Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2003. / Includes bibliographical references.

The study focused on adult learners in the Bachelor of Technology: Somatology degree (B. Tech) at the Durban University of Technology (DUT). It served to establish the characteristics and experiences of part-time, predominantly adult women learners in order to facilitate their and future generations of formal higher education life-long learners retention , throughput and success rates at DUT. This is in response to national policy directives from the Department of Education and communiques from various non-profit organisations (NPO's) and political groups . The aim of the study was to gain a deeper understanding of the factors that motivate, facilitate and detract from part-time learner's formal learning experience in order for the Department of Somatology at DUT to consider ways to address these needs. A questionnaire and focus group discussion were used to acquire data from the current cohort of B. Tech. Somatology learners. The taped discussion was subsequently transcribed and the data obtained was analysed and interpreted by means of thematic analysis. Three major themes that related to the literature, the conceptual framework and the title of the study emerged as descriptions of the adult women learners' characteristics and experiences within their communities, their work and DUT. The dissertation concluded with a summary of the findings which directly related to the testimony of the adult learners' experiences as continuing formal higher education part-time learners. Recommendations which were recognised as facilitating successful lifelong learning in institutions of higher learning and which could be adopted by DUT's academic and administrative sectors were suggested . / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2006.

Definitions and concepts of learning in the workplace have evolved considerably in the last two decades in response to significant changes impacting most workplace environments throughout the industrialized world. Comprehensive definitions of learning at work go beyond an emphasis on improving performance to consider the workplace as a social environment which can be structured to enhance or thwart adult learning and development. A wider and more socially relevant range of approaches to workplace learning are emerging. / By focusing on learning as a process rather than a product, this study attempts to gain a deeper understanding of the daily informal learning experiences among a group of clerical and secretarial workers. Through interviews and a qualitative research approach it examines the meanings these women attribute to their workplace learning experiences. It explores some of the ways in which women's unique learning capabilities interface with a particular environment.

Thesis (Ph. D.)--University of Florida, 1987. / Description based on print version record. Typescript. Vita. Includes bibliographical references (leaves 94-99).

Thesis (M.A.)--Rowan University, 2009. / Typescript. Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1968. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

No description available.

Using the Federal Bureau of Investigation's (FBI) 212 th session of the National Academy, a residential adult learning environment, as a case study and the 1996 research on participant's perception of residential adult learning environments by Dr. Jean Anderson Fleming, this study examined the relationship among the characteristics (overarching themes: detachment and continuity and descriptive themes: building relationships in residence, learning in residence, and individual change in residence) and how this relationship impacts the participant's attitude of satisfaction with the program. A 33-item Likert scale, developed by the researcher, was used to collect the data from 244 police officers and the Kropp-Verner Attitude Scale was used for measuring the overall participant attitude of satisfaction with the residential learning environment. Demographic data were also collected from the participants to provide an overall profile of the respondents and each police officer had the opportunity to respond to an open-ended question at the end of the survey. Six hypotheses formed the basis of the study and were investigated through bivariate and multivariate analysis. Univariate analysis was used to describe and summarize the collected demographic data, as well as the frequency responses to each statement by the participants, while multivariate analysis was used to determine the best model for the prediction of satisfaction. Positive relationships existed between each of the five independent variables (detachment, continuity, building relationships in residence, learning in residence, and individual change in residence) and the dependent variable, satisfaction. The overarching themes of detachment and continuity were combined to form a new variable, DECONTI. Individually, (bivariate regression) DECONTI was the most significant predictor of satisfaction, while building relationships in residence exhibited no significance. Multivariate analysis (standard and stepwise regression) suggested that the model of DECONTI, learning in residence, and individual change was the best predictor of satisfaction. The analysis of the characteristics of residential adult learning environments and their impact on participant satisfaction was quantitatively supported in this study. The results of this study supported the assertions of Fleming, the literature, and the research questions, while offering new observations and insights into the effectiveness of residential adult learning environments. / Ph. D.

Thesis (Ed. D.)--Graduate School of Education, Oral Roberts University, 2003. / Includes abstract and vita. Includes bibliographical references (leaves 178-200).

The purpose of this study was to identify and specify knowledge and skills needed by adult educators in Thailand. This study provided information for establishing a guide to be used in professional training and in graduate programs in adult education. A three round Delphi technique was used to develop the consensus of findings. The first round solicited open-ended responses from twenty panelists. One hundred and twenty-five knowledge and skill statements, the responses from the first round, were developed into a five-point rating scale questionnaire. This questionnaire was utilized in both Round II and III. Median, mode and interquartile ranges were applied to specify the consensus of the panel of experts. The one hundred and twenty-five knowledge and skill statements, seventy-five knowledge statements and fifty skill statements, were classified into four major categories: teaching, administration, research and general experience. The experts for the study consisted of eleven non-formal education officers and nine university professors in adult/continuing education and non-formal education. From seventy-five knowledge statements, sixteen were rated at the highest priority of importance. Forty-nine statements were rated at above average priority of importance and two statements were rated at average. Eight statements did not meet the interquartile range criterion as a consensus of the panelists. From fifty skill statements, fifteen statements were rated at the highest priority of importance; thirty statements were rated at above average; one statement was rated at average; and four statements failed to meet the interquartile range criterion.