INSTRUCTIONAL STRATEGIES AND ADULT LEARNING THEORIES: AN AUTOETHNOGRAPHIC STUDY ABOUT TEACHING RESEARCH METHODS IN A DOCTORAL PROGRAM.
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| Title: | INSTRUCTIONAL STRATEGIES AND ADULT LEARNING THEORIES: AN AUTOETHNOGRAPHIC STUDY ABOUT TEACHING RESEARCH METHODS IN A DOCTORAL PROGRAM. |
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| Authors: | FRANCO, MYRA SUZANNE |
| Source: | Education. Spring2019, Vol. 139 Issue 3, p178-185. 8p. |
| Subjects: | Lecture method in teaching, Passive learning, Active learning, Teaching methods, Doctoral students, College teaching, Transformative learning |
| Geographic Terms: | United States |
| Abstract: | For over 25 years, my lecture driven teaching strategies that included passive learning outcomes has prevailed in my K12 and higher education teaching. The requirement to help doctoral students identify and understand their epistemology, ontology and worldview within a research methods class created a dilemma regarding the appropriateness of passive learning for these topics. Using autoethnography, this paper documents my journey in addressing the dilemma. The data include the previous research methods course syllabi, my notes from previous research methods classes, and research method student reflections from the past three years. This paper provides the context as the introduction followed by a literature review that includes adult learning theories such as andragogy (Knowles, 1988) and experiential learning theory (ELT) (Kolb, 1984). Also included is a review of transformative learning (Mezirow, 1995). Aggregating the three theories into a map organized by my desired student behaviors provided a structure that will guide me in my transition to incorporate more ELT (Kolb, 1984) strategies that will create opportunities for transformational learning. During the analyses, I realized that the resolution of my dilemma regarding passive and active learning was an example of a transformative learning experience. [ABSTRACT FROM AUTHOR] |
| Copyright of Education is the property of Project Innovation Austin LLC and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 136190816 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: INSTRUCTIONAL STRATEGIES AND ADULT LEARNING THEORIES: AN AUTOETHNOGRAPHIC STUDY ABOUT TEACHING RESEARCH METHODS IN A DOCTORAL PROGRAM. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22FRANCO%2C+MYRA+SUZANNE%22">FRANCO, MYRA SUZANNE</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Education%22">Education</searchLink>. Spring2019, Vol. 139 Issue 3, p178-185. 8p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Lecture+method+in+teaching%22">Lecture method in teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Passive+learning%22">Passive learning</searchLink><br /><searchLink fieldCode="DE" term="%22Active+learning%22">Active learning</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br /><searchLink fieldCode="DE" term="%22Doctoral+students%22">Doctoral students</searchLink><br /><searchLink fieldCode="DE" term="%22College+teaching%22">College teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Transformative+learning%22">Transformative learning</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: For over 25 years, my lecture driven teaching strategies that included passive learning outcomes has prevailed in my K12 and higher education teaching. The requirement to help doctoral students identify and understand their epistemology, ontology and worldview within a research methods class created a dilemma regarding the appropriateness of passive learning for these topics. Using autoethnography, this paper documents my journey in addressing the dilemma. The data include the previous research methods course syllabi, my notes from previous research methods classes, and research method student reflections from the past three years. This paper provides the context as the introduction followed by a literature review that includes adult learning theories such as andragogy (Knowles, 1988) and experiential learning theory (ELT) (Kolb, 1984). Also included is a review of transformative learning (Mezirow, 1995). Aggregating the three theories into a map organized by my desired student behaviors provided a structure that will guide me in my transition to incorporate more ELT (Kolb, 1984) strategies that will create opportunities for transformational learning. During the analyses, I realized that the resolution of my dilemma regarding passive and active learning was an example of a transformative learning experience. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Education is the property of Project Innovation Austin LLC and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=136190816 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 8 StartPage: 178 Subjects: – SubjectFull: Lecture method in teaching Type: general – SubjectFull: Passive learning Type: general – SubjectFull: Active learning Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: Doctoral students Type: general – SubjectFull: College teaching Type: general – SubjectFull: Transformative learning Type: general – SubjectFull: United States Type: general Titles: – TitleFull: INSTRUCTIONAL STRATEGIES AND ADULT LEARNING THEORIES: AN AUTOETHNOGRAPHIC STUDY ABOUT TEACHING RESEARCH METHODS IN A DOCTORAL PROGRAM. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: FRANCO, MYRA SUZANNE IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Spring2019 Type: published Y: 2019 Identifiers: – Type: issn-print Value: 00131172 Numbering: – Type: volume Value: 139 – Type: issue Value: 3 Titles: – TitleFull: Education Type: main |
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