Education Commons^™

The Role Of Instructor Presence And Class Size In Promoting Engagement Among Adults Pursuing Undergraduate Degrees Online: A Preregistered Study., Ken S. Muessig

Graduate Theses and Dissertations

Adult learners who pursue undergraduate degrees online are an understudied group who have characteristics that separate them from traditional younger students or graduate students who might be the same age. These characteristics could give them a different experience in online courses. Do adult learners experience instructor presence in a way that makes them engage in their courses more? Is that measurable by a validated measurement of student engagement? This preregistered study seeks to answer how the student engagement of adult learners seeking an undergraduate degree in a 100% online environment is effected by the presence of the instructor. The data …

Final Report: The Ecosystem Of 21st Century Employer Supported Education And Training Initiatives, Kathy Harris, Jen Vanek,, Jill Castek, Gloria Jacobs

21CLEO Presentations and Publications

The 21st Century Learning Ecosystem Opportunities (21 CLEO) research was launched to increase understanding of the complexities of learning ecosystems in employer-supported education and training initiatives. This work envisions workplace learning as ecosystems shaped by a constellation of factors that operate in dependent and independent ways.

21st Century Learning Ecosystem Opportunities: Research And Findings, Jill Castek, Kathy Harris, Gloria Jacobs, Jen Vanek,

21CLEO Presentations and Publications

The 21st Century Learning Ecosystem Opportunities (21 CLEO) research was launched to increase understanding of the complexities of learning ecosystems. This report is a summary that aims to share insights about working learners employed in frontline service work, the types of education and training initiatives offered to them, and the outcomes from participating in such employer supported education and training initiatives. The findings shared here are drawn from the collection of presentations, blog posts, and other publications through which we have shared our insights along the way (cited throughout), as well as new material developed as part of our final …

Interpreting Social-Emotional Learning: How School Leaders Make Sense Of Sel Skills For Themselves And Others, James Bailey, Randy Weiner

School Leadership Review

The need for social-emotional learning for adults has emerged due to accountability stressors and the Covid-19 pandemic. While many school leaders believe in SEL for adults, major disconnects exist between their understanding and belief in SEL and their plans to implement it. The main problem this research sought to address integrated two ideas in the affective world of school leaders: First, research literature today does not describe what competencies from the most commonly used framework for SEL, CASEL, mean concerning school leadership. Second, research literature today does not describe how school leaders explicitly develop SEL skills and operationalize these competencies …

When Enthusiasm For Learning Isn’T Enough, 21cleo Research Team

21CLEO Research Project Blog Posts

21CLEO Research Blog Post No.26

The Value Of Peer Supervisory Practices, Josh Tripp

Electronic Theses and Dissertations

Across the country schools have continuously looked to find ways to increase student achievement. In response to state and federal policy, school districts have used evaluative processes and accountability measures to increase teacher effectiveness. Despite a significant body of research that supports the effect of supervisory practices on teacher effectiveness, this focus on formal evaluation has detracted from the time and resources allocated to instructional supervision. Due to COVID-19, schools across the nation have been forced to provide remote learning opportunities to students. Essentially, this new style of teaching has turned all educators, regardless of experience, into first-year teachers. The …

The Little Things Add Up, 21cleo Research Team

21CLEO Research Project Blog Posts

21CLEO Research Blog Post No.25

21cleo Research Team Draws On Critical Race Theory For New Peer Reviewed Article, 21cleo Research Team

21CLEO Research Project Blog Posts

21CLEO Research Blog Post No.24

Ecosystem Of Workplace Education And Training: Where Do Learners Fit?, Kathy Harris, Jen Vanek, Jill Castek, Gloria E. Jacobs

21CLEO Presentations and Publications

Presentation Agenda

● Background on study design and theoretical approaches

● What’s a learning ecosystem?

● Who are the learners?

● Insights gleaned from critical analysis of learner interview data & discussion with key stakeholders (employers, WFD practitioners, educators)

● What’s next in our research

Assessing The Relationship Between Mandatory Faculty Development For Online Career College Instructors And Transformative Learning, Tremayne Simpson

Dissertations

Online teaching and learning has become a primary focal point for higher education administrators. Institutions have focused their strategic plans to maximize opportunities to grow their campuses, through distance education. A consistent issue that has surfaced with distance education initiatives is teacher preparation for online education. The issue is further compounded in proprietary institutions that may have limited resources and guidance for structuring effective faculty development programs. It is beneficial for faculty program developers to implement adult learning concepts into their courses to improve the overall training transfer for instructors. Transformative learning is an adult learning theory that focuses on …

Innovative Learning Group, Kathy Harris, Jen Vanek,, Jill Castek, Gloria Jacobs

21CLEO Presentations and Publications

No abstract provided.

A Phenomenological Study Exploring Teachers’ Perceptions Of Virtual Professional Development Through The Lens Of Adult Learning Theory, Mary-Ellen Montauredes-Kakalos

Theses and Dissertations

This phenomenological study design explored the lived experiences of teachers’ perceptions of virtual professional experiences through the lens of adult learning theory. The participants were comprised of elementary educators from a suburban county in New York state. The participants in this study were all forced to shift to virtual teaching and learning during the COVID-19 pandemic. The research questions addressed were how do educators describe their experiences with virtual professional development, what characteristics of adult learning do educators value most, and how does virtual professional development compare to traditional in person professional development as it relates to educators' professional growth …

Many Voices: Participants As Research Partners, 21cleo Research Team

21CLEO Research Project Blog Posts

No abstract provided.

