Thesis (Ed. D.)--Illinois State University, 1988. / Title from title page screen, viewed September 26, 2005. Dissertation Committee: Donald S. Kachur (chair), John A. Dossey, Marcia D. Escott, Ronald S. Halinski, Larry D. Kennedy. Includes bibliographical references (leaves 97-105) and abstract. Also available in print.

Thesis, PlanB (M.S.)--University of Wisconsin--Stout, 2006. / Includes bibliographical references.

The aim of this enquiry was to explore the engagement of adult learners in the classroom. This was done by observing adults learning events, interviewing ABET teachers and analyzing documents in order to gain an understanding of how and when were adult learners engaged in the classroom learning activities. I argued that; if adult learners are to be equipped with knowledge skills and attitudes that will enable them to be active participants in social, political and economic affairs, their classroom learning activities should demand deep engagement and active participation. In the light of the above argument, qualitative research was conducted using, observations, interviews and documents analysis as methods of data collection. Purposeful sampling was employed to select information rich cases with maximum variation to present a range of experiences. The data collected proved valuable in obtaining an understanding on adult learners’ engagement in the classroom. The findings of this research indicate that the engagement of adult learners in the classroom learning activities is minimal and restricted to assessing knowledge rather than empowering adult learners to be active participants in their social political and economic affairs. The study concludes with the recommendations, which briefly suggest a shift from traditional, non-engaging monologic approach to an engaging dialogic approach of teaching. / Professor S.J. Gravett

Approved for public release, distribution is unlimited / Adult learning embraces andragogy, constructivism, Transformative Learning Theory, praxis, and the understanding that not all adults are prepared initially for complete learning autonomy. The concept of andragogy can be traced to the Nineteenth Century, and the volume of follow-on research has reinforced the basic tenants of adult learning. It is, therefore, valid to expect that adherence to adult learning will indicate one measure of the effectiveness of curricula that target adults. This thesis, therefore, analyzes the Center for Naval Leadership Facilitator Training course and the Center for Naval Leadership Learning Site, Coronado Advanced Officer Leadership Training Course curricula for adherence to the adult learning model. The curricula follow adult learning practices to a great extent within the parameters of the military environment and limited resources. / Commander, United States Navy

Web-based education is an important method of instruction across multiple higher education contexts due to its convenience, accessibility, and flexibility. A local college faces demand for online teaching that exceeds the availability of willing faculty. This study investigated instructors' perceptions of online teaching versus traditional classroom instruction to ascertain whether there were systematic differences between online teaching and face-to-face classroom instruction. Transformational learning theory was the conceptual foundation of this study. The study's guiding questions were designed to determine how faculty regarded their experiences teaching online classes and the reasons for their opinions, as well as what limitations faculty thought online education possessed. The qualitative, descriptive study investigated faculty attitudes and beliefs about distance education. The program director sent out 10 emails recruiting voluntary participants; six responded, met criteria, and participated. Criteria included at least 3 years of online teaching experience, where at least 1 class took place using an online format, over the course of 2 semesters. Data collected were coded and analyzed for emerging themes. Findings indicated that participants think distance education is beneficial; however, classroom instruction has strengths online teaching does not. To address the findings, a workshop series aimed at educating stakeholders about distance education was designed and developed. The implementation of the workshop series has the potential to change educators' attitudes and teaching practices at the local college to the benefit of all stakeholders. Further, this study has the potential to inform change at other colleges facing similar challenges. In addition, future studies should explore differences in student satisfaction levels between online education and traditional courses, if any.

By telling and retelling their life stories in everyday social interaction, adult learners describe times of continuity and change in their lives, and give an account of their self-formation. A disjuncture between the learners' life stories and events experienced either in their social context or in their inner life invites their reflection on its significance. Transformative learning occurs when reflection on such experience leads to interpretations which change the learners' meaning perspectives and their social practice. These changes are incorporated into a new version of the life story. Adult education approaches to perspective transformation have generally emphasised the interpretive role of critical reflection and thinking. Autobiography, as a metaphor for transformative learning, proposes that transformative learning also has the quality of a narrative constructed with imagination. Through ongoing interpretation of events in their inner and outer experience, learners compose their lives and their life stories. The social context is a dynamic setting for autobiographical learning. Its structures and institutions concretise the learners' social and cultural tradition, which has been shaped by design and historical circumstance. Through the prejudgments of their tradition, learners perceive reality and construct corresponding lives and life stories. Theoretical approaches to interpreting life experience differ in their estimation of the value of the learners' tradition. In adult education theory and practice, Habermas' critical theory has been enlisted as a conceptual basis for perspective transformation. Little attention has been afforded to either Gadamer's hermeneutic consciousness, or Ricoeur's critical hermeneutics as ways to understand the interpretive activity which leads to the learners' self-formation and the re-invention of their life story. Six former Roman Catholic priests participated in a cooperative inquiry, telling their life stories of remarkable change in life choice. They sought deeper self-knowledge, as well as an understanding of the widespread social phenomenon of Catholic priests choosing to marry. Their autobiographical accounts indicate that, as they gradually composed new life narratives, these learners gained personal authority as the authors of their lives. The stories also indicate that, at one time or other, a state of stagnation developed in the authors' lives. Despite the learners' lengthy periods of consciously attempting to resolve the stalemate, it was an act of spontaneous imagination which illuminated a way through. The explanatory understanding of autobiographical or transformative learning proposed here claims that imagination, which bridges the domains of conscious and unconscious knowing in the author, is a partner with critical reflection in interpreting the life in its social context. Through transformative or hermeneutic conversation, adult educators may foster and promote the formation of autobiography and transformative learning. Further research, linking autobiography and transformative learning, would purposefully explore the role of other internal processes in transformative learning, such as feeling, and examine their relationship with imagination. It is likely that the acknowledgment of imagination as integral to transformative learning would lead to research which considers models of personhood other than those which emphasise ego as the conscious director of knowing and learning.

Thesis (M. Ed.(Educational psychology))-University of Pretoria, 2006. / Includes bibliographical references. Available on the Internet via the World Wide Web.

Thesis (M.A.)--Eastern Illinois University, 2001. / Includes bibliographical references (leaves 50-53).

Thesis (M.A.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 69-77).

Web-based education is an important method of instruction across multiple higher education contexts due to its convenience, accessibility, and flexibility. A local college faces demand for online teaching that exceeds the availability of willing faculty. This study investigated instructors' perceptions of online teaching versus traditional classroom instruction to ascertain whether there were systematic differences between online teaching and face-to-face classroom instruction. Transformational learning theory was the conceptual foundation of this study. The study's guiding questions were designed to determine how faculty regarded their experiences teaching online classes and the reasons for their opinions, as well as what limitations faculty thought online education possessed. The qualitative, descriptive study investigated faculty attitudes and beliefs about distance education. The program director sent out 10 emails recruiting voluntary participants; six responded, met criteria, and participated. Criteria included at least 3 years of online teaching experience, where at least 1 class took place using an online format, over the course of 2 semesters. Data collected were coded and analyzed for emerging themes. Findings indicated that participants think distance education is beneficial; however, classroom instruction has strengths online teaching does not. To address the findings, a workshop series aimed at educating stakeholders about distance education was designed and developed. The implementation of the workshop series has the potential to change educators' attitudes and teaching practices at the local college to the benefit of all stakeholders. Further, this study has the potential to inform change at other colleges facing similar challenges. In addition, future studies should explore differences in student satisfaction levels between online education and traditional courses, if any.