Productivity Environmental Preference Survey (PEPS) of Undergraduate Nursing Students - A Generational Perspective

A change in the generational demographics of college students is occurring throughout the United States. By 2012, the number of Millennial students, those born from 1982 to 2003, will jump from 44 percent to 75 percent of the total college enrollment. It has been suggested that their methods of learning are different from those of previous generations. The purpose of this study was to identify and compare individual productivity and learning style preferences of undergraduate nursing students that fall into the Generation X and Millennial age cohort. Using the Dunn & Dunn Learning Style Model and the Productivity Environmental Preferences Survey(PEPS), the study examined the conditions under which an adult learner is most likely to achieve the highest level of productivity and learning. Seventy-three undergraduate nursing students in their junior year of college were surveyed on twenty different stimuli subscales. Overall results did not demonstrate strong learning style preferences in either group and demonstrated more similarities than differences. Four areas of slightly stronger preferences were noted: Generation X preference for learning from authority figures verses peer learning and the need for frequent snacking for increased productivity and learning. Millennia} students demonstrated a greater preference for wanting a more structured learning environment and having afternoon and evenings as the time of their highest level of energy for learning more difficult content. Using at-test and 2-tailed significance analysis showed a statistical significant difference between the generational cohorts in the subscales referring to Authority oriented learner , Time of day and Afternoon . Understanding the academic productivity and preferred learning style preferences of these two groups is important for both curriculum planning and policies to help increase student retention

Adult learner engagement with learning supports in a blended learning environment in Irish insurance education

This case study reports on the results and experiences of adult learner engagement when using learning supports within a blended learning environment (BLE) in Irish insurance education. Currently, there is a lack of comprehensive research focusing on this area in the professional education sector. This research is of interest to educators who offer a blended ‘bricks and clicks’ model to adult learners within either a professional or a higher education programme. For instance, this blended learning approach model is used at an increased frequency by modern professional education with education programmes shifting from a tutor-centred to more learner-centred approach. From an Irish higher education perspective, the Hunt Report (2011) comments that there is an increasing need for the provision of educational opportunities that differ significantly from the traditional model. Research demonstrates that active adult learner engagement with learning supports in a blended learning environment increases the chances of exam success (Griffin, 2014). Nonetheless, adult learner engagement with both types of learning supports (i.e. face-to-face and in the cloud) varies for The Insurance Institute of Ireland in using this model. This case study, designed from the perspective of an adult learner highlights active and passive engagement with learning supports, levels of satisfaction, attitude and value towards learning supports and post-reflective thoughts towards engagement. The module MDI-01 Insurance and Business Law is used as a case study within the Management Diploma in Insurance (MDI) programme. The case study is supported with both qualitative and quantitative research from 58 professional learners’ engagement over a twentyweek academic term. The results demonstrate that adult learners may differentially prefer certain learning supports in each learning environment or incur certain challenges in engaging with the face-to-face supports. As such, each adult learner tailors their level of engagement to accommodate their learning style and overcome these barriers. From this, the two archetypal environments in the blended learning model can complement each other and accommodate the different learning styles that are inherent to each individual adult learner

Learning Strategy Patterns and Instructional Preferences of Career and Technical Education Students

In an effort to individualize instruction and improve the effectiveness of instructor-learner transactions, education and instructional research has addressed a wide assortment of learner variables and assessed their relationships to instructional methods and environments. Frequently included in this research are analyses of how information is obtained and processed. Identified in the literature alternatively as learning style, cognitive style, or cognitive control, these variables are learner classifications that describe how a student approaches, acquires, processes, and uses information in addressing learning tasks. An individual’s specific learning classification conveys his or her preferred approach to learning tasks and charts his or her particular instructional needs. Adult education has recently seen the development by Conti and Kolody (2004) of a new model for the study and classification of learning preferences, which they call learning strategies. To accompany their model, they created a new assessment instrument named Assessing the Learning Strategies of Adults, or ATLAS. Although learning strategy research using the ATLAS test has appeared in dissertations and other, less formal, research, it has not yet developed a sizeable base in peer-reviewed, published literature. Nevertheless, the ATLAS learning strategies are grounded historically and theoretically in concepts of psychological types and learner differences, and their wider use may provide means for educators to identify learning preferences and may suggest methods for instructors to individualize and strengthen their students ’ learning experiences

The Attitudes and Learning Styles of Adult Learners to E-Instruction of the Spanish Language

This study investigated the relationship between adult learner attitudes toward technology and learning style. A sample of community college Spanish students in a Midwestern city in the United States was surveyed to determine (a) an attitude score toward Spanish E-Instruction based on the Lukow ATUTS (Attitudes toward Using Technology Survey) and (b) a learning style measured by the Kolb LSI (Learning Style Inventory). The majority of participants (n = 151) were aged 18-29 (95%), used between one and five software programs on a daily basis (88%), spent at least 11 hours a week online (88%), and reported an Accommodating style of learning (28%). A Randomization Test for Difference of Means indicated learning styles did not differ significantly in their mean attitude toward technology (p = .063). Participants reported the use of online translators, language learning websites, and language learning games to best facilitate their achievement of course objectives. Additionally, participants reported a strong preference for language learning apps, hands-on activities, and real-world applications. The findings suggest adult educators should be cognizant of their students’ preferences for E-Instruction and language technology integration, thus giving insight into the most and least useful tools for students through the learning process

The Relationship Between Community College Instructors’ Perception of Andragogical Orientation and Instructional Style.

