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Probing the philosophical beliefs of...

Sheehan, Michael D.

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Probing the philosophical beliefs of instructional design faculty and professionals.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Probing the philosophical beliefs of instructional design faculty and professionals./
作者:	Sheehan, Michael D.
面頁冊數:	398 p.
附註:	Source: Dissertation Abstracts International, Volume: 70-12, Section: A, page: 4604.
Contained By:	Dissertation Abstracts International70-12A.
標題:	Epistemology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3388736
ISBN:	9781109551204

Probing the philosophical beliefs of instructional design faculty and professionals.
Sheehan, Michael D.

Probing the philosophical beliefs of instructional design faculty and professionals. - 398 p.

Source: Dissertation Abstracts International, Volume: 70-12, Section: A, page: 4604.

Thesis (Ph.D.)--University of South Alabama, 2009.

The purpose of this dissertation was to investigate the philosophical beliefs of instructional designers. I used the Philosophy of Social Science Inventory to collect information about the ontological, epistemological, axiological, and methodological beliefs of my participants. I probed 20 distinct philosophical beliefs.

ISBN: 9781109551204Subjects--Topical Terms:

896969
Epistemology.

Probing the philosophical beliefs of instructional design faculty and professionals.
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245 1 0 $a Probing the philosophical beliefs of instructional design faculty and professionals.
300 $a 398 p.
500 $a Source: Dissertation Abstracts International, Volume: 70-12, Section: A, page: 4604.
500 $a Adviser: R. Burke Johnson.
502 $a Thesis (Ph.D.)--University of South Alabama, 2009.
520 $a The purpose of this dissertation was to investigate the philosophical beliefs of instructional designers. I used the Philosophy of Social Science Inventory to collect information about the ontological, epistemological, axiological, and methodological beliefs of my participants. I probed 20 distinct philosophical beliefs.
520 $a My participants included 152 instructional design faculty members and 118 non-faculty professionals. Both sample groups contained almost equal numbers of men and women. Both ranged in age from about 22 to 78 with a mean of around 48. Both were predominately Caucasian, and averaged around 13 years of experience.
520 $a I first explored my data using factor and cluster analyses. The cluster analysis identified two naturally formed groups divergent on the 20 philosophical beliefs and differing in demographic composition.
520 $a I conducted multiple analyses of variance to compare the philosophical beliefs of instructional design faculty and non-faculty professionals. In none of the cases was there a statistically significant difference between the two samples. Philosophical belief score means were quite moderate. The exceptions to that rule were physicalism, epistemological objectivity, empiricism, and critical methodology, which were less widely accepted; and mixed methodology, which received a great deal of support. The collective philosophical profile of instructional designers could reasonably be described as pragmatic.
520 $a To investigate beliefs as a function of research method preference, I conducted a series of multi-way analyses of variance. Each included sample (faculty or non-faculty) and methodological identification (quantitative, qualitative, mixed, or other) as fixed factors. There were statistically significant method preference main effects in 14 of the 20 analyses, three cases of sample main effects, and two cases of interaction effects. The results generally supported philosophical belief characterizations found in the literature. However, participants did not exhibit the level of polarity of beliefs suggested by literature.
520 $a Finally I evaluated relationships between philosophical beliefs and collected demographic data. I ran regression analyses where demographic data were numerical, and analyses of variance where categorical. Aside from gender, the singular effect of demographic variables on philosophical beliefs was small. A combination of ethnicity, gender, research preference and level of education, however, might prove a powerful predictor of philosophical beliefs.
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