Adult Graduate Students' Experiences with Learning Technologies: Explorations of Access, Actions and Preference

Autor/in	Weberg-Vina, Erika L.
Titel	Adult Graduate Students' Experiences with Learning Technologies: Explorations of Access, Actions and Preference
Quelle	(2012), (111 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Lesley University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2677-9471-0
Schlagwörter	Hochschulschrift; Dissertation; Graduate Students; Adult Students; Student Experience; Educational Technology; Learning Strategies; Preferences; Feedback (Response); Technological Literacy; Statistical Analysis + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Adult; Adults; Erwachsenenalter; Schüler; Schülerin; Studienerfahrung; Unterrichtsmedien; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Technisches Wissen; Statistische Analyse
Abstract	Investigation of specific learning conditions can offer a novel approach to exploring learning preferences amongst adult graduate students. This inquiry connects an extensive body of research on adult learning to the emerging literature from the learning sciences, providing the foundations for the questions of this study. A survey was developed from current studies in these domains to investigate graduate students' patterns of access, actions, and preference for specific learning conditions. A series of statistical procedures (ANOVA) is used to validate the data. The purpose of this research is to analyze differences between digital native and non-native graduate students with regards to access to, use of, and preference for certain learning contexts. The findings are reported in detail for various constituents in higher-education to consider and question whether gaps exist between the assumptions and realities of graduate students' access, use, and preference for various learning contexts and to promote the use of a universal feedback system to further examine what constitutes effective teaching and learning conditions for graduate level adult learners. [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