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The relationship of faculty awarenes...

Tighe, Sharon Kircher.

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The relationship of faculty awareness of adult learning styles and selected characteristics as perceived by community college faculty.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The relationship of faculty awareness of adult learning styles and selected characteristics as perceived by community college faculty./
作者:	Tighe, Sharon Kircher.
面頁冊數:	81 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-07, Section: A, page: 2347.
Contained By:	Dissertation Abstracts International64-07A.
標題:	Education, Adult and Continuing. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3096675

The relationship of faculty awareness of adult learning styles and selected characteristics as perceived by community college faculty.
Tighe, Sharon Kircher.

The relationship of faculty awareness of adult learning styles and selected characteristics as perceived by community college faculty. - 81 p.

Source: Dissertation Abstracts International, Volume: 64-07, Section: A, page: 2347.

Thesis (Ed.D.)--University of Florida, 2003.

There has been a strong movement in higher education for the teaching college of the past to become the learning college of the future. The time has come for education to place learning first, and for students to become active partners in the learning process.Subjects--Topical Terms:

626632
Education, Adult and Continuing.

The relationship of faculty awareness of adult learning styles and selected characteristics as perceived by community college faculty.
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100 1 $a Tighe, Sharon Kircher. $3 1948563
245 1 4 $a The relationship of faculty awareness of adult learning styles and selected characteristics as perceived by community college faculty.
300 $a 81 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-07, Section: A, page: 2347.
500 $a Chair: Dale F. Campbell.
502 $a Thesis (Ed.D.)--University of Florida, 2003.
520 $a There has been a strong movement in higher education for the teaching college of the past to become the learning college of the future. The time has come for education to place learning first, and for students to become active partners in the learning process.
520 $a Community colleges have traditionally employed a large number of part-time faculty members. Additionally, the contemporary community college student is now over the age of 25, which creates a new body of learners with unique learning needs. Adult learners are more self-directed and able to take responsibility for their own learning experiences. Faculty members are required to become facilitators of learning as they assist the adult learners to take apart and put together the types of learning experiences that give their lives meaning.
520 $a Most faculty members teaching part-time in the community college have expertise in their particular discipline but may have received no training in andragogy. Faculty members teaching part-time in the community college are often employed full-time in their fields and have less contact with the inner workings of the community college system.
520 $a This study surveyed full-time and part-time faculty members employed by two community colleges to determine their awareness of adult learning styles of students attending community colleges. The factors that were examined included age, gender, years of community college teaching experience, and program of study (AA degree or AS degree). These factors were included, as previous studies have indicated that they were significant in faculty members' awareness scores of the principles of adult learning.
520 $a The analysis of the data failed to report a significant difference between full-time faculty members and part-time faculty members in their awareness of adult learning styles. There was also no difference in scores related to the ages of the respondents. Gender was significant for males scoring higher than females on the survey. Years of community college teaching experience reported no significant difference in awareness scores, nor did program of study taught. Continuity in these areas is required to transform the teaching institution of the past into a learning institution for the future.
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