Community colleges in Northern and Southeastern Virginia have struggled with enrollment and retention of adult learners. Addressing adult learners’ needs is an important focus for instructors, yet few studies have addressed how instructors can use andragogy, the art and science of adult learning, to influence their instructional practices to support adult learners. Based on self-determination theory, this quantitative, cross-sectional study examined the extent that 75 community college instructors’ perceived andragogical orientation predicted an autonomy-supportive instructional style controlling for instructor years of teaching, highest degree earned, and gender. Instructors from 10 community colleges in Northern and Southeastern Virginia teaching in the 2021-2022 academic year were asked to complete an online survey including the Principles of Adult Learning questionnaire and the Problems in Schools questionnaire to measure their self-reported andragogical orientation and autonomy-supportive instructional style, respectively. Results from a multiple hierarchical regression revealed that the constructs of andragogy: (a) Learner-Centered Activities, (b) Personalizing Instruction, (c) Relating to Experience, (d) Assessing Learner Needs, (e) Climate Building, (f) Participating in the Learning Process, and (g) Flexibility for Personal Development, predicted an instructional style that is more autonomy-supportive, particularly the assessing learner needs construct. Results of this study may contribute to positive social change by helping community college instructors make more informed decisions about course design to address the needs of adult learners

The development and evaluation of a learning styles assessment tool for the South African higher education context

Philosophiae Doctor - PhDA literature study focusing on teaching and learning in higher education in South Africa was conducted. Theories relevant to adult learning were also examined. These included behaviourist, cognitive, humanistic and social learning theories which were found to be relevant for the adult learner. The learning styles, which form the foundation for this study, were explored. Nine learning style theories and instruments were examined for possible adaptation in the South African higher education context. These were: Kolb Learning Style Index, Dunn and Dunn Learning Style Index, Honey and Mumford Learning Style Questionnaire, Felder and Silverman Index of Learning Style, Gregorc Style Delineator, Myers-Briggs Type Indicator, Grasha Reichmann Student Learning Styles Scales, Vermunt Inventory of Learning Styles, and the Centre for Innovative Teaching Experiences. From the nine learning style instruments, the Centre for Innovative Teaching Experiences instrument was selected for adaptation for the South African higher education sector.South Afric

Teaching style preferences and educational philosophy of teacher education faculty at a state university

Scope and Method of Study:An educational philosophy and teaching style provide a foundation for understanding and for guiding guide decisions about curriculum, teacher-learner relationship and professional practice. The purpose of this descriptive quantitative study was to describe the educational philosophies and teaching styles of the teacher educators at a specific Midwestern state university in the United States and to compare this to the preferred educational philosophy and teaching style of the university's College of Education (COE). All teacher educators (N=122) at this university were invited via the university's e-mail system to participate in this on-line survey. A total of 45 participants responded. The variables of education philosophy were measured using the Philosophy of Adult Education Inventory (PAEI). Teaching styles, as measured using the Principles of Adult Learning Scale (PALS), were categorized as either learner-centered or teacher-centered. The educational philosophies used in this study were liberal, behavioral, humanism, progressive and radical. The educational philosophies and teaching styles were examined in relationship to the demographic variables of: gender age, academic rank, assigned college at the university, years working in higher education, years teaching at the university, Pk-12 teaching experience and Pk-12 administration experience. The concepts of pedagogy and andragogy were contrasted between adult educators, and higher education and Pk-12 educators.Findings and Conclusions:It was found that the majority of teacher education faculty held the progressive educational philosophy and their preference for teacher-centered teaching style did not match. This may indicate that they believe in, but are not utilizing, the concepts of learner-centered teaching styles. The COE and faculty were in congruence with the same philosophy, however they differed in the faculty preferred teaching style. With the exception of gender and Pk-12th grade teaching, demographic variables had no statistical significance

The management learning tool: Andragogy

The name andragogy was first used by a German grammar school teacher named Alexander Kapp in 1833 to portray the educational theory of the Greek philosopher Plato. He used it to refer to the normal process by which adults engage in continuing education. The first use of the term "andragogy" to catch the extensive attention of adult educators was in 1968, when Knowles, then a professor of adult education at Boston University, introduced the term (then spelled "andragogy") through a journal article. Andragogy is an educational theory that utilizes the adult’s life experiences to teach and aid in learning rather than using someone else’s experience in an attempt to teach. Since this is a way of teaching and learning, the principles lend andragogy to be accepted as a theory. Andragogy applies to any form of adult learning and has been used extensively in the design of organizational training programs (especially for "soft skill" domains such as management development). Andragogical methods are best when they can be applied are in community situation and industry/corporate situations that are supportive of a self-directed learner. Human Resource departments should also consider andragogical principals when designing their employee development programs, providing the organization whose management style is one that is represented by McGregor’s Theory Y. By placing a value on training and development, employees will be motivated to learn new skills to help them in their career development.Andragogy, Management learning tool

Constructivism in online learning : a literature review

The purpose of this paper is to look at the interaction of constructivist-based approaches, adult learning characteristics and six online learning issues. Constructivist learning environments allow learners to build their own meaning and understanding from learning resources and circumstances. Constructivists claim that learners accumulate new knowledge by themselves and use this to pile up previous knowledge and experiences. The learner is the learning focus, and the instructors act as facilitators or guides, which provide appropriate and enriching supplies. This theory supports well the adult style of learning. Based on constructivism, the online instructor is a facilitator to monitor and provide a safe, positive, and motivating online learning environment, and a tutor to provide the supporting skills and knowledge to each individual. Compared to traditional education, online learning has some outstanding features, such as the setting overcomes geographic problems and the learners could go to the virtual classroom anytime and anywhere if they have the accesses to the Internet. This paper focuses on the adult learning group, along with the online learning benefits and some issues that occur among the technologies and human subjects