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Exploring conversational learning ut...

Dobbs, Cory L.

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Exploring conversational learning utilizing a simulation game: A case study.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Exploring conversational learning utilizing a simulation game: A case study./
Author:	Dobbs, Cory L.
Description:	160 p.
Notes:	Advisers: Walter Delecki; Richard Wiggall.
Contained By:	Dissertation Abstracts International68-03A.
Subject:	Education, Adult and Continuing. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3257725

Exploring conversational learning utilizing a simulation game: A case study.
Dobbs, Cory L.

Exploring conversational learning utilizing a simulation game: A case study. - 160 p.

Advisers: Walter Delecki; Richard Wiggall.

Thesis (Ed.D.)--Northern Arizona University, 2007.

The purpose of this study was to explore what members of a work team learn from an experiential learning exercise. A case study format was used to investigate the experiential learning of employees of a project management team at a large financial services firm in Phoenix, Arizona. Illeris (2002) three dimensions of learning---cognitive, emotional, and social---provided the framework for examination of the phenomena as well as guidelines for understanding of the learning that took place during the study. A simulation game was used to engage a work team in a series of conversations whereby the participants experienced a wide-range of thoughts and emotions related to team building and team work.Subjects--Topical Terms:

626632
Education, Adult and Continuing.

Exploring conversational learning utilizing a simulation game: A case study.
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035 $a (UMI)AAI3257725
035 $a AAI3257725
040 $a UMI $c UMI
100 1 $a Dobbs, Cory L. $3 1285929
245 1 0 $a Exploring conversational learning utilizing a simulation game: A case study.
300 $a 160 p.
500 $a Advisers: Walter Delecki; Richard Wiggall.
500 $a Source: Dissertation Abstracts International, Volume: 68-03, Section: A, page: 0915.
502 $a Thesis (Ed.D.)--Northern Arizona University, 2007.
520 $a The purpose of this study was to explore what members of a work team learn from an experiential learning exercise. A case study format was used to investigate the experiential learning of employees of a project management team at a large financial services firm in Phoenix, Arizona. Illeris (2002) three dimensions of learning---cognitive, emotional, and social---provided the framework for examination of the phenomena as well as guidelines for understanding of the learning that took place during the study. A simulation game was used to engage a work team in a series of conversations whereby the participants experienced a wide-range of thoughts and emotions related to team building and team work.
520 $a The study was conducted during the fall of 2006. Data collection was conducted in the following manner: (1) researcher as participant observer collecting field notes during simulation games; (2) participant reflections collected during a debrief session that took place at the conclusion of each game; (3) participant reflection journals collected to provide background information about the participants thoughts, feelings, and personal observations; (4) one-on-one interviews with study participants conducted after the final simulation game in order to obtain data regarding participants' learning.
520 $a The major findings of this study are consistent with adult learning theory and the generally accepted principles of andragogy. The participants' prior interactional experience factored into the reactive learning that emerged during this study. Another aspect of adult learning that emerged during the present study was that of the learner's need for psychological safety, a comfort zone in which participants limited their exposure to risk of values, ideas, and identity. The feedback process as expressed during play of the simulation game provided a structure in which participants were able to try out new skills, such as formal practice of listening. The participants as learners identified the need to challenge habitual ways of listening to each other in the team environment.
590 $a School code: 0391.
650 4 $a Education, Adult and Continuing. $3 626632
650 4 $a Education, Industrial. $3 1017516
690 $a 0516
690 $a 0521
710 2 $a Northern Arizona University. $3 783744
773 0 $t Dissertation Abstracts International $g 68-03A.
790 $a 0391
790 1 0 $a Delecki, Walter, $e advisor
790 1 0 $a Wiggall, Richard, $e advisor
791 $a Ed.D.
792 $a 2007
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3257725