Student Learning Preferences in Nontraditional Degree Programs: A Look toward the Future of Higher Education in America

Autor/in	Folts, Lynda
Titel	Student Learning Preferences in Nontraditional Degree Programs: A Look toward the Future of Higher Education in America
Quelle	(2018), (271 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Texas A&M University - Commerce
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4387-6617-4
Schlagwörter	Hochschulschrift; Dissertation; Student Attitudes; Preferences; Nontraditional Education; Learning Strategies; Competency Based Education; Online Courses; Cooperative Learning; Independent Study; Interaction; Student Characteristics; Reinforcement; Administrator Education; Traditional Schools; Predictor Variables; Bachelors Degrees; Higher Education; Educational Trends; Texas + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schülerverhalten; Non-traditional education; Alternative Erziehung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Online course; Online-Kurs; Kooperatives Lernen; Selbststudium; Interaktion; Positive Verstärkung; Traditioneller Unterricht; Prädiktor; 'Bachelor''s degrees'; Bachelor-Studiengang; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsentwicklung
Abstract	This research project was used to examine variables influencing preferred learning modes of online competency-based education (CBE) students registered in a Bachelor's of Organizational Leadership degree program at a traditional university in east Texas, using 4 learning modes (independent, instrumental, interactive, and collaborative). A quantitative inquiry was used to collect responses from 273 students, which confirmed demographics and any preferred preferences for the 4 learning modes. Interactive and collaborative learning modes were determined as most substantial through frequencies, ANOVA means, and multiple regressions, explaining likelihoods of student enrollment in a program using such learning modes for online CBE course design and delivery in the program. Findings can be informative to the course design and teaching process to build upon the knowledge of preferred learning modes in online CBE programs. The study of student characteristics and learning mode preferences may assist in obtaining information desired to facilitate achievement of Department of Education (DOE) and State of Texas benchmarks outlined for leaders of higher education institutions by the year 2030. [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