An Application of Double-Loop Learning to Community College Remedial Education: A New Model of Integrated Supports for Ongoing Student Success

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Autor/in	Doren, Andrew T.
Titel	An Application of Double-Loop Learning to Community College Remedial Education: A New Model of Integrated Supports for Ongoing Student Success
Quelle	(2013), (159 Seiten) PDF als Volltext Verfügbarkeit D.Mgt. Dissertation, University of Maryland University College
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3034-2397-0
Schlagwörter	Hochschulschrift; Dissertation; Community Colleges; Remedial Instruction; Developmental Studies Programs; Models; Success; Two Year College Students; Adult Basic Education; Diagnostic Tests; Technology Uses in Education; Tutoring; Individualized Instruction; Learning Processes + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Community college; Community College; Förderkurs; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Analogiemodell; Erfolg; Adult; Adults; Education; Adult education; Erwachsenenbildung; Diagnostic test; Diagnostischer Test; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Förderkonzept; Nachhilfeunterricht; Individualisierender Unterricht; Learning process; Lernprozess
Abstract	Community colleges have multiple missions and one of them is to provide open access services to those seeking to further their education. Community colleges provide remedial courses in math, reading, and writing because many of their students do not meet entrance requirements in these core subjects. However, the usual developmental education track in which these courses are offered is one-size-fits-all and does not target the individual needs and strengths of these students. As a result, these students often fail to continue on to credit courses or to complete a degree or certificate. In addition to the development track, a large percentage of community colleges also provide adult basic education courses for students who have not received a high school diploma and need to remediate their skills to complete a GED® and then pursue further training or education. These students also drop- or stop-out in large numbers and few actually continue on to complete a degree or certificate. These two groups of students who do not continue to post-secondary training may not be able to find viable careers, leading to a national shortage of sufficiently skilled workers. Current approaches to serving both of these student populations in community colleges--developmental track and adult literacy students--are similar, but do not achieve their desired outcomes for large numbers of students. These approaches reflect a single-loop method of learning that does not foster creative ways to achieve desired outcomes. The current paradigm for delivering these forms of remedial education needs to be changed if students are to be more successful in college. This study takes a double-loop approach to developing greater individualized learning programs for students who need them. This new model for providing more targeted, customized, and just-in-time remedial education reflects current research in the field. Elements of this new approach include integrated classes, better diagnostic instruments, use of technology, and tutoring that meets the needs of individual students. The model presented in this study has applicability beyond those students who need remedial education. It can be used for any student who requires the skills deemed necessary to complete their desired program of study successfully. This research also identified organizational learning and change pitfalls that perpetuate the single-loop approach to education in colleges and discussed needed management and leadership styles for implementing required organizational changes that better serve all students. [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