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LSP in Canadian Higher Education: What We Can Learn from Program Reviews
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In: Global Advances in Business Communication (2020)
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| 2 |
The Doubleness of International Double Degree Programs at Ontario Universities: Challenges and Prospects for Global Citizenship Education
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In: Electronic Thesis and Dissertation Repository (2017)
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| 3 |
The Millennial graduate student: implications for educators in the fashion discipline
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| 4 |
Distance Education and Community Learning Networks linked by a Library of Culture
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In: Student Affairs Digital Community Development (2011)
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| 5 |
Caring, Interaction, and Active Teaching Strategies: Factors That Contribute to the Success of the Associate Degree Nursing Student
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In: Dissertations (2011)
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| 6 |
What's in a name? Degree programs and what they tell us about 'applied linguistics' in Australia
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| 7 |
Graduate Committee Minutes
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In: Graduate Committee Minutes (2009)
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| 8 |
Graduate Committee Agenda (Amended)
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In: Graduate Committee Agendas (2009)
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| 9 |
Graduate Committee Agenda
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In: Graduate Committee Agendas (2009)
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| 10 |
Comparing instructor self-perception versus student perceptions using the same teaching evaluation instrument: a study of computer science courses in an urban master's degree program
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| 11 |
Reading levels as a predictor of success in associate degree nursing programs and on the Nclex-Rn exam
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In: UNLV Retrospective Theses & Dissertations (1990)
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| 12 |
Motivational conditions experienced by diverse adult learners in cohort-based accelerated degree programs: quantifying learner perceptions for assessment and enhancement of adult motivation to learn
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Abstract:
Doctor of Philosophy ; Department of Educational Leadership ; Sarah J. Fishback ; This study measured levels of conditions eliciting intrinsic motivation to learn and examined the correlation of those measures with learner-perceived level of learning. Acquired from adult learners participating in one Midwestern University’s cohort-based degree programs, data helped determine the extent to which learners perceived the presence of four conditions—inclusion, attitude, meaning, and competence—in both classroom and out-of-classroom learning environments. Additionally, the data helped determine which environment and specific conditions most closely correlated with learner-perceived level of current learning; and provided insight into experiences adult learners found positively or negatively impacting motivation to learn. Surveys were administered in-person to 137 of 150 students within 13 randomly selected cohorts. The survey instrument included a single overall learning attitudinal statement, two Likert scales (classroom and out-of-classroom) each comprised of subscales (inclusion, attitude, meaning, and competence) operationalizing the Motivational Framework for Culturally Responsive Teaching (Framework), a brief demographic section, and a concluding open-ended question regarding experiences impacting motivation to learn. The study used non-parametric analysis to examine dependent variables, motivation conditions, with respect to independent variables; age, gender, race, and degree-level. Additionally, non-parametric analysis examined correlation between condition measures and learner-perceived overall learning. Significant differences were found in two demographic categories. Underrepresented race/ethnicity students (as a combined category) rated overall out-of-classroom conditions higher than predominant race/ethnicity students; and, associate-level students rated classroom conditions lower than bachelors and masters-level students. Significant differences also occurred in subscales. Female students rated classroom attitude conditions higher than males; underrepresented students rated classroom attitude and competence, and out-of-classroom attitude, meaning, and competence, higher than predominant students; associates-level students rated classroom inclusion lower than both bachelors and masters-level students; and both associates and masters-level students rated classroom competence lower than bachelors-level students. All conditions, in both environments (classroom and out-of-classroom), were significantly correlated with learner-perceived level of learning; and the classroom scale demonstrated considerably stronger correlation than did the out-of-classroom scale. Of all subscales, both classroom and out-of-classroom meaning demonstrated the strongest correlation with learner-perceived level of learning. Forty-eight respondents (35% of sample) offered responses to the survey’s concluding statement. Of those respondents offering comments in regard to classroom motivation, instructor characteristics were most often noted. And, of those commenting on out-of-classroom motivation, team formulation and characteristics were predominant. Through the creation of the Motivation Conditions in Learning Instrument™, this study produced benchmark measures for each Framework condition experienced in both cohort-based classrooms and out-of-classroom team learning; identified differences in measures across demographic categories; and identified correlation of measures with learner-perceived level of learning. Finally, the study provided insight into learner experiences impacting motivation to learn.
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Keyword:
Accelerated degree programs; Adult Education; Adult Education (0516); Cohort-based learning; Motivation to learn
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URL: http://hdl.handle.net/2097/14983
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