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Generational Learning Style Preferen...

Knight, Michaelle H.

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Generational Learning Style Preferences Based on Computer-Based Healthcare Training.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Generational Learning Style Preferences Based on Computer-Based Healthcare Training./
作者:	Knight, Michaelle H.
面頁冊數:	149 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-10(E), Section: A.
Contained By:	Dissertation Abstracts International77-10A(E).
標題:	Adult education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10108947
ISBN:	9781339722818

Generational Learning Style Preferences Based on Computer-Based Healthcare Training.
Knight, Michaelle H.

Generational Learning Style Preferences Based on Computer-Based Healthcare Training. - 149 p.

Source: Dissertation Abstracts International, Volume: 77-10(E), Section: A.

Thesis (Ph.D.)--Chapman University, 2016.

Purpose. The purpose of this mixed-method study was to determine the degree of perceived differences for auditory, visual and kinesthetic learning styles of Traditionalist, Baby Boomers, Generation X and Millennial generational healthcare workers participating in technology-assisted healthcare training.

ISBN: 9781339722818Subjects--Topical Terms:

543202
Adult education.

Generational Learning Style Preferences Based on Computer-Based Healthcare Training.
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100 1 $a Knight, Michaelle H. $3 3194156
245 1 0 $a Generational Learning Style Preferences Based on Computer-Based Healthcare Training.
300 $a 149 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-10(E), Section: A.
500 $a Adviser: Douglas DeVore.
502 $a Thesis (Ph.D.)--Chapman University, 2016.
520 $a Purpose. The purpose of this mixed-method study was to determine the degree of perceived differences for auditory, visual and kinesthetic learning styles of Traditionalist, Baby Boomers, Generation X and Millennial generational healthcare workers participating in technology-assisted healthcare training.
520 $a Methodology. This mixed-method research design used quantitative and qualitative data to analyze the research questions regarding generational learning style preferences. The study focused on quantitative data collection, through an online survey instrument that included two open-ended qualitative questions. The quantitative component (survey) was administered via a 24-question online survey. The results obtained from the qualitative component (interview questions) identified analyzable patterns and themes used to make general claims about generational preferences for visual, auditory, and kinesthetic learning. The population for this study included healthcare staff, who participated in computer-based healthcare training.
520 $a Findings. Statistical reporting provided quantitative and qualitative results showing the generations represented in this study utilize some degree of all three learning styles: visual, auditory, and kinesthetic. Interpretation of the data presented a significant difference for a visual learning style preference for Baby Boomers and Generation X. Among all generations, Generation X exhibited the most variation between learning style questions and intergeneration responses.
520 $a Recommendations. This study considered the learning style preferences of the current generational learners in the workplace who receive computer-based healthcare training. There are additional research opportunities to explore learning style preferences of Generation Z, clinical healthcare providers, healthcare trainers, secondary, or complimentary learning styles that influence learning outcomes for adult learners, or technology as the single driver for workplace success.
520 $a Conclusions. First, all generations represented in this study have varying degrees of visual, auditory, and kinesthetic learning style preferences. Second, generational studies have helped to uncover differences between the generational cohorts and the importance of understanding their values. Third, the concluding thought of this research is that vision is the primary learning source and is enhanced and/or complimented by a secondary learning style.
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