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A Multiple Case Study of Stopping De...

Elliott, Joseph Michael.

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A Multiple Case Study of Stopping Decisions in Episodes of Self-Directed Leisure Learning.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Multiple Case Study of Stopping Decisions in Episodes of Self-Directed Leisure Learning./
Author:	Elliott, Joseph Michael.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	260 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-05, Section: B.
Contained By:	Dissertations Abstracts International82-05B.
Subject:	Behavioral sciences. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28152942
ISBN:	9798684695186

A Multiple Case Study of Stopping Decisions in Episodes of Self-Directed Leisure Learning.
Elliott, Joseph Michael.

A Multiple Case Study of Stopping Decisions in Episodes of Self-Directed Leisure Learning. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 260 p.

Source: Dissertations Abstracts International, Volume: 82-05, Section: B.

Thesis (Ph.D.)--Grand Canyon University, 2020.

This item must not be sold to any third party vendors.

The purpose of this study was to identify how stopping decisions are made by adult self-directed leisure learners in Galveston County, Texas. That overarching purpose was parsed into research questions of what stopping heuristics are defined during learning episodes, how learners decide to stop episodes, and how they incorporate elements of episodes' organizing circumstance into their stopping decisions. The conceptual framework of the study comprised self-directed learning, information behavior, stopping decisions, and organizing circumstance. The study utilized a qualitative methodology with a multiple case study research design. Self-directed learning was assessed in real-life episodes carried out by serious leisure enthusiasts. Ten subjects each completed a learning diary, an open-ended interview, and a stopping rule questionnaire. Data analysis comprised coding, categorizing, and theming textual data. Four themes were identified: some self-directed leisure learners use judgment-based cognitive stopping rules; cognitive stopping rules were not relevant in most cases; the interstitial nature of learning; and learning impelled by contiguous episodes. Findings indicated that research designs that impose closed-ended solution-focused tasks on subjects are not adequate to understand self-directed learning, and their results should not be considered applicable. Further naturalistic study of self-directed learning should be pursued and may be productively carried out using samples of serious leisure enthusiasts.

ISBN: 9798684695186Subjects--Topical Terms:

529833
Behavioral sciences.
Subjects--Index Terms:

Information journey

A Multiple Case Study of Stopping Decisions in Episodes of Self-Directed Leisure Learning.
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500 $a Source: Dissertations Abstracts International, Volume: 82-05, Section: B.
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506 $a This item must not be sold to any third party vendors.
520 $a The purpose of this study was to identify how stopping decisions are made by adult self-directed leisure learners in Galveston County, Texas. That overarching purpose was parsed into research questions of what stopping heuristics are defined during learning episodes, how learners decide to stop episodes, and how they incorporate elements of episodes' organizing circumstance into their stopping decisions. The conceptual framework of the study comprised self-directed learning, information behavior, stopping decisions, and organizing circumstance. The study utilized a qualitative methodology with a multiple case study research design. Self-directed learning was assessed in real-life episodes carried out by serious leisure enthusiasts. Ten subjects each completed a learning diary, an open-ended interview, and a stopping rule questionnaire. Data analysis comprised coding, categorizing, and theming textual data. Four themes were identified: some self-directed leisure learners use judgment-based cognitive stopping rules; cognitive stopping rules were not relevant in most cases; the interstitial nature of learning; and learning impelled by contiguous episodes. Findings indicated that research designs that impose closed-ended solution-focused tasks on subjects are not adequate to understand self-directed learning, and their results should not be considered applicable. Further naturalistic study of self-directed learning should be pursued and may be productively carried out using samples of serious leisure enthusiasts.
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