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Title: Crediting experiential learning: An examination of perceptions and practices in postsecondary hospitality management and general management programs.
Creator: Lee-Story, Joy H., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This descriptive research study attempted to identify practices currently used by postsecondary educational institutions to accommodate adult learners and to identify the factors that determine whether or not institutions offer a means by which adults my earn college credit through individual assessment of their experiential learning. Data were collected from postsecondary institutions with clearly defined general management (GM) and hospitality management (HM) programs. The study gathered...
Show moreThis descriptive research study attempted to identify practices currently used by postsecondary educational institutions to accommodate adult learners and to identify the factors that determine whether or not institutions offer a means by which adults my earn college credit through individual assessment of their experiential learning. Data were collected from postsecondary institutions with clearly defined general management (GM) and hospitality management (HM) programs. The study gathered demographic information concerning responding institutions (size, area, degrees awarded, accreditations, and type of institution) as well as activity variables: (a) practices in place to accommodate adult learner needs, (b) methods used to acknowledge and, when warranted, credit experiential learning, (c) policies and procedures concerning prior learning assessment programs, and (d) beliefs blocking and supporting the concept of evaluating and awarding credit for experiential learning based A majority of respondents indicated interest in accommodating adult learners by (a) providing small classes and individual attention; (b) eliminating institutional barriers relating to inconvenient time and place scheduling of classes; and (c) conducting some type of prior learning assessment. However, respondents indicated strong preference for traditional testing methods and a low level of acceptance for individual assessment certificates of achievement, or American Council on Education Guidelines. Portfolio-based, assessment had greater acceptance among private institutions than among public institutions. One focus of the study was to determine why institutions do or do not offer portfolio-based assessment opportunities. The most highly rated reasons supporting PLA programs were: (a) the possibility of finding favor with potential adult students and thereby increasing enrollments, (b) the pointlessness of expecting adult students to re-learn what they already know, and (c) the opportunity to meet educational missions. Other responses relating to the support of portfolio-based PLA concerned valuing the portfolio preparation process, building favorable reputation through innovation, and a comparison of costs between the assessment of prior learning and the conduct of internships.The most highly rated reasons blocking adoption of PLA programs were: (a) students' inability to document learning outcomes, (b) difficulty in assessment of learning outcomes, and (c) lack of faculty trained in assessment techniques. GM respondents placed greater emphasis on the value of formal classroom learning over experiential learning, the value of traditional teaching methods, and the preference for experience to follow the learning of theory.
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Date Issued: 2001
PURL: http://purl.flvc.org/fcla/dt/11953
Subject Headings: Education, Adult and Continuing, Education, Higher
Format: Document (PDF)

Title: An investigation of relationships between school culture and leadership social interest.
Creator: Knutson, Kimberly Ann., Florida Atlantic University, Guglielmino, Lucy M.
Abstract/Description: This study investigated the relationship between school learning culture and leadership social interest in three groups of schools. Group One included schools attempting to improve student performance through participating in a staff development consortium. Group Two schools, also members of the staff development consortium, had made an additional commitment to participate in an action research process to improve student achievement. Group Three schools were designated as community schools....
Show moreThis study investigated the relationship between school learning culture and leadership social interest in three groups of schools. Group One included schools attempting to improve student performance through participating in a staff development consortium. Group Two schools, also members of the staff development consortium, had made an additional commitment to participate in an action research process to improve student achievement. Group Three schools were designated as community schools. Four research questions were explored: (a) Is there a relationship between school leadership social interest and school learning culture? (b) Is there a relationship between school leadership social interest and school type? (c) Are there differences in school leadership and faculty perception of school learning culture? and (d) Are there differences in school learning culture by school type? Data were voluntarily submitted by 12 schools that were members of the South Florida Center for Educational Leaders Consortium of Schools or were Broward County Community Schools. School administrators and teacher leaders completed the Basic Adlerian Scales for Interpersonal Success (BASIS-A Inventory). School leadership and faculty completed the School Professional Staff as Learning Community (SPSLC) and a demographic questionnaire. A total of 289 questionnaires were returned, for a response rate of (46%). Major findings include: (a) a significant relationship exists between school leadership social interest and the fourth school culture subscale (r = .33, p < .01) concerning the faculty's capacity to observe and give feedback on classroom behaviors to increase capacity; (b) Group One and Group Two schools differed on the second (F = 5.993, df = 288, p < .003) and fifth (F = 3.846, df = 288, p < .022) subscales of the SPSLO, concerning shared visioning and school conditions and capacity for continuous learning respectively; and (c) Group Two and Group Three schools differed on subscale three (F = 3.947, df = 288, p < .020), which assessed the collective creativity and learning of the organization. Leadership social interest is correlated to trusting learning environments that facilitate transformational learning. This study supports the literature describing learning organization leaders as being teachers, leaders, and designers, all of which are equated to social interest.
