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The assent to learn: An exploration ...

Arter, Roland K.

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The assent to learn: An exploration of engineering technology students' attitudes and beliefs towards learning in a classroom environment.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The assent to learn: An exploration of engineering technology students' attitudes and beliefs towards learning in a classroom environment./
Author:	Arter, Roland K.
Description:	221 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.
Contained By:	Dissertation Abstracts International76-11A(E).
Subject:	Educational psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3710065
ISBN:	9781321859089

The assent to learn: An exploration of engineering technology students' attitudes and beliefs towards learning in a classroom environment.
Arter, Roland K.

The assent to learn: An exploration of engineering technology students' attitudes and beliefs towards learning in a classroom environment. - 221 p.

Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.

Thesis (Ph.D.)--The University of Akron, 2015.

This item must not be sold to any third party vendors.

Learning begins with a decision, especially with adult learners, not as a Pavlovian response to teaching. Intelligence and capability are no guarantee that students will learn. Students decide what and when they will learn and most of these decisions are driven subjectively, not by A.C.T. scores and grade point averages. How are these decisions made and how are they influenced? A learning model was constructed with combined categories of epistemological beliefs, mindsets, adult learning (andragogy), protection of Self and modes of reception, and this learning model was used to structure and compare the opinions, feelings, thoughts, and ideas of 26 engineering technology students via the Q method, more commonly referred to as Q methodology. The Q method combines statistical methods with a focus on the variances between participants and direct semi- structured interviews to compare the opinions, etc., of each participant with every other participant in the group. The subjective opinions of these participants grouped along three main themes: 1) students who are self-directed and develop their own learning strategies, 2) students who are not self-directed and look to the instructor to provide learning strategies, and 3) students who are very sensitive to the instructor's presentation style and attitudes. The third group of students may make their learning decisions based on how they feel about or react to the instructor's classroom expression. The learning model proved to be appropriate as proposed. Various areas of epistemological beliefs and mindsets seemed to be the dominant responses, but protection of Self issues such as face threat (not wanting to appear inadequate in front of others, especially in front of instructors) and personal freedom were prominent.

ISBN: 9781321859089Subjects--Topical Terms:

517650
Educational psychology.

The assent to learn: An exploration of engineering technology students' attitudes and beliefs towards learning in a classroom environment.
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245 1 4 $a The assent to learn: An exploration of engineering technology students' attitudes and beliefs towards learning in a classroom environment.
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500 $a Adviser: Francis Broadway.
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520 $a Learning begins with a decision, especially with adult learners, not as a Pavlovian response to teaching. Intelligence and capability are no guarantee that students will learn. Students decide what and when they will learn and most of these decisions are driven subjectively, not by A.C.T. scores and grade point averages. How are these decisions made and how are they influenced? A learning model was constructed with combined categories of epistemological beliefs, mindsets, adult learning (andragogy), protection of Self and modes of reception, and this learning model was used to structure and compare the opinions, feelings, thoughts, and ideas of 26 engineering technology students via the Q method, more commonly referred to as Q methodology. The Q method combines statistical methods with a focus on the variances between participants and direct semi- structured interviews to compare the opinions, etc., of each participant with every other participant in the group. The subjective opinions of these participants grouped along three main themes: 1) students who are self-directed and develop their own learning strategies, 2) students who are not self-directed and look to the instructor to provide learning strategies, and 3) students who are very sensitive to the instructor's presentation style and attitudes. The third group of students may make their learning decisions based on how they feel about or react to the instructor's classroom expression. The learning model proved to be appropriate as proposed. Various areas of epistemological beliefs and mindsets seemed to be the dominant responses, but protection of Self issues such as face threat (not wanting to appear inadequate in front of others, especially in front of instructors) and personal freedom were prominent.
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