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ERIC Number: ED559580
Record Type: Non-Journal
Publication Date: 2013
Pages: 128
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3033-0289-3
ISSN: N/A
Learner-Centered Teaching Style: Comparing Face-to-Face and Online Adult Educators' Commitment Levels
Edwards, Shanda E.
ProQuest LLC, Ph.D. Dissertation, Capella University
For at least 50 years, prominent adult learning theorists have recommended that adult educators commit to a learner-centered teaching approach. Extensive teaching styles research has been conducted on face-to-face and online adult educators, albeit separately, to examine their commitment levels to the learner-centered style. In addition, there has been little indication in past research whether course delivery format, that is, face-to-face or online, can influence adult educators' commitment levels to the learner-center style. The purpose of this cross-sectional quantitative survey study was to identify and compare face-to-face and online educators' commitment levels to a learner-centered style and to investigate whether course delivery format influences implementation of a learner-centered style. The research questions for the study examined if there were statistically significant differences among faculty groups' commitment levels to the learner-centered style. The convenience sample consisted of 107 adult educators from two community colleges. The researcher used one teaching style questionnaire with two sections, being the demographic survey and Conti's Principles of Adult Learning Scale (PALS, 1978). Data analysis consisted of the comparison of two population means using t tests for independent samples for the overall PALS scores and then for each of seven PALS subscales scores. The findings suggested little indication that educators were committed to the implementation of the learner-centered style as recommended by adult learning theorists. Only two of the seven PALS subscale factors, being learner-centered activities and flexibility for personal development scores, indicated a tendency toward the learner-center concept. It is recommended that future trainings and workshops focus on making adult educators aware of the variance between theory and their practice of the learner-centered teaching style. [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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Adult Education; Two Year Colleges; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Principles of Adult Learning Scale