東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Adult Learners' and Millennials' Pre...

Baker, January Marie.

FindBook

Google Book

Amazon

博客來

Adult Learners' and Millennials' Preferred Methods of Instruction in the College Classroom.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Adult Learners' and Millennials' Preferred Methods of Instruction in the College Classroom./
作者:	Baker, January Marie.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
面頁冊數:	233 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.
Contained By:	Dissertation Abstracts International77-09A(E).
標題:	Adult education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10099962
ISBN:	9781339639000

Adult Learners' and Millennials' Preferred Methods of Instruction in the College Classroom.
Baker, January Marie.

Adult Learners' and Millennials' Preferred Methods of Instruction in the College Classroom. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 233 p.

Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.

Thesis (Ed.D.)--Walden University, 2016.

Today's college students are diverse and include students who differ in chronological age and developmental learning levels. This recent shift in student demographics, including millennials and adult learners, has created a need for instructors to understand and address their students' learning preferences. Traditionally, student feedback has been collected from course evaluation forms after each term ended, thus preventing instructors from incorporating student feedback into their teaching. Accordingly, this narrative qualitative case study was conducted to explore what instructional methods students in a community college developmental reading course preferred to meet their learning preferences and classroom needs. Willingham's interpretation of informational processing theory that reinforced instructional reading comprehension strategies framed this study. Sampling was purposeful, and criterion-based logic was used to determine the participants. Participants ranged in age from 18-43 and were enrolled in 1 section of a developmental reading course. Data were collected through 8 student interviews, 3 classroom observations, and the participating instructor's lesson plans as an alternative to using course evaluation forms. Data were analyzed using open and axial coding. Findings indicated that students preferred when their instructor used active approaches to learning. Findings also indicated that students preferred receiving instruction that met the needs of their different learning styles. Findings contributed to social change as understanding students' learning preferences may assist instructors with incorporating teaching methods to promote improved support to students in developmental reading courses.

ISBN: 9781339639000Subjects--Topical Terms:

543202
Adult education.

Adult Learners' and Millennials' Preferred Methods of Instruction in the College Classroom.
LDR:02678nmm a2200301 4500 001 2119883
005 20170627090652.5
008 180830s2016 ||||||||||||||||| ||eng d
020 $a 9781339639000
035 $a (MiAaPQ)AAI10099962
035 $a AAI10099962
040 $a MiAaPQ $c MiAaPQ
100 1 $a Baker, January Marie. $3 3281781
245 1 0 $a Adult Learners' and Millennials' Preferred Methods of Instruction in the College Classroom.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2016
300 $a 233 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.
500 $a Adviser: Timothy Friedrich.
502 $a Thesis (Ed.D.)--Walden University, 2016.
520 $a Today's college students are diverse and include students who differ in chronological age and developmental learning levels. This recent shift in student demographics, including millennials and adult learners, has created a need for instructors to understand and address their students' learning preferences. Traditionally, student feedback has been collected from course evaluation forms after each term ended, thus preventing instructors from incorporating student feedback into their teaching. Accordingly, this narrative qualitative case study was conducted to explore what instructional methods students in a community college developmental reading course preferred to meet their learning preferences and classroom needs. Willingham's interpretation of informational processing theory that reinforced instructional reading comprehension strategies framed this study. Sampling was purposeful, and criterion-based logic was used to determine the participants. Participants ranged in age from 18-43 and were enrolled in 1 section of a developmental reading course. Data were collected through 8 student interviews, 3 classroom observations, and the participating instructor's lesson plans as an alternative to using course evaluation forms. Data were analyzed using open and axial coding. Findings indicated that students preferred when their instructor used active approaches to learning. Findings also indicated that students preferred receiving instruction that met the needs of their different learning styles. Findings contributed to social change as understanding students' learning preferences may assist instructors with incorporating teaching methods to promote improved support to students in developmental reading courses.
590 $a School code: 0543.
650 4 $a Adult education. $3 543202
650 4 $a Higher education. $3 641065
650 4 $a Instructional design. $3 3172279
690 $a 0516
690 $a 0745
690 $a 0447
710 2 $a Walden University. $b Education. $3 1022723
773 0 $t Dissertation Abstracts International $g 77-09A(E).
790 $a 0543
791 $a Ed.D.
792 $a 2016
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10099962