Education Commons^™

Exploring The Impact Of Feedback On Learning Transfer In The Liminal Space For Information Literacy, Natalie Edwards Bishop

Education Dissertations and Projects

Mastering new knowledge is a transformative process, but what happens between initial confrontation with new knowledge and the moment it is mastered? This qualitative case study investigated perceptions on how feedback loops influenced student growth and learning transfer in the liminal space. Myer and Land (2005) described the liminal space as a stuck place where learners are wrestling with their conceptual understanding of knowledge that is troublesome.

Students were adult undergraduates in an online information literacy course. Librarians teaching the course were early adopters of ACRL’s The Framework for Information Literacy in Higher Education (the Framework) and participated in on-site …

Continuing Education Certification Programs For Career-Long Learning: Winston-Salem State University, Patricia Oliver

Education Dissertations and Projects

The Division of Continuing Education at Winston-Salem State University has a service gap in the market regarding career-long learning in the community. Continuing Education wanted to establish a project that would bring in revenue with very little start-up costs.

The purpose of this project was to look atcareer-long learning as a concept in the disciplines of allied health, computer technology, paralegal, project management, and business administration at Winston-Salem State University in the Division of Continuing Education. The need for in-depth education and training in specific areas has been influenced by the shortage of corporations and hospitals in some areas. One …

Seeking Significance: An Ethnographic Study Of Teacher-Led Professional Experiences And Its Impact On Efficacy, Bonnie Coleman Bolado

Education Dissertations and Projects

Adult learning takes place through multiple facets. The understandings of how teachers chose to learn when given autonomy to engage in their own professional learning is a facet of teacher development that has not been widely researched. The research of Bolado (2018) utilized the grounded theory approach to develop themes of adult learning that provide insights to teacher needs when engaging in professional learning. Qualitative methods of research provided detailed perceptions of teacher needs when engaging in professional learning and how these experiences impacted their efficacy. This grounded theory research derived theories based on teacher perceptions of their confidence levels …