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Date Issued: 1999
PURL: http://purl.flvc.org/fcla/dt/12603
Subject Headings: Education, Administration, Education, Adult and Continuing, Education, Educational Psychology
Format: Document (PDF)

Title: Perceptions of virtual learning teams at the university level.
Creator: Oliver, Abigail Jean, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this research study was to measure perceptions of the teaming process in distance learning courses. A survey instrument was adapted and developed based on the benchmarks found in a research study by the Institute of Higher Education Policy. Data was gathered from 100 students enrolled in an Internet-based (web-assisted, web-enhanced, or online) course in the College of Education at Florida Atlantic University. Results showed that the majority of respondents (n = 75 or 75%) were...
Show moreThe purpose of this research study was to measure perceptions of the teaming process in distance learning courses. A survey instrument was adapted and developed based on the benchmarks found in a research study by the Institute of Higher Education Policy. Data was gathered from 100 students enrolled in an Internet-based (web-assisted, web-enhanced, or online) course in the College of Education at Florida Atlantic University. Results showed that the majority of respondents (n = 75 or 75%) were female, in the age range of 18--30 (n = 48 or 48%), were Caucasian American (n = 74 or 74%), were graduate students (n = 68 or 68%), had been using computers for 5+ years (n = 84 or 84%), had taken 1--2 Internet-based courses (n = 38 or 38%), and were taking the current course as an elective, as a requirement, and/or because it was convenient (n = 49 or 49%). A thematic analysis yielded three subscales, collaborative process, instructional design, and learning team process, for data analysis. The results of the study indicated that there are significant relationships between and among the subscales. Highly correlated variables in each of the subscales included the perception that communication with the professor should be facilitated through a variety of ways (M = 5.02), the perception that course materials should promote collaboration among class members (M = 4.56), and the perception that group work should include problem-solving activities to facilitate topic understanding (M = 4.66). Results from the survey questionnaire indicated that communication is crucial between professors and students. Course materials should be structured to promote collaboration among class participants, which in turn indicates how critical good instructional design is in the delivery of distance education courses. Activities that promote collaboration among students, such as problem-solving activities, should be considered in the course design and delivery so that teaming and collaboration occur. Research, interviews, and data analysis of the pilot study (field test) and final research study provided information for the development of the Virtual Learning Team Survey. This survey is designed to help develop effective and efficient distance education courses.
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Date Issued: 2002
PURL: http://purl.flvc.org/fau/fd/FADT12003
Subject Headings: Education, Adult and Continuing, Education, Technology, Education, Curriculum and Instruction
Format: Document (PDF)

Title: The development of a telecollaborative program for an adult learning community: A case study of the program planning process.
Creator: Miller, Alicia Christine., Florida Atlantic University, Galbraith, Michael W., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this study was to describe and analyze the program planning process used for planning technology programs for the South Consortium of Schools and of two member schools. This study sought to understand power and interests of the planning community and how they influenced the program process. A qualitative multi-case study design was used and the primary sources of data were interviews, document analysis, and researcher participant and nonparticipant observations. The sample of...
