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ERIC Number: ED565985
Record Type: Non-Journal
Publication Date: 2014
Pages: 197
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3036-9529-2
ISSN: N/A
A Cross Sectional Study of the Differences between Generation, Learning Style, Modality and Learning Outcomes within a Faculty Development Program
Weeks, Joseph A., Jr.
ProQuest LLC, D.B.A. Dissertation, Wilmington University (Delaware)
This research project was a descriptive study which measured the differences between generation, learning style, modality of course delivery and learning outcomes of the education sessions for participants in the regional higher education institution's professional development program. This research study focused on the faculty development program within the regional higher education institution and the differences between generation, learning style, and modality of course delivery and learning outcomes of the education sessions. Based upon the findings of this study, the regional higher education institution could refine the faculty development program delivery methods, if needed, to improve and maximize the potential knowledge transfer from Baby Boomers to Generation X and Generation Y participants. The research study found no statistically significant relationship between generation and the learning outcomes for the three unique generations within this research study. No statistically significant relationship was found between gender and the education session learning outcomes within this research study. No statistically significant relationship was found between faculty status and the learning outcomes from the education session within this research study. No statistically significant relationship was found between length of time teaching and the learning outcomes responses within this research study. No statistically significant relationship between gender and the four Kolb learning styles within this research study. No statistically significant relationship was found between faculty status and the four Kolb learning styles within this research study. No statistically significant relationship was found between faculty member learning style and the length of time teaching within the institution for the four Kolb learning styles within this research study. However, a statistically significant relationship was found between learning style and the learning outcomes from the education sessions for the four unique learning styles within this research study. As a result, identifying the participant's preferred learning preferences; then synchronizing future educational content delivery could have a significant impact on learning outcomes of future faculty development education sessions. Understanding the differences between generation, learning style, modality and the learning outcomes will allow academic organizations to design and deliver future faculty development programs to match the learning styles and modality preferences of the participants. This would enable academic institutions to optimize the education session for the highest potential knowledge transfer. [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: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Learning Style Inventory