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Factors influencing approaches to li...

Peterson, Beata K.

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Factors influencing approaches to lifelong e-learning among postsecondary education faculty and professional instructional designers.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Factors influencing approaches to lifelong e-learning among postsecondary education faculty and professional instructional designers./
作者:	Peterson, Beata K.
面頁冊數:	238 p.
附註:	Source: Dissertation Abstracts International, Volume: 71-10, Section: A, page: 3515.
Contained By:	Dissertation Abstracts International71-10A.
標題:	Technical Communication. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3419137
ISBN:	9781124186634

Factors influencing approaches to lifelong e-learning among postsecondary education faculty and professional instructional designers.
Peterson, Beata K.

Factors influencing approaches to lifelong e-learning among postsecondary education faculty and professional instructional designers. - 238 p.

Source: Dissertation Abstracts International, Volume: 71-10, Section: A, page: 3515.

Thesis (Ed.D.)--East Carolina University, 2010.

The purpose of this quantitative study was to examine the factors influencing approaches to e-learning of faculty, who directly instruct others, and instructional designers professionals, who work with adult learners indirectly. This study of over 300 postsecondary educators and their approaches to online learning was based on interdisciplinary theories pivoting around a three-tier conceptual definition of human learning proposed by Peter Jarvis in 2006. Concepts of the self-directed learner, the lifelong learning process, and the transformation of learners framed the scope of this research within a matrix of adult learning and cognitive theories.

ISBN: 9781124186634Subjects--Topical Terms:

1669287
Technical Communication.

Factors influencing approaches to lifelong e-learning among postsecondary education faculty and professional instructional designers.
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520 $a The purpose of this quantitative study was to examine the factors influencing approaches to e-learning of faculty, who directly instruct others, and instructional designers professionals, who work with adult learners indirectly. This study of over 300 postsecondary educators and their approaches to online learning was based on interdisciplinary theories pivoting around a three-tier conceptual definition of human learning proposed by Peter Jarvis in 2006. Concepts of the self-directed learner, the lifelong learning process, and the transformation of learners framed the scope of this research within a matrix of adult learning and cognitive theories.
520 $a Descriptive and inferential statistical analyses of thirty null hypotheses were used to investigate deep and surface approaches to e-learning and adult learners' perceptions of functionality and quality of online professional development courses. Factors analyzed in relation to the learning approaches included course specific elements: orientation, use of models and templates, audio visual channeling, collaboration, assessments, and perceptions related to technology and function of professional development e-courses. Findings indicate that education professionals engage deep approaches to e-learning. Both the length of their professional experience and sheer number of online courses taken matter, as motivations, vary between individual learners and professional groups. This study should contribute to better understanding of learning in electronic environments and help practitioners and future researchers use e-learning factors to advance professional development offerings and their application.
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