Show moreThe purpose of this study was to describe and analyze the program planning process used for planning technology programs for the South Consortium of Schools and of two member schools. This study sought to understand power and interests of the planning community and how they influenced the program process. A qualitative multi-case study design was used and the primary sources of data were interviews, document analysis, and researcher participant and nonparticipant observations. The sample of thirteen included a cross section of school personnel, parents, and community business partners. Findings were grouped into three categories, program planning community, program planning process, and negotiations of power and interests. Program planning communities were influenced by a national challenge to improve technology in the schools and by partnerships developed with parents, communities, and businesses. Factors critical to the planning process emphasized the importance of (a) having adequate time and information, (b) developing viable planning models addressing considerations of power and interests relationships, and (c) having effective managers and leaders. Program planning objectives focused on the acquisition of equipment versus integration of technology in the curriculum. Negotiations were the main practice of planning conducted by those in power who focused on meeting specific planning objectives. As a result of these findings, it was concluded that forming partnerships enhanced the program planning process, program planning models addressing negotiation of power and interests were not fully developed before planning began, and program planning attention was focused primarily on acquisition of equipment rather than integration of technology into curriculum.
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Date Issued: 1997
PURL: http://purl.flvc.org/fcla/dt/12520
Subject Headings: Education, Administration, Education, Adult and Continuing, Education, Technology
Format: Document (PDF)

Title: An exploration of the relationship between mathematics anxiety level and perceptual learning style of adult learners in a community college setting.
Creator: Cook, Roberta Parrino., Florida Atlantic University, Guglielmino, Lucy M., Morris, John D., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This study investigates the relationships between and among math anxiety level, perceptual learning style (audio, visual, tactile/kinesthetic), age, gender, and math performance. The subjects were 501 community college students taking remedial credit Introductory Algebra and college credit Basic College Algebra. A questionnaire measuring math anxiety level, perceptual learning style, and personal demographics was developed and administered to the participants. Math anxiety level was measured...
Show moreThis study investigates the relationships between and among math anxiety level, perceptual learning style (audio, visual, tactile/kinesthetic), age, gender, and math performance. The subjects were 501 community college students taking remedial credit Introductory Algebra and college credit Basic College Algebra. A questionnaire measuring math anxiety level, perceptual learning style, and personal demographics was developed and administered to the participants. Math anxiety level was measured by the Brief Math Anxiety Rating Scale (BMARS), a subscale of Suinn's Math Anxiety Rating Scale (MARS). Perceptual learning style was measured by the Learning Style Inventory-Adapted (LSI-A), an adaptation of the CITE Learning Style Inventory. The results showed that math anxiety level was significantly correlated to one or more learning styles for all groups studied. Math Anxiety level was also significantly correlated to gender but did not have significant correlations with age or math performance. For the female subjects, there were significant positive correlations between math anxiety level and two learning styles: tactile/kinesthetic and audio. For males, there was a significant positive correlation between math anxiety level and audio learning style only. While the math anxiety levels of females were significantly higher than those of males, their course grades were as well. They were also significantly older than the males in the study group and had significantly higher preferences for the visual learning style than the males. Multiple regression analyses were performed with the predictor variables of age, gender, learning style; and the criterion variable math anxiety level. The regression models were statistically significant and predicted up to 15% of the variance in math anxiety level. Multiple regression analyses were performed on subgroups of the original groups. These groups were comprised of the participants who received letter grades from A-F. Those receiving incompletes or withdrawals were not included in this part of the study. The predictor variables for the regressions in these models were: age, gender, math anxiety level, and perceptual learning style. The criterion variable was math performance, measured by the final grade in the course. All but one of the regression models were statistically significant, predicting up to 16% of the variance in math performance. The remedial credit model was not significant. Further research is needed with a more comprehensive learning style instrument and possibly a different measure for evaluating math performance that would also include all the incomplete grades and withdrawals.
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Date Issued: 1997
PURL: http://purl.flvc.org/fcla/dt/12528
Subject Headings: Education, Community College, Education, Mathematics, Education, Adult and Continuing, Education, Educational Psychology
Format: Document (PDF)

Title: The effect of ethics instruction on the moral development of adult real estate students.