Complexifying Paid Learning, 21cleo Research Team

21CLEO Research Project Blog Posts

No abstract provided.

“My Background Is A Little Bit More Than What I Am Now", 21cleo Research Team

21CLEO Research Project Blog Posts

No abstract provided.

Working Learners In An Workplace Learning Ecosystem, 21cleo Research Team

21CLEO Research Project Blog Posts

No abstract provided.

What Do We Mean By Learning?, 21cleo Research Team

21CLEO Research Project Blog Posts

There is no one way a working learner interacts in the workplace to learn. Nor is there just one set of initiatives in the field that promote learning. Learning is a set of interactions that depend on the context, the conditions, the learner, and the learner's goals.

Learning And Job Advancement: Insights From A Follow-Up Questionnaire, 21cleo Research Team

21CLEO Research Project Blog Posts

Over the course of our research project, we were able to interview 27 working Learners employed in frontline service work in the US. Our plans to expand this data set and conduct in-person follow-up interviews was disrupted by the COVID-19 pandemic. In order to have some sense of what our participants' education, work, and lived experiences were like in the year after our interviews, we sent a follow-up questionnaire to all 27 in the summer of 2021 and received responses from 13 individuals. It was important for us to reconnect with these learners after more than a year of societal …

Examining Perspectives Of Immigrant Working Learners & Education Providers: Crt As Analytical Framework, Jen Vanek, Kathy Harris, Gloria E. Jacobs, Jill Castek

21CLEO Presentations and Publications

Research questions in this article include:

• What supports English learners’ participation and engagement in workplace learning?

• Who gets access to learning opportunities?

• Whose workplace learning leads to advancement?
• What do the perspectives of adult working learners reveal about their education and training when viewed through a CRT lens?

Re-Conceptualizing Ethical Practices In Adult Education In Contemporary Society Using An Ethics-Centered Practice, Mitsunori Misawa, Patricia J. Higgins

Adult Education Research Conference

This presentation will focus on re-conceptualizing and exploring ethical practices in adult education from the previous literature on ethics and developing an ethics-centered practice for modern adult education.

Finding Common Ground: How Teaching Movement And Grounding Techniques To Sexual Assault Survivors Affects Their Learning In Higher Education, Jillian N. Paciello

Adult Education Research Conference

Survivors of sexual trauma are at risk of developing PTSD which can impair learning. This paper examines how female adult learners who are sexual assault survivors benefit from grounding techniques.

Instructional Coach Feedback: Investigating The Impact, Anna Coats

Doctor of Education Dissertations

This mixed methods study was conducted to investigate the impact the knowledge, skills, dispositions, and coaching style of an instructional coach has on middle grades teacher instructional practices. The results of this study can be used to inform school leaders, administrators, and instructional coaches on methods for improving instructional coaching practices. The study was conducted utilizing a survey instrument and interviews. The survey indicated the instructional coaches have a role in developing instructional practices, though the qualitative data indicated possibility of greater impact than in current practice. Interview participants identified opportunities for a greater impact, such as incorporating timely, balanced, …

Nursing Faculty Experiences With Interactive Games And Gaming And Student Preparedness, Laura S. Dana

Walden Dissertations and Doctoral Studies

Although instructional strategies to enhance student learning is a critical component of the faculty role, nursing education has been slow to incorporate games and gaming into the learning environment. The primary purpose for this qualitative phenomenological research study was to explore the lived experiences of nursing faculty of associate degree programs, specifically regarding the use of games and gaming as interactive, experiential teaching and learning strategies. This study was designed to answer the question, “What are the lived experiences of faculty who use games and gaming as instructional approaches in associate degree nursing (ADN) education.” Through one-on-one interviews via Zoom …

Nursing Faculty Experiences With Interactive Games And Gaming And Student Preparedness, Laura S. Dana

Walden Dissertations and Doctoral Studies

Although instructional strategies to enhance student learning is a critical component of the faculty role, nursing education has been slow to incorporate games and gaming into the learning environment. The primary purpose for this qualitative phenomenological research study was to explore the lived experiences of nursing faculty of associate degree programs, specifically regarding the use of games and gaming as interactive, experiential teaching and learning strategies. This study was designed to answer the question, “What are the lived experiences of faculty who use games and gaming as instructional approaches in associate degree nursing (ADN) education.” Through one-on-one interviews via Zoom …

Interdisciplinary Collaboration: Using A Rapid Coaching Intervention To Teach Parents Naturalistic Strategies To Teach Communication, Rose Campbell

Theses and Dissertations--Early Childhood, Special Education, and Counselor Education

In this study, a multi-component, rapid coaching intervention that included providing rationales, modeling, coaching during brief practice sessions, and performance-based feedback to train parents of children with communication delays to use naturalistic strategies during play. In addition, this study modeled successful interdisciplinary collaboration. A multiple baseline design across behaviors was used to evaluate the intervention and subsequent changes in the parent’s behavior. Results indicated that hat the rapid coaching model can be effective when it came to teaching parents how to implement naturalistic strategies. Additional data are needed before a definitive decision can be made regarding the effectiveness of the …