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A Cross Sectional Study of the Diffe...

Weeks, Joseph A., Jr.

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A Cross Sectional Study of the Differences between Generation, Learning Style, Modality and Learning Outcomes within a Faculty Development Program.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	A Cross Sectional Study of the Differences between Generation, Learning Style, Modality and Learning Outcomes within a Faculty Development Program./
Author:	Weeks, Joseph A., Jr.
Description:	196 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-05(E), Section: A.
Contained By:	Dissertation Abstracts International75-05A(E).
Subject:	Education, Leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3610031
ISBN:	9781303695292

A Cross Sectional Study of the Differences between Generation, Learning Style, Modality and Learning Outcomes within a Faculty Development Program.
Weeks, Joseph A., Jr.

A Cross Sectional Study of the Differences between Generation, Learning Style, Modality and Learning Outcomes within a Faculty Development Program. - 196 p.

Source: Dissertation Abstracts International, Volume: 75-05(E), Section: A.

Thesis (D.B.A.)--Wilmington University (Delaware), 2014.

This research project was a descriptive study which measured the differences between generation, learning style, modality of course delivery and learning outcomes of the education sessions for participants in the regional higher education institution's professional development program. This research study focused on the faculty development program within the regional higher education institution and the differences between generation, learning style, and modality of course delivery and learning outcomes of the education sessions.

ISBN: 9781303695292Subjects--Topical Terms:

1035576
Education, Leadership.

A Cross Sectional Study of the Differences between Generation, Learning Style, Modality and Learning Outcomes within a Faculty Development Program.
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005 20140924121925.5
008 150210s2014 ||||||||||||||||| ||eng d
020 $a 9781303695292
035 $a (MiAaPQ)AAI3610031
035 $a AAI3610031
040 $a MiAaPQ $c MiAaPQ
100 1 $a Weeks, Joseph A., Jr. $3 2099241
245 1 2 $a A Cross Sectional Study of the Differences between Generation, Learning Style, Modality and Learning Outcomes within a Faculty Development Program.
300 $a 196 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-05(E), Section: A.
500 $a Adviser: Sheila M. Sharbaugh.
502 $a Thesis (D.B.A.)--Wilmington University (Delaware), 2014.
520 $a This research project was a descriptive study which measured the differences between generation, learning style, modality of course delivery and learning outcomes of the education sessions for participants in the regional higher education institution's professional development program. This research study focused on the faculty development program within the regional higher education institution and the differences between generation, learning style, and modality of course delivery and learning outcomes of the education sessions.
520 $a Based upon the findings of this study, the regional higher education institution could refine the faculty development program delivery methods, if needed, to improve and maximize the potential knowledge transfer from Baby Boomers to Generation X and Generation Y participants.
520 $a The research study found no statistically significant relationship between generation and the learning outcomes for the three unique generations within this research study. No statistically significant relationship was found between gender and the education session learning outcomes within this research study. No statistically significant relationship was found between faculty status and the learning outcomes from the education session within this research study. No statistically significant relationship was found between length of time teaching and the learning outcomes responses within this research study. No statistically significant relationship between gender and the four Kolb learning styles within this research study. No statistically significant relationship was found between faculty status and the four Kolb learning styles within this research study. No statistically significant relationship was found between faculty member learning style and the length of time teaching within the institution for the four Kolb learning styles within this research study.
520 $a However, a statistically significant relationship was found between learning style and the learning outcomes from the education sessions for the four unique learning styles within this research study. As a result, identifying the participant's preferred learning preferences; then synchronizing future educational content delivery could have a significant impact on learning outcomes of future faculty development education sessions.
520 $a Understanding the differences between generation, learning style, modality and the learning outcomes will allow academic organizations to design and deliver future faculty development programs to match the learning styles and modality preferences of the participants. This would enable academic institutions to optimize the education session for the highest potential knowledge transfer.
590 $a School code: 1517.
650 4 $a Education, Leadership. $3 1035576
650 4 $a Education, Teacher Training. $3 783747
690 $a 0449
690 $a 0530
710 2 $a Wilmington University (Delaware). $b College of Business. $3 2092481
773 0 $t Dissertation Abstracts International $g 75-05A(E).
790 $a 1517
791 $a D.B.A.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3610031