Creator: Long, Deborah H., Florida Atlantic University, Guglielmino, Lucy M., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: A baseline examination of real estate licensees' ethical reasoning abilities implemented by this researcher in 1993 indicated that the subjects (n = 82) were ethically immature compared to adults in general. The purpose of this study was to test the effect of ethics instruction upon the moral reasoning ability of adult real estate students. The subjects were drawn from two real estate post-licensing classes offered at a private vocational school: one class (n = 14) served as the experimental...
Show moreA baseline examination of real estate licensees' ethical reasoning abilities implemented by this researcher in 1993 indicated that the subjects (n = 82) were ethically immature compared to adults in general. The purpose of this study was to test the effect of ethics instruction upon the moral reasoning ability of adult real estate students. The subjects were drawn from two real estate post-licensing classes offered at a private vocational school: one class (n = 14) served as the experimental group and received the traditional curriculum without ethics instruction; the other class (n = 21) served as the treatment group and received a 15 hour ethics program as part or their 45 hour program. The ethics program used in this study incorporated the best teaching practices described in research literature, including small group discussion, role play and teacher- and peer-led activities designed to simulate the reality of the real estate business. Subjects were administered the Defining Issues Test (DIT), a measure of moral reasoning, as a pre- and post-test. ANOVA and ANCOVA indicated that students in the treatment group experienced the Blatt Effect, a one-developmental stage increase in their moral reasoning abilities: the mean P-score at the beginning of the program was 27.07; at the end of the program, the mean P-score was 41.24. Students in the control group did not experience significant change in their scores. Further analysis indicated that gender was significant: female licensees scored higher on the DIT than did males. Those licensees who were members of the National Association of Realtors, a professional society with its own code of ethics, also scored higher than did non-members. No significant relationships were found between DIT scores and the licensees' age, license status, sales experience, real estate income, or level of formal education. The overall results of this study indicate that the ethics intervention program was effective in improving DIT scores. The probability exists that this program might have a similar effect on a larger sample of licensees as well as on other professionals.
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Date Issued: 1994
PURL: http://purl.flvc.org/fcla/dt/12375
Subject Headings: Education, Adult and Continuing, Education, Business, Education, Curriculum and Instruction, Education, Vocational
Format: Document (PDF)

Title: A STUDY OF THE EFFECTS OF THE STAFF DEVELOPMENT CENTER AT VALENCIA COMMUNITY COLLEGE ON FACULTY AWARENESS AND USE OF EDUCATIONAL CONCEPTS, MEDIA MATERIALS, AND TESTING STRATEGIES.
Creator: NICKEL, DONNA ARLENE., Florida Atlantic University
Abstract/Description: The Curriculum and Instructional Development Center at Valencia Community College was established through funding under the Advanced Institutional Development Program-Title III from 1977 to 1981. This study measures the awareness and use of educational concepts, media materials, and testing strategies among the full-time faculty who were teaching at the college in 1977. Those faculty members who participated in the Curriculum and Instructional Development Center completed the Survey a second...
Show moreThe Curriculum and Instructional Development Center at Valencia Community College was established through funding under the Advanced Institutional Development Program-Title III from 1977 to 1981. This study measures the awareness and use of educational concepts, media materials, and testing strategies among the full-time faculty who were teaching at the college in 1977. Those faculty members who participated in the Curriculum and Instructional Development Center completed the Survey a second time at the beginning of the year's experience in January and again at the end of the year's experience in December. In January 1982, at the completion of the project, only those full-time faculty members who had been full-time faculty members in 1977, who were still at the college and who chose not to participate in this Curriculum and Instructional Development Center completed the questionnaire. The effects of the year's experience on those who chose to participate is compared with the growth and change among nonparticipants.
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Date Issued: 1984
PURL: http://purl.flvc.org/fcla/dt/11848
Subject Headings: Continuing education centers, Community colleges--Faculty, Community college teachers
Format: Document (PDF)

Title: Simulation For A Continuing Professional Education Course: Examining The Learning Gains And Perceptions Of Athletic Trainers.
