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Experiential learning and the role o...

Loyola University Chicago.

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Experiential learning and the role of primary social relationships as contexts for situated learning in distance education courses of evangelical theological education institutions.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Experiential learning and the role of primary social relationships as contexts for situated learning in distance education courses of evangelical theological education institutions./
作者:	Kemp, Stephen J.
面頁冊數:	205 p.
附註:	Adviser: Terry E. Williams.
Contained By:	Dissertation Abstracts International68-04A.
標題:	Education, Higher. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoeng/servlet/advanced?query=3261315

Experiential learning and the role of primary social relationships as contexts for situated learning in distance education courses of evangelical theological education institutions.
Kemp, Stephen J.

Experiential learning and the role of primary social relationships as contexts for situated learning in distance education courses of evangelical theological education institutions. - 205 p.

Adviser: Terry E. Williams.

Thesis (Ph.D.)--Loyola University Chicago, 2007.

The research methodology of this study is documentary content analysis. This methodology is quite appropriate for the exploratory analysis of distance education courses because of the dependence on written instructional materials in the courses.Subjects--Topical Terms:

543175
Education, Higher.

Experiential learning and the role of primary social relationships as contexts for situated learning in distance education courses of evangelical theological education institutions.
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100 1 $a Kemp, Stephen J. $3 1022694
245 1 0 $a Experiential learning and the role of primary social relationships as contexts for situated learning in distance education courses of evangelical theological education institutions.
300 $a 205 p.
500 $a Adviser: Terry E. Williams.
500 $a Source: Dissertation Abstracts International, Volume: 68-04, Section: A, page: 1354.
502 $a Thesis (Ph.D.)--Loyola University Chicago, 2007.
520 $a The research methodology of this study is documentary content analysis. This methodology is quite appropriate for the exploratory analysis of distance education courses because of the dependence on written instructional materials in the courses.
520 $a Experiential learning is utilized and primary social relationships are engaged as contexts for experiential learning in this study of core courses of distance education programs of evangelical theological education institutions. Utilization of experiential learning is identified by Kolb's types of experiential learning (1984). Patterns of experiential learning are portrayed according to institution, course subject, genre, assignment level and type, experiential learning type, and manner of use in primary social relationships as contexts for experiential learning.
520 $a This study makes a contribution to the field of distance education by exploring two genre of distance education: independent studies and online seminars. It also addresses a gap in higher education research by providing an inductive study of a sector of distance education based on a respected educational theory (Kolb, 1984). It also makes a contribution to the field of experiential learning by rigorously applying Kolb's model to actual courses. This research brings a robust perspective to the study of situated learning (Lave & Wenger, 1991) through its analysis of primary social relationships as contexts for learning.
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