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ERIC Number: ED551518
Record Type: Non-Journal
Publication Date: 2012
Pages: 111
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2677-9471-0
Adult Graduate Students' Experiences with Learning Technologies: Explorations of Access, Actions and Preference
Weberg-Vina, Erika L.
ProQuest LLC, Ph.D. Dissertation, Lesley University
Investigation of specific learning conditions can offer a novel approach to exploring learning preferences amongst adult graduate students. This inquiry connects an extensive body of research on adult learning to the emerging literature from the learning sciences, providing the foundations for the questions of this study. A survey was developed from current studies in these domains to investigate graduate students' patterns of access, actions, and preference for specific learning conditions. A series of statistical procedures (ANOVA) is used to validate the data. The purpose of this research is to analyze differences between digital native and non-native graduate students with regards to access to, use of, and preference for certain learning contexts. The findings are reported in detail for various constituents in higher-education to consider and question whether gaps exist between the assumptions and realities of graduate students' access, use, and preference for various learning contexts and to promote the use of a universal feedback system to further examine what constitutes effective teaching and learning conditions for graduate level adult learners. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education; Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A