Creator: Frank, Eva M., Weber, Roberta K., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: The purpose of this explanatory sequential mixed methods study was threefold. First, this study compared the effects of two different simulation-based instructional strategies on athletic trainers’ clinical competence in performing cardiovascular screening with cardiac auscultations. Second, this study identified the athletic trainers’ perceptions of learning through simulation-based instructional strategies. Third, this study attempted to identify and offer instructional recommendations...
Show moreThe purpose of this explanatory sequential mixed methods study was threefold. First, this study compared the effects of two different simulation-based instructional strategies on athletic trainers’ clinical competence in performing cardiovascular screening with cardiac auscultations. Second, this study identified the athletic trainers’ perceptions of learning through simulation-based instructional strategies. Third, this study attempted to identify and offer instructional recommendations based on the outcomes. The quantitative phase analyzed cognitive and diagnostic reasoning knowledge and history-taking and clinical skills specific to cardiovascular screenings with cardiac auscultations as it was taught to athletic trainers (ATs) at a continuing professional education (CPE) course. The quantitative results found that high-fidelity and low-fidelity simulation-based instructional strategies significantly increased cognitive and diagnostic reasoning knowledge and history-taking and clinical skill from pre-test to post-test assessment on all dependent variables. When comparing the two fidelity types to each other, the analysis found that the participants in the high-fidelity simulation group gained significantly more skill when compared to the low-fidelity group. In the qualitative analysis of this study, three themes emerged specific to the perceptions of the athletic trainers’ experiences as they learn through simulation-based instructional strategies. The first theme that emerged was a clear indication that participants’ exhibited positive perceptions of learning through simulation-based instructional strategies. The second theme that emerged was that the high-fidelity simulation experience during the pre-assessment and post-assessment raised an awareness of the deficit of knowledge and skills in performing a comprehensive cardiovascular screening with cardiac auscultations. Lastly, the third theme that emerged was specific to the perceived limitations in the effectiveness of low-fidelity simulation and the perceived strengths in the effectiveness of high-fidelity simulation. A few instructional recommendations emerged from this dissertation study. Simulation-based instructional strategies are an ideal teaching method to utilize during continuing professional education courses with athletic trainers. Specifically, this study identified that both, high-fidelity and low-fidelity simulation, are effective in teaching cardiovascular screening with cardiac auscultations. Additionally, the participants perceived influences of a pre-test on the identification of their knowledge and skills deficit suggests that there are benefits of utilizing an authentic simulation pre-test as part of CPE courses.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004653, http://purl.flvc.org/fau/fd/FA00004653
Subject Headings: Athletic trainers -- Training of, Career development, Computer assisted instruction, Continuing education, Health care teams -- Training of, Internet in education, Professional education, Sports medicine -- Study and teaching (Continuing education)
Format: Document (PDF)

Title: A Comparative Analysis of Required Continuing Education in Florida SB1108 and Teacher Self-Efficacy for Inclusion.
Creator: Scruggs, Leigh A., Weber, Roberta K., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: While classroom teachers report alarming rates of unpreparedness, and even unwillingness to include diverse populations in the classroom, our nation is continuing along a trend started in the 1990s to include students with disabilities (SWD) in general education settings. This quasi-experimental research study uncovered the impact of completing the required continuing education course in teaching SWD course mandated by Florida Senate Bill 1108 ([SB1108]; The Florida Senate, 2013b), which...
