Learner-Centered Teaching Style: Comparing Face-to-Face and Online Adult Educators' Commitment Levels
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| Title: | Learner-Centered Teaching Style: Comparing Face-to-Face and Online Adult Educators' Commitment Levels |
|---|---|
| Language: | English |
| Authors: | Edwards, Shanda E. |
| Source: | ProQuest LLC. 2013Ph.D. Dissertation, Capella University. |
| Availability: | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Peer Reviewed: | N |
| Page Count: | 128 |
| Publication Date: | 2013 |
| Document Type: | Dissertations/Theses - Doctoral Dissertations |
| Education Level: | Adult Education Two Year Colleges Higher Education Postsecondary Education |
| Descriptors: | Teaching Styles, Adult Educators, Electronic Learning, Comparative Analysis, Statistical Analysis, Teacher Surveys, Community Colleges, Adult Learning, Adult Education, Teacher Attitudes |
| Assessment and Survey Identifiers: | Principles of Adult Learning Scale |
| ISBN: | 978-1-303-30289-3 |
| Abstract: | 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. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] |
| Abstractor: | As Provided |
| Entry Date: | 2015 |
| Access URL: | https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3590523 |
| Accession Number: | ED559580 |
| Database: | ERIC |
| FullText | Text: Availability: 0 |
|---|---|
| Header | DbId: eric DbLabel: ERIC An: ED559580 AccessLevel: 3 PubType: Dissertation/ Thesis PubTypeId: dissertation PreciseRelevancyScore: 0 |
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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. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2015 – Name: URL Label: Access URL Group: URL Data: <link linkTarget="URL" linkTerm="https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3590523" linkWindow="_blank">http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3590523</link> – Name: AN Label: Accession Number Group: ID Data: ED559580 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED559580 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 128 Subjects: – SubjectFull: Teaching Styles Type: general – SubjectFull: Adult Educators Type: general – SubjectFull: Electronic Learning Type: general – SubjectFull: Comparative Analysis Type: general – SubjectFull: Statistical Analysis Type: general – SubjectFull: Teacher Surveys Type: general – SubjectFull: Community Colleges Type: general – SubjectFull: Adult Learning Type: general – SubjectFull: Adult Education Type: general – SubjectFull: Teacher Attitudes Type: general – SubjectFull: Principles of Adult Learning Scale Type: general Titles: – TitleFull: Learner-Centered Teaching Style: Comparing Face-to-Face and Online Adult Educators' Commitment Levels Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Edwards, Shanda E. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2013 Identifiers: – Type: isbn-print Value: 978-1-303-30289-3 Titles: – TitleFull: ProQuest LLC Type: main |
| ResultId | 1 |
