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Learner-centered teaching style: Com...

Edwards, Shanda E.

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Learner-centered teaching style: Comparing face-to-face and online adult educators' commitment levels.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Learner-centered teaching style: Comparing face-to-face and online adult educators' commitment levels./
作者:	Edwards, Shanda E.
面頁冊數:	127 p.
附註:	Source: Dissertation Abstracts International, Volume: 74-12(E), Section: A.
Contained By:	Dissertation Abstracts International74-12A(E).
標題:	Education, Adult and Continuing. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3590523
ISBN:	9781303302893

Learner-centered teaching style: Comparing face-to-face and online adult educators' commitment levels.
Edwards, Shanda E.

Learner-centered teaching style: Comparing face-to-face and online adult educators' commitment levels. - 127 p.

Source: Dissertation Abstracts International, Volume: 74-12(E), Section: A.

Thesis (Ph.D.)--Capella University, 2013.

For at least 50 years, prominent adult learning theorists have recommended that adult educators commit to a learner-centered teaching approach. Extensive teaching styles research has been conducted on face-to-face and online adult educators, albeit separately, to examine their commitment levels to the learner-centered style. In addition, there has been little indication in past research whether course delivery format, that is, face-to-face or online, can influence adult educators' commitment levels to the learner-center style. The purpose of this cross-sectional quantitative survey study was to identify and compare face-to-face and online educators' commitment levels to a learner-centered style and to investigate whether course delivery format influences implementation of a learner-centered style. The research questions for the study examined if there were statistically significant differences among faculty groups' commitment levels to the learner-centered style. The convenience sample consisted of 107 adult educators from two community colleges. The researcher used one teaching style questionnaire with two sections, being the demographic survey and Conti's Principles of Adult Learning Scale (PALS, 1978). Data analysis consisted of the comparison of two population means using t tests for independent samples for the overall PALS scores and then for each of seven PALS subscales scores. The findings suggested little indication that educators were committed to the implementation of the learner-centered style as recommended by adult learning theorists. Only two of the seven PALS subscale factors, being learner-centered activities and flexibility for personal development scores, indicated a tendency toward the learner-center concept. It is recommended that future trainings and workshops focus on making adult educators aware of the variance between theory and their practice of the learner-centered teaching style.

ISBN: 9781303302893Subjects--Topical Terms:

626632
Education, Adult and Continuing.

Learner-centered teaching style: Comparing face-to-face and online adult educators' commitment levels.
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