Show moreWhile classroom teachers report alarming rates of unpreparedness, and even unwillingness to include diverse populations in the classroom, our nation is continuing along a trend started in the 1990s to include students with disabilities (SWD) in general education settings. This quasi-experimental research study uncovered the impact of completing the required continuing education course in teaching SWD course mandated by Florida Senate Bill 1108 ([SB1108]; The Florida Senate, 2013b), which amended Florida Statute 1012.585 (3) (e) (Process for Renewal of Professional Certificates, 2017) on perceived teacher ability to implement inclusion practices. An online version of the Teacher Efficacy for Inclusive Practices (TEIP) scale developed by Sharma, Loreman, and Forlin (2012) was utilized, along with demographic and experiential factors for classroom teachers in the study district to examine their self-efficacy toward inclusion. Analysis of the data indicated statistically significant differences in mean TEIP scale scores for exceptional student education (ESE) and general education teachers. Data analyses revealed that almost half of the teachers had a negative view of and did not perceive any benefit from the course. While ESE and general education teachers had similar preparation needs, they also reported areas of concern specific to their subset. Overall, the course did not provide enough continuing education in the areas most needed by the participants. SB1108-mandated course completion was also not found to be an indicator of higher teacher self-efficacy for the majority of teachers. Analysis of the differences in TEIP scale scores found that only elementary school teachers benefited from completing the course, while it had the opposite effect for general education high school teachers and no significant effect for ESE teachers. Differences in TEIP scale scores from demographic and experiential factors accounted for 13% of the variance in the population and was not significant for the ESE teacher subset. One percent or less of the variance was attributed to completion of the required continuing education course. Implications include reviewing the legislation’s effectiveness for teachers in different areas and grade levels, hiring and evaluation decisions based on TEIP scale scores of applicants and employees, and designing more meaningful continuing education courses. Recommendations for state legislatures, school administrators, designers of continuing education courses, and for future research regarding improvement of teacher self-efficacy for inclusive practices are offered.
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Date Issued: 2018
PURL: http://purl.flvc.org/fau/fd/FA00005956
Subject Headings: Continuing education, Students with disabilities--Education--United States, Inclusive education, Education and state--Florida, Professional development for teachers
Format: Document (PDF)

Title: Adult Learner Success in Accelerated Associate Degree Programs at a Regionally Accredited Multi-Campus Proprietary Institution.
Creator: Kreitner, David J., Floyd, Deborah L., Florida Atlantic University
Abstract/Description: The advent of the global knowledge economy and changing demographics have pressured the American postsecondary system to develop flexible alternative educational opportunities for adult learners. One of the most widespread institutional responses has been the development of accelerated courses and degree programs. Accelerated degree programs offer educational opportunities in time frames of less duration than the traditional semester or quarter formats. Concerns for maintaining educational...
Show moreThe advent of the global knowledge economy and changing demographics have pressured the American postsecondary system to develop flexible alternative educational opportunities for adult learners. One of the most widespread institutional responses has been the development of accelerated courses and degree programs. Accelerated degree programs offer educational opportunities in time frames of less duration than the traditional semester or quarter formats. Concerns for maintaining educational quality make it imperative to develop best practices for the effective design of time-intensive curricula. The study found a strong correlation between student experiences rated in terms of Donaldson's and Graham's principles and perceptions of the relevance and applicability of their learning in their "lifeworlds." No significant correlation was found with GP A. Additionally, no significant correlation was found between perceived success in learning and final GP A. The graduates of associate degree programs at a regionally accredited multicampus proprietary institution in Florida comprised the study sample.
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Date Issued: 2007
PURL: http://purl.flvc.org/fau/fd/FA00000673
Subject Headings: Educational acceleration--Florida, Educational change--Design and implementation, Continuing education--Florida--Administration, Adult education--Planning
Format: Document (PDF)

Title: An examination of the relationship between nurses' learning preferences and practices.
Creator: McCarten, Kathryn J. Chapin., Florida Atlantic University, Kerensky, Vasil M.
Abstract/Description: The American Nurses Association supports professional continuing education, of which one part is self-directed learning, as essential for maintaining competency in nursing practice and safety of the consumers of health care. The increasing complexities of nursing practice demand that nurses be continuous life-long learners. Nurses licensed in the State of Florida are mandated to earn professional continuing education credit as a condition of relicensure. Self-directed learning is one option...
