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Connected learning: A grounded theor...

Thigpen, L. Lynn.

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Connected learning: A grounded theory study of how Cambodian adults with limited formal education learn.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Connected learning: A grounded theory study of how Cambodian adults with limited formal education learn./
作者:	Thigpen, L. Lynn.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
面頁冊數:	359 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-04(E), Section: A.
Contained By:	Dissertation Abstracts International78-04A(E).
標題:	Adult education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10245810
ISBN:	9781369394122

Connected learning: A grounded theory study of how Cambodian adults with limited formal education learn.
Thigpen, L. Lynn.

Connected learning: A grounded theory study of how Cambodian adults with limited formal education learn. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 359 p.

Source: Dissertation Abstracts International, Volume: 78-04(E), Section: A.

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

Adults with limited formal education (ALFE) or oral learners are the majority in Cambodia and around the world. How Cambodian ALFE learn is quite unstudied despite their predominance in society. The purpose of this ethnographically based and wisdom-focused study was to understand Cambodian ALFE ways of learning---how these adults learn or acquire new knowledge, beliefs/values, or skills. Research was conducted in three stages: an identification stage in which the researcher spent five days as a non-reader, a concurrent observation stage, and an interview stage in which conversations were conducted with 30 groups of Cambodian adults ranging from 18 to 83 years of age and having six or less years of schooling.

ISBN: 9781369394122Subjects--Topical Terms:

543202
Adult education.

Connected learning: A grounded theory study of how Cambodian adults with limited formal education learn.
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500 $a Source: Dissertation Abstracts International, Volume: 78-04(E), Section: A.
500 $a Adviser: Tom Steffen.
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520 $a Adults with limited formal education (ALFE) or oral learners are the majority in Cambodia and around the world. How Cambodian ALFE learn is quite unstudied despite their predominance in society. The purpose of this ethnographically based and wisdom-focused study was to understand Cambodian ALFE ways of learning---how these adults learn or acquire new knowledge, beliefs/values, or skills. Research was conducted in three stages: an identification stage in which the researcher spent five days as a non-reader, a concurrent observation stage, and an interview stage in which conversations were conducted with 30 groups of Cambodian adults ranging from 18 to 83 years of age and having six or less years of schooling.
520 $a The grounded theory that emerged can be summarized in the words connection or relationship, meaning Cambodian ALFE prefer to learn by more than oral avenues. They preferred connected or relational learning, learning from people. Displayed in a Connected Learning Schematic, the themes surrounding this central understanding reflect the theory that connected learners retained a preference for observing and learning from trusted people in a process similar to socialization. Connected learning was also reflexive in regard to the self as learner, sensitive to cultural expectations, and subject to shame due to poverty and educational status. A redemptive process, successful connected learning was highly associated with spirituality. Finally, connected learning was a relevant, contextual, and experiential process that must be repackaged in accessible technologies and portable vehicles of connection, such as stories, parables, metaphors, drama, and the like.
520 $a How ALFE learn in comparison to other ways of learning was illustrated by Learning Quadrants incorporating the chosen means of learning (people or print) intersecting with preferred funds of knowledge or trusted sources. The four resulting quadrants contrast ways of connecting---primary orality, secondary orality, academia, or scribal cultures.
520 $a Phronetic conclusions and recommendations call for educators to REMIT (recognizing issues, early intervention for learning disabilities, merging anthropology, identifying with connected learners, and teaching to the learning quadrant), for faith communities to function as places for gracing ALFE locked in shame, and for policy makers to provide for learning apart from literacy.
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