD providers used new and innovative activities, including gourmet cooking and programs influenced by eco-racing, to improve workplace performance for the clients partaking in the EBTD programs. The cost of EBTD programs does not seem to have changed over the last 20 years. Two emergent themes found in this research, which have not been mentioned by previous researchers, are the significance of repeat clientele to the businesses success and affiliation of the EBTD TC's to professional organizations. This research did not pose an argument for the validity or lack thereof in the EBTD industry; rather, the research updated and developed a deeper understanding of the EBTD field, including its evolution.</p><p> <i>Keywords:</i> Corporate adventure training (CAT), teambuilding, experience-based training and development (EBTD), portable initiatives, training company (TC).</p>

The purpose of this study was to investigate Inuit values and needs in Inuit Adult Education. These can only originate from the Inuit themselves: those attending and employed in Adult Education Centres in Nunavik, graduates of both vocational and academic adult education programs, Elders, local education committee members, directors of Northern educational institutions and community leaders. This study examined values in Inuit adult education of one Inuit community's educational and community representatives and students, and how these educational needs may be met so as to respect Inuit traditions. In this qualitative study, research methods included: filmed interviews, surveys and open-ended questionnaires, field notes, and participant observation. It was found that the Inuit are in effect finding themselves between two cultures and two education systems. There is a gap in knowledge between the Inuit vision of education and the non-Inuit vision of education. It was concluded that there is a perceived need to integrate the teaching of traditional Inuit skills and knowledge with contemporary curricula: to unite both into a curriculum that embraces the advantages of both traditions and cultures.

Older adults of the 21st century have not grown up with information and communication technology and may not have used computers in their working lives. However, they have experienced the many technological changes of the 20th century. Some changes have fundamentally altered communication, entertainment, and the kinds of knowledge and skills that are sought and valued. These changes are difficult to ignore because of their pervasiveness. In order to actively participate in their lifeworlds older adults face an imperative to adapt and meet new challenges. The purpose of this research was to investigate and interpret the lived experience of laterlife computer learners in non-formal learning environments. The research focused on the interpretation and understanding of the learning experience from the perspective of participants. Hence there is an ontological thread that is grounded in the lifeworld of older adults in Sydney, Australia. A hermeneutic phenomenological methodology was considered suitable because of its emphasis on understanding the lived experience of humans. A qualitative method was used in this study because it enabled existential insights into the learning experience from the perspective of learners and privileged their voices. Fourteen older adults volunteered to participate and were interviewed. Participants identified themselves as laterlife beginning computer learners. Interviews were audio-taped and analysed using an interpretative case study approach. Other analytic tools used were grounded theory, thematic analysis and narrative inquiry. Existential themes were identified and interpreted within a framework of wellbeing. The research found that participants engaged in learning optimistically and that they believed in their abilities and also in the worth of the learning they were undertaking. The learners believed the outcomes from learning would lead to greater opportunity for participation in their lifeworld. Without computer skills and knowledge they believed they would be ignored and relegated to a peripheral position as observers in their lifeworld. By undertaking learning they believed they were taking control of their current and future lives, acting in defiance of developmental theories that suggested ageing was a stage of life and not a process. However, the sense of agency and purpose was not without its pressures and hurdles and learning was perceived to be difficult, dynamic, frustrating and immensely satisfying. Their purposes and expectations were situated in the changing nature of the world and a desire to continue to live their lives authentically, as participants and not spectators. Laterlife computer learners in this study were seen to be learning and growing their lives into a future of their making.

All areas of life require time management, but those skills are especially integral and require a different level of accountability for an individual to be successful in academia or when employed (DiPipi-Hoy et al., 2009; Macan et al., 1990). A study by Janeslätt et al. (2015) measured daily time management of adults and found individuals with cognitive disabilities possessed low daily time management skills compared to neurotypical peers. In a study by Button et al. (2019) the majority of college students with disabilities at one university who sought out support services spent most of their time working on the area of time management. A potential way to address these deficits is a new trending tool to assist students with disabilities to improve time management skills, wearable and mobile assistive technology. The purpose of this study was to determine the effectiveness of a vibrating smart watch (Apple Watch® Series 6) using preprogrammed calendar events to improve the time management skills of students with disabilities.

Thesis (Ed. D.)--Trinity Evangelical Divinity School, 1988. / Abstract. Includes bibliographical references (leaves 193-211).