Show moreThe American Nurses Association supports professional continuing education, of which one part is self-directed learning, as essential for maintaining competency in nursing practice and safety of the consumers of health care. The increasing complexities of nursing practice demand that nurses be continuous life-long learners. Nurses licensed in the State of Florida are mandated to earn professional continuing education credit as a condition of relicensure. Self-directed learning is one option for earning professional continuing education credit. This study investigated readiness for self-directed learning among Florida nurses (registered nurses and licensed practical nurses) using Guglielmino's Self-Directed Learning Readiness Scale (SDLRS) and several variables including educational preparation, position, practice specialty, and use of self-directed learning projects as a method of earning professional continuing education credit. This study also sought to determine professional continuing education preferences among the nurses, including preferred method of learning for earning professional continuing education credit, influences on choice of continuing education offering, number of hours of professional continuing education completed in various learning activities, and awareness of the option of submitting self-directed learning projects to the Florida Board of Nursing for Credit. Six central research questions were posed. Findings included: (1) a significant difference of SDLRS scores between registered nurses and licensed practical nurses in Florida; (2) no significant difference between the mean SDLRS scores among registered nurses having different levels of education, and (3) lack of significant relationship between preference for self-directed learning as a means of learning for earning professional continuing education credit and SDLRS scores. It appears likely that this outcome is related to the finding that 89% of the respondents were unaware of the option of earning professional continuing education credit through self-directed learning. Recommendations for further research include: (1) replication of this study with a revised preference for professional continuing education survey and a larger sample, (2) exploration of the reasons for higher SDLRS scores among bachelor of science prepared nurses, (3) determination of the frequency, quality, and quantity of practice-related self-directed learning, and (4) development of strategies to publicize the option of self-directed learning for professional education as described by the Florida Board of Nursing.
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Date Issued: 1999
PURL: http://purl.flvc.org/fcla/dt/12604
Subject Headings: Nursing--Study and teaching (Continuing education), Nurses--Florida--Attitudes, Independent study
Format: Document (PDF)

Title: Attitudinal study of older adult African Americans' interaction with computers.
Creator: Lovell-Martin, Nigel Leon., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: It was estimated that 35 million people age 65 or older lived in the United States in 2000. Of that number 2.8 million were Black/African American. The U.S. Census Bureau's (2000) population projections show that there will be 70 million older adults age 65 or older by 2030 and African Americans are expected to comprise over 12% of that population. In 1993 older adults had made less elective use of computers than younger adults, accounting for 24.2% of those age 55 to 64 and 4.9% of adults...
Show moreIt was estimated that 35 million people age 65 or older lived in the United States in 2000. Of that number 2.8 million were Black/African American. The U.S. Census Bureau's (2000) population projections show that there will be 70 million older adults age 65 or older by 2030 and African Americans are expected to comprise over 12% of that population. In 1993 older adults had made less elective use of computers than younger adults, accounting for 24.2% of those age 55 to 64 and 4.9% of adults over age 65. By 2003 adults over age 65 recorded a 20.1% increase in computer usage becoming the fastest growing segment of computer users who are engaging in learning computer skills as a way of coping with the technological changes. Studies have found that greater experience with computers is associated with more positive attitudes; however, it has never been determined whether this is true of the older African American population since there is a paucity of research documenting their computer attitudes. This study utilized a mixed methods research design that included an experimental design and an inductive approach with interviews. The following findings emerged: (a) attitudes differed for older African Americans who received computer training and those who did not; (b) there was no distinction in computer attitudes between older adult male and older adult females in the African American population; (c) there was no interaction effect on computer attitudes as moderated by training and gender; (d) older African Americans exhibited a positive disposition towards computers which elicited positive attitudes towards the technology; (e) older African Americans had a nascent need for computer self-efficacy; and (f) older African Americans constructed new meaning regarding computers as a result of their reflection on their computer interaction experience., The findings have established that older African Americans' attitudes can be influenced by direct computer experience and the study extends prior research by identifying the process by which attitude change takes place.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/186682
Subject Headings: African Americans, Education (Continuing education), African Americans, Intellectual life, Aging, Psychological aspects, Attitude (Psychology), Computer literacy
Format: Document (PDF)

Title: Athletic trainers' perceptions of effectiveness and transfer of training in continuing education workshops.
