Student Learning or the Student Experience

Student Learning or the Student Experience: The Shift from Traditional to

Non-Traditional Faculty in Higher Education

Dr. Pamela Allen, Dr. Paul Withey, Dr. Deb Lawton,Dr. Carlos Tasso Aquino, University of Phoenix

@ACBSPAccredited #ACBSP2016

Agenda

• K-W-L Interactive Activity• Introduction• Traditional Education• Shifts in the Adult Population• National Center for Education

Statistics Projections• Interactive Activity (Pulse Check)• Theoretical Framework• Carousel Interactive Activity

• Significance of the Study• Method• Data Analysis and

Interpretation• Implications• Limitations and Suggestions

for Future Research• Conclusions• Comments and Questions


K-W-L Interactive Activity

• Objective:

• To activate thoughts about the topic prior to the introduction.• Instructions:

• The Facilitator will arrange participants into teams (A, B, C ).

• Each team will create three vertical columns with the letters K-W-L above each column.


K-W-L Interactive Activity

• K= What we know. Use key words to answer the question “What do you already know” about traditional and non-traditional (education, faculty and students)

• W=What we want to know. Use key words to answer the question “What you want to know” about traditional and non-traditional (education, faculty and students)

• Choose a spokesperson to report the results for your team.

• L=What we learned. Leave this column blank until after the “Introduction”


Introduction

• Traditional Education• Shifts in the Adult Population• National Center for

Education Statistics Projections


Interactive Activity (Pulse Check)• L=What we learned. Use key words to answer the question “What you learned”

about traditional and non-traditional (education, faculty and students) 5 minutes


Theoretical FrameworkCarousel Activity

Adult Learning Theory(Andragogy) Students are independent

and self-directed Students are intrinsically

motivated Learning characterized by

inquisitive projects, experimentation and independent studies

A more informal learning environment

Learning based on experience Student-centered

performance

Transformational Learning Theory

Adults demonstrate higher levels of commitment when they believe that training goals are important

Adults are in control of the learning method

Establish firm connections in everyday life experiences

The learning process is incomplete self-development that is constantly changing

Evolve from the individual learner’s perspective to multidimensional perspectives.

Transformative Learning Theory

Transformative learning became popular in the early 1980’s

Explains how adult learners make sense or meaning of their experiences

Encourages transformation of perspective

Adults understand “how to negotiate and act upon individual purpose, values, feelings and meanings rather than those assimilated from others


“

”

Create New Knowledge

Developing New Adult Learning Theories

for

New Non-Traditional Students in Higher Education.

Carousel ActivityEach team will decide on the name of a New “Adult Learning Theory” and write it at the top of the post-it-paper .Each team will create three one sentence descriptions explaining their theory.Each team will choose one spokesperson to present their adult learning theory.


Research Study SummarySignificance of the Study Data Analysis Method


Research Study SummaryLimitations Recommendations for Future Research Conclusions


Questions


Mezirow, J. (2012). Learning to think like an adult: Core concepts of transformation theory.

In E. W. Taylor, P. Cranton, & Associates (Eds) The handbook of transformative

learning: Theory research and practice. San Francisco, CA: Jossey-Bass, 73-75.

Wang, V.C.X., Cranton, P. (2011). Transformative Learning. International Journal of Adult

Vocational Education and Technology, 2(4), 56-66. DOI: 10.4018/javet.2011100105

Jarvis, P. (1985). The Sociology of Adult and Continuing Education. Beckenham: Croom Helm.

References