東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Engaging Adult Literacy Learners: In...

Amesbury, Judith.

Linked to FindBook

Google Book

Amazon

博客來

Engaging Adult Literacy Learners: Investigating Problem Based Learning Object (PBLO) Use as a Possibility for Implementing Problem Based Learning (PBL) Online.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Engaging Adult Literacy Learners: Investigating Problem Based Learning Object (PBLO) Use as a Possibility for Implementing Problem Based Learning (PBL) Online./
Author:	Amesbury, Judith.
Description:	183 p.
Notes:	Source: Masters Abstracts International, Volume: 54-04.
Contained By:	Masters Abstracts International54-04(E).
Subject:	Educational technology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1691845
ISBN:	9781321667370

Engaging Adult Literacy Learners: Investigating Problem Based Learning Object (PBLO) Use as a Possibility for Implementing Problem Based Learning (PBL) Online.
Amesbury, Judith.

Engaging Adult Literacy Learners: Investigating Problem Based Learning Object (PBLO) Use as a Possibility for Implementing Problem Based Learning (PBL) Online. - 183 p.

Source: Masters Abstracts International, Volume: 54-04.

Thesis (M.A.)--University of Ontario Institute of Technology (Canada), 2015.

Anecdotal evidence revealed that learners in an adult literacy program at a large school board in Ontario were disengaged -- unable to identify opportunities to act in response to traditional pedagogy used to prepare them for science Prior Learning Assessment & Recognition (PLAR) assessments. Given the evidence that Problem Based Learning Objects (PBLOs), embedded in collaborative online learning environments, engage adult learners in science, a similar approach was adopted. A social, constructivist online learning environment and a PBLO were designed and introduced to four learners with the intent of fostering engagement in the form of "social practice." Csikszentmihalyi's (1990, 1997) "Flow" framework was used to measure learner emotion, the means through which activity during PBLO use was investigated. In response to the online experience, learners were able to identify opportunities to engage; however, a more longitudinal study is warranted to further understand the activities and interactions in terms of "social practice."

ISBN: 9781321667370Subjects--Topical Terms:

517670
Educational technology.

Engaging Adult Literacy Learners: Investigating Problem Based Learning Object (PBLO) Use as a Possibility for Implementing Problem Based Learning (PBL) Online.
LDR:02026nmm a2200289 4500 001 2067358
005 20160325105916.5
008 170521s2015 ||||||||||||||||| ||eng d
020 $a 9781321667370
035 $a (MiAaPQ)AAI1691845
035 $a AAI1691845
040 $a MiAaPQ $c MiAaPQ
100 1 $a Amesbury, Judith. $3 3182205
245 1 0 $a Engaging Adult Literacy Learners: Investigating Problem Based Learning Object (PBLO) Use as a Possibility for Implementing Problem Based Learning (PBL) Online.
300 $a 183 p.
500 $a Source: Masters Abstracts International, Volume: 54-04.
500 $a Adviser: Roland vanOostveen.
502 $a Thesis (M.A.)--University of Ontario Institute of Technology (Canada), 2015.
520 $a Anecdotal evidence revealed that learners in an adult literacy program at a large school board in Ontario were disengaged -- unable to identify opportunities to act in response to traditional pedagogy used to prepare them for science Prior Learning Assessment & Recognition (PLAR) assessments. Given the evidence that Problem Based Learning Objects (PBLOs), embedded in collaborative online learning environments, engage adult learners in science, a similar approach was adopted. A social, constructivist online learning environment and a PBLO were designed and introduced to four learners with the intent of fostering engagement in the form of "social practice." Csikszentmihalyi's (1990, 1997) "Flow" framework was used to measure learner emotion, the means through which activity during PBLO use was investigated. In response to the online experience, learners were able to identify opportunities to engage; however, a more longitudinal study is warranted to further understand the activities and interactions in terms of "social practice."
590 $a School code: 1555.
650 4 $a Educational technology. $3 517670
650 4 $a Adult education. $3 543202
650 4 $a Pedagogy. $3 2122828
690 $a 0710
690 $a 0516
690 $a 0456
710 2 $a University of Ontario Institute of Technology (Canada). $3 1057491
773 0 $t Masters Abstracts International $g 54-04(E).
790 $a 1555
791 $a M.A.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1691845