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A Qualitative Action Research Study ...

Breyer, Katie Lynne.

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A Qualitative Action Research Study of a Self-Directed E-Learning Financial Education Course for Midwestern Adult Learners.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Qualitative Action Research Study of a Self-Directed E-Learning Financial Education Course for Midwestern Adult Learners./
Author:	Breyer, Katie Lynne.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	107 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-09, Section: A.
Contained By:	Dissertations Abstracts International81-09A.
Subject:	Adult education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27672016
ISBN:	9781392580172

A Qualitative Action Research Study of a Self-Directed E-Learning Financial Education Course for Midwestern Adult Learners.
Breyer, Katie Lynne.

A Qualitative Action Research Study of a Self-Directed E-Learning Financial Education Course for Midwestern Adult Learners. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 107 p.

Source: Dissertations Abstracts International, Volume: 81-09, Section: A.

Thesis (Ed.D.)--Northcentral University, 2019.

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

As consumers continue to face increasingly complex financial decisions, courses relating to personal financial acumen should be encouraged for the betterment of all adult consumers. There is a need to inform financial policymakers and educators as to the most effective modality for delivering financial education content to adults as learners in order to best address the financial complexities adult consumers experience. The purpose of this qualitative action research study was to explore perceptions and experiences of a random sample of adults regarding the efficacy and utility of financial literacy acquisition via a self-directed e-learning course in a North Dakota financial institution call center. The course used as the research intervention was informed by the adult learning theory known as andragogy. The results of the research demonstrated positive perceptions of utility and efficacy from a self-directed e-learning modality with participants reporting engagement in the self-directed learning of relevant financial literacy micro learning modules that used organized resources to support and facilitate the delivery of financial education content. Participants also reported cognitive fatigue from the overall number of micro learning modules in the course, a result that was not in alignment with previous research specific to chunking content for learning efficacy. This research also revealed a need to continue investigating the efficacy of this modality on the acquisition and retention of financial knowledge, beyond learner perceptions, to more definitively address both the problem of uncertainty in modality as well as retention of financial knowledge to achieve lifelong financial acumen.

ISBN: 9781392580172Subjects--Topical Terms:

543202
Adult education.
Subjects--Index Terms:

Andragogy

A Qualitative Action Research Study of a Self-Directed E-Learning Financial Education Course for Midwestern Adult Learners.
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500 $a Source: Dissertations Abstracts International, Volume: 81-09, Section: A.
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520 $a As consumers continue to face increasingly complex financial decisions, courses relating to personal financial acumen should be encouraged for the betterment of all adult consumers. There is a need to inform financial policymakers and educators as to the most effective modality for delivering financial education content to adults as learners in order to best address the financial complexities adult consumers experience. The purpose of this qualitative action research study was to explore perceptions and experiences of a random sample of adults regarding the efficacy and utility of financial literacy acquisition via a self-directed e-learning course in a North Dakota financial institution call center. The course used as the research intervention was informed by the adult learning theory known as andragogy. The results of the research demonstrated positive perceptions of utility and efficacy from a self-directed e-learning modality with participants reporting engagement in the self-directed learning of relevant financial literacy micro learning modules that used organized resources to support and facilitate the delivery of financial education content. Participants also reported cognitive fatigue from the overall number of micro learning modules in the course, a result that was not in alignment with previous research specific to chunking content for learning efficacy. This research also revealed a need to continue investigating the efficacy of this modality on the acquisition and retention of financial knowledge, beyond learner perceptions, to more definitively address both the problem of uncertainty in modality as well as retention of financial knowledge to achieve lifelong financial acumen.
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