Doctor of Philosophy / Department of Educational Leadership / Sarah Fishback / This exploratory study analyzed changes in self-directed learning of Army officers attending the Army’s Command and General Staff Officers Course, CGSOC, by applying a quasi-experimental, pretest posttest, comparative approach based on the attribute independent variables gender, race/ethnicity, level of education, and branch of Army. It also sought to inform implementation and assessment strategies in both the private and broader public sectors, specifically companies and organizations seeking to develop lifelong learners in the furtherance of creating or sustaining a learning organization. The study began with the administration of the Personal Responsibility Orientation to Self-directed Learning Scale (PRO-SDLS) during the first week of a ten-month resident course and concluded with a second administration of the PRO-SDLS at the end of the course. In addition to a total score, the PRO-SDLS provided results for four dependent variables: learner initiative, learner self-efficacy, learner control, and learner motivation. Though effect size varied, this study found a statistically significant difference in pretest to posttest scores differences between white and non-white in both total score and in the subcomponent of learner motivation. Additionally, the change in scores for learner motivation from pretest to posttest for whites was statically significant. Finally, the change in scores for the subcomponent of learner control between students with a bachelor’s degree and those with a master’s degree was also significant. The broader implication of these findings is the caution by Brockett and Hiemsta (1991) that adult educators should consider the individual characteristics of the learner when developing and delivering curriculum. In this case it would appear that either the curriculum or the delivery of the curriculum or a combination of the two may have been experienced differently by white and non-white Army officers; specifically regarding the development of learner motivation.

The level of learner engagement, performance, self-efficacy, and enjoyment on a knot-tying task by college students who received positive verbal and non-verbal learning-oriented feedback by trained facilitators was examined. Secondary learner outcomes were learner perception of engagement and learner perception of facilitator support. Facilitator variables were attitude and competency. Changes in facilitators" attitudes toward (1) flow theory (Csikszentmihalyi, 1997), (2) systematic feedback (Ilgen, Fisher, & Taylor, 1979; Liden & Mitchell, 1985; Locke & Latham, 1985), and (3) hands-on learning (Joplin, 1995; Kolb, 1984; Pfieffer & Jones, 1985; Williamson, 1995) were examined. Facilitators" competence in (1) delivering learning-oriented feedback, (2) using verbal learning-oriented feedback to increase learner engagement, and (3) using nonverbal learning-oriented feedback to increase learner engagement was measured. One hundred twenty-six college students from an introductory human development class were randomly selected and randomly assigned to one of three treatment groups as facilitators, learners, or timekeepers for a knot-tying task. Twelve psychology majors, members of an independent study group in the same class, were trained as observers and randomly assigned to one of the three treatment groups. The treatment was the administration of learning-oriented feedback by trained facilitators during a knot-tying task. The primary findings were that learning-oriented feedback provided by trained facilitators increased learner engagement, learner self-efficacy, learner task enjoyment, learner perception of facilitator support, and learner perception of personal engagement in the task. Learner performance was not affected by the administration of learning oriented feedback. Facilitators showed significant change in their attitude toward flow theory, systematic feedback, and hands-on learning. It can be concluded that facilitators who received training in learning-oriented feedback had a greater effect on the affective side of learning (engagement, self-efficacy, enjoyment) than those who did not receive training. However, the training of facilitators in the use of learning-oriented feedback had no effect on learner performance. Further, teaching a task using facilitated verbal and nonverbal cues positively affects how facilitators feel about flow theory, hands-on learning, and feedback. Further research to verify effects of learning-oriented feedback on learner engagement using other tasks is suggested. Additional research to examine the attitudes of facilitators is suggested. / Ph. D.