A Value-Driven Exploration of Online and In-Person Learning for Professionals

Autor/in	Sanders, Tammy S.
Titel	A Value-Driven Exploration of Online and In-Person Learning for Professionals
Quelle	(2016), (188 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Florida International University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3556-0256-2
Schlagwörter	Hochschulschrift; Dissertation; Mixed Methods Research; Gender Differences; Age Differences; Age Groups; Electronic Learning; Correlation; Online Courses; Conventional Instruction; Adults; Professional Development + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Age grop; Altersgruppe; Korrelation; Online course; Online-Kurs
Abstract	The purpose of this dissertation is to undertake a learner-centered exploration of delivery mode relevance in professional learning. Given the increasing pervasiveness of technology-mediated online delivery in nondegree professional learning at the individual and enterprise levels, this study has a particular focus on learning value ascribed by learners to online and in-person delivery in relation to their professional development. Qualitative and quantitative methods were used in this study to collect and examine data from adult professionals in an effort to determine how value is ascribed to learning. With this aim in mind, this study focused on the following research questions: Are there differences in preferred learning format between men and women?; Are there differences in preferred learning format between professionals in varied age groups?; Are there differences in preferred learning format between professionals who have engaged in learning online and people who have not?; For participants who indicate learning format preferences, how do they define and describe their preferences and on what aspects of the learning experience do they base their preferences?; For participants who indicate learning format preferences, how are these participants describing and interpreting meaningful relevance for learning in their day-to-day professional lives? A key driver of this exploration was a scarcity of representative understanding in wider research about the relationship between varied modes of professional learning delivery and professional learning transfer, which has long typified learning value in the adult professional context. By exploring professionals' learning experiences and delivery mode preferences, this study arrived at several explanatory concepts, to include: "learning preference premiums" as impactful value-drivers for learners; "ubiquitous blend" as a comprehensive value-based approach to professional learning design and delivery; and "absolute proximity" as a deliberate technology-mediated merging of work and learning contexts that supports professionals in achieving full applicability of their learning. [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.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01