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Toward a More Effective Andragogy fo...

Presson, Christopher Bryan.

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Toward a More Effective Andragogy for Pastoral Leadership Training in the Southeast Asian Context: A Study of the Learning Preferences of Burmese Karen Pastors and Christian Leaders.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Toward a More Effective Andragogy for Pastoral Leadership Training in the Southeast Asian Context: A Study of the Learning Preferences of Burmese Karen Pastors and Christian Leaders./
作者:	Presson, Christopher Bryan.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	226 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Contained By:	Dissertation Abstracts International79-09A(E).
標題:	Religious education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10809646
ISBN:	9780355871777

Toward a More Effective Andragogy for Pastoral Leadership Training in the Southeast Asian Context: A Study of the Learning Preferences of Burmese Karen Pastors and Christian Leaders.
Presson, Christopher Bryan.

Toward a More Effective Andragogy for Pastoral Leadership Training in the Southeast Asian Context: A Study of the Learning Preferences of Burmese Karen Pastors and Christian Leaders. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 226 p.

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.

Thesis (Ed.D.)--Southeastern Baptist Theological Seminary, 2018.

Identifying the learning characteristics of both individuals and groups of students is seen as a potential means for improving course design and the learning outcomes of individual learners for both general academic and theological instructional contexts. This mixed-method study examined the learning preferences of Burmese Karen pastors and church leaders who had recently immigrated to the United States from Myanmar (Burma), a people group representing tens of thousands in the United States and millions in Myanmar and Thailand. For the quantitative portion of the research, 82 Karen pastors and church leaders participated in the research responding to a translated version of the Index of Learning Styles (ILS) questionaire, developed by Felder, R. M., and Soloman, B. A. (n. d.). The ILS measures preferences on a four-dimensional learning style model (active vs. reflective, sensing vs. intuitive, visual vs. verbal, and sequential vs. global). For the qualitative portion of the research, nine instructors---six Western and three Burmese background---were interviewed regarding traditional and adapted methods of instruction in the Burmese Karen context.

ISBN: 9780355871777Subjects--Topical Terms:

555072
Religious education.

Toward a More Effective Andragogy for Pastoral Leadership Training in the Southeast Asian Context: A Study of the Learning Preferences of Burmese Karen Pastors and Christian Leaders.
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520 $a Identifying the learning characteristics of both individuals and groups of students is seen as a potential means for improving course design and the learning outcomes of individual learners for both general academic and theological instructional contexts. This mixed-method study examined the learning preferences of Burmese Karen pastors and church leaders who had recently immigrated to the United States from Myanmar (Burma), a people group representing tens of thousands in the United States and millions in Myanmar and Thailand. For the quantitative portion of the research, 82 Karen pastors and church leaders participated in the research responding to a translated version of the Index of Learning Styles (ILS) questionaire, developed by Felder, R. M., and Soloman, B. A. (n. d.). The ILS measures preferences on a four-dimensional learning style model (active vs. reflective, sensing vs. intuitive, visual vs. verbal, and sequential vs. global). For the qualitative portion of the research, nine instructors---six Western and three Burmese background---were interviewed regarding traditional and adapted methods of instruction in the Burmese Karen context.
520 $a The findings of the study revealed that the dominant learning preferences of the participants were active, sensing, verbal, and sequential. While the participants showed moderate preferences for active and sensing dimensions, the preferences for verbal and sequential were fairly balanced. Therefore, for improvement of course design and learning outcomes for the Burmese Karen context, instructional methods should be weighted towards active vs. reflective and sensing vs. intuitive, while reflecting more of a balance between verbal and visual, and sequential and global learning dimentions.
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