2003 Conference (Columbus, Ohio : Ohio State University)

Permanent URI for this collection

Browse

Recent Submissions

Now showing 1 - 10 of 48
  • Item
    The Role Of Community In Online Learning
    (Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2003) Stein, David S.; Wheaton, Joe E.; Calvin, Jennifer; Overtoom, Christine
    This project examined learners’ perceptions of the learning community construct, whether learners’ online and face-to-face interactions led to the development of learning communities and whether the process of building community was different in face-to-face and web-based courses. Courses requiring learners to interact on a personal level early in the course were more likely to develop into learning communities. The degree of distance within the course did not make a difference in whether these learning communities developed. Rather, a sense of trust and of shared hardship as they worked through the course assignments were seen as more important by these learners. In situations where communications were considered inappropriate, developing communities were derailed or development never began. A definition of community emerged from the data that identified characteristics of shared learning goals, exchanging ideas, assisting each other, and an element of trust among the learners within the community.
  • Item
    Assessing & Improving Online Learning Using Data From Practice
    (Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2003) Merrill, Henry S.; DiSilvestro, Frank; Young, Raejean C.
    This research uses a qualitative case study approach to investigate online course instruction, and the dimensions of both learner and facilitator/instructor engagement. The research team analyzed archival data from course management software "Course Statistics," and coded indicators using word processing software to examine learner and facilitator writings in the courses.
  • Item
    Adult Literacy Programs: Producing Adult Literacy Research That Informs Policy
    (Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2003) Martin, Larry G.
    During the past decade, state and federal policy makers have made significant changes in domestic policies that significantly affect how adult literacy programs are organized, what potential students are considered eligible for classes, how long students can participate in classes and programs,who pays for classes, and other programmatic decisions. However, these policy decisions, although based on some research, are oftentimes not informed by adult education research. This paper addresses the issue of developing an adult literacy research agenda that effectively informs federal and state policy decisions particularly as these relate to adult education and the U.S. opportunity structure, the challenge to the GED diploma, welfare reform and adult literacy, family literacy programs, and adult literacy and multicultural learners.
  • Item
    Lost In Familiar Places: The Struggle For Voice And Belonging In Online Adult Learning Groups
    (Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2003) Smith, Regina O.; Dirkx, John M.
    Many adults express a preference for learning in small groups but often find their group experiences frustrating and dissatisfying. This tension is increasingly evident in online learning, as collaborative methods become more popular within these environments. The purpose of this study was to develop a better understanding of the emotional dynamics and processes reflected in this tension within online collaborative environments. Our findings suggest that online learning groups display behaviors that reflect two powerful, alternating, cyclical fears. On the one hand, the groups act as if they perceive a definite threat to individual identity. Such actions, however, seem to precipitate a corresponding fear of alienation and disconnectedness among group members. Getting stuck in this cycle of alternating fears may account for the lingering dissatisfaction adults have with group learning.
  • Item
    Mentoring In Teacher Education Programs: Exercises In Power & Interests
    (Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2003) Hansman, Catherine A.
    Power relationships between mentors and protégés within formal mentoring relationships are largely ignored in research and literature concerning mentoring. The purpose of this research is to expose the imbedded power relationships within a teacher education mentoring program to better understand whose interests were really served by this program.
  • Item
    Assessment Of Professional Development Activities, Instructional Needs, And Methods Of Delivery For Part-Time Technical And Occupational Faculty In U.S. Community Colleges
    (Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2003) Sandford, Brian; McCaslin, N.L.
    This study describes the professional development activities and perceived instructional needs and best methods of delivering professional development opportunities for part-time occupational and technical program faculty within the community colleges in the U.S. Introduction to the policies and procedures of the college and/or department, introduction to other college faculty/staff, orientation to the course/classroom, and help in meeting administrative requirements were the professional development activities found to occur at least once a quarter or semester. The types of instructional help part-time faculty members were perceived to need most were: (a) identifying the learning characteristics of students, (b) alternating teaching methods to accommodate different learning styles, (c) participation in web-based instruction, and (d) participation in distance learning. It was discovered that professional development activities should be offered to part-time faculty at least once per semester or quarter using seminar discussions, group classroom activities, and computer assisted instruction or multi-media interaction as the preferred methods of delivery. An evening/night format and during the Fall were found to be the most suitable times to offer professional development opportunities and per diem and travel expenses should be provided to part-time faculty for participation in professional development activities.
  • Item
    Participatory Learning Through The Call And Response
    (Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2003) Isaac, E. Paulette
    Wherever adult education takes place, the purpose is to learn. To assist adults in the learning process, it is suggested that a variety of techniques be used. Techniques that allow for participatory or interactive learning are most favored because they allow learners to be engaged in the learning process. One of the most popular participatory instructional techniques in the classroom is the discussion. Within the African American Church, participatory learning occurs through an interesting dialogue called the “call and response.” Costen (1993) suggests that the call and response is a dialogical communication that skillfully takes place between the preacher and the congregation. The purpose of this study was to examine the techniques preachers use to engage adults in the learning process during a worship service.
  • Item
    Calculating, Interpreting, And Reporting Cronbach’s Alpha Reliability Coefficient For Likert-Type Scales
    (Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2003) Gliem, Joseph A.; Gliem, Rosemary R.
    The purpose of this paper is to show why single-item questions pertaining to a construct are not reliable and should not be used in drawing conclusions. By comparing the reliability of a summated, multi-item scale versus a single-item question, the authors show how unreliable a single item is; and therefore it is not appropriate to make inferences based upon the analysis of single-item questions which are used in measuring a construct.
  • Item
    Professionalism, Ethics, And Welfare Reform: The Importance Of Ethical Competence
    (Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2003) Ianinska, Silvana
    This paper examines the professional ethics of welfare reform providers to determine its role in the achievement of welfare reform goals and to suggest an alternative context, based on professional ethics, for discussing the success or failure of welfare reform. Four themes emerged from the analysis of literature. First, patriarch authority keeps welfare women at the bottom of society. Second, different political interests weaken partnerships and services at the expense of welfare recipients. Third, welfare recipients are unjustly stereotyped and perceived as deficit-driven and as the single cause for their economic situation. Fourth, teachers’ beliefs, relationships, and learning environments hold a key to sustained and successful engagement and participation in welfare-to-work programs.
  • Item
    Evaluating A Diversity Program: Describing The Impact Of Gender Communication Training In A Large Multicultural Work Environment
    (Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2003) Suessine, Mary; Cseh, Maria
    The purpose of this evaluation study was to assess the impact of a gender communication program on employee learning, understanding, and application of its concepts in a large, multicultural Midwest utility company. The program was initially implemented by the organization when supervisors raised the need for better communication between genders in their departments. A mixed quantitative and qualitative research design was used to glean information related to the participants’ knowledge, understanding, and application of the program content. Content analysis and descriptive statistics of company documents, observation, and survey data led to the following major findings: (a) significant positive communication changes in and outside of the workplace, (b) a general consensus that respect for the opposite gender culture holds an important value, (c) increased awareness of program content as pertinent to situations in participants’ lives, (d) a high degree of motivation to use what was learned, and (e) the need for additional training, session follow-ups, and refresher learning aides. Based upon the findings, several recommendations were made that address pre and post program support for the participants.