Creator: Reed, Sarah L., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: Extensive literature research revealed that little was known about the effectiveness of athletic training continuing education workshops in increasing athletic trainers' knowledge, skills and abilities. The three purposes of this mixed method exploratory study were: 1) to examine whether continuing education workshops were perceived by athletic trainer participants as effective; 2) to determine if a relationship existed between efficacy and perceived workshop training effectiveness; 3) to...
Show moreExtensive literature research revealed that little was known about the effectiveness of athletic training continuing education workshops in increasing athletic trainers' knowledge, skills and abilities. The three purposes of this mixed method exploratory study were: 1) to examine whether continuing education workshops were perceived by athletic trainer participants as effective; 2) to determine if a relationship existed between efficacy and perceived workshop training effectiveness; 3) to demonstrate the transfer of training through work experiences. Participants were recruited through Board of Certification for the Athletic Trainer (BOC) approved continuing education workshops. Eighty-four participants completed a questionnaire packet on the day of the workshop. The packet contained the Athletic Training Efficacy Questionnaire, subject matter pre-test, workshop evaluation, and subject matter post-test. Two months after the workshop, participants were contacted and asked to complete an online questionnaire that focused on their perceptions of the workshop they attended and their transfer of the training to the workplace. Quantitative data analysis revealed no significant relationships between participants' levels of efficacy and ages, genders, work experience, and degree attainment. Nor was there a significant relationship found between participants' level of efficacy and their perceptions of workshop effectiveness. The characteristics of the workshops were perceived as effective in increasing participant knowledge, skills and abilities related to athletic training. Overall, 20.2% of participants perceived the workshops as being very effective, 46.4% perceived the workshops to be effective, and 33.3% perceived the workshops as ineffective., Qualitative analysis revealed that the perceptions of workshop effectiveness were related to the presentation format, characteristics of the instructor, and the relevancy of the workshop material to real life situations. Barriers to the transfer of training were also identified and included workshop format factors (delivery, environmental, and learning styles) and a lack of information presented. Recommendations for the development of continuing education workshops that better meet the needs of athletic trainers were discussed, and suggestions for future research were provided.
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Date Issued: 2008
PURL: http://purl.flvc.org/FAU/186292
Subject Headings: Athletic trainers, Training of, Sports medicine, Study and teaching (Continuing education), Physical education and training, Administration
Format: Document (PDF)

Title: In Their Own Words: Older Adults' Perceptions of Effective and Ineffective Learning Experiences.
Creator: Duay, Deborah L., Bryan, Valerie, Florida Atlantic University
Abstract/Description: The percentage of older adults in the American population is expected to increase from about 12% now to 22% by the year 2030 (Eisen, 2005). Educators can play an important role in managing the effec.,ts of this demographic shift by designing learning opportunities that increase older adults' motivation to participate and their ability to learn. Because older adults themselves can otTer important insights on what helps and hinders their learning, the purpose of this study was to explore the...
Show moreThe percentage of older adults in the American population is expected to increase from about 12% now to 22% by the year 2030 (Eisen, 2005). Educators can play an important role in managing the effec.,ts of this demographic shift by designing learning opportunities that increase older adults' motivation to participate and their ability to learn. Because older adults themselves can otTer important insights on what helps and hinders their learning, the purpose of this study was to explore the perceptions of adults over age 64 residing in a large metropolitan area in the southeastern United States on effective and ineffective learning experiences. Utilizing a qualitative design, the researcher interviewed 36 older adults involved in learning experiences at three distinct sites. Data were also collected through observations and document analysis. Five research questions were answered with the following four findings: 1) effective learning experiences are involving, 2) the instructor is a key component in the classroom, 3) familiar or relevant topics are interesting, and 4) the computer and the Internet are both loved and hated. The participants in this study value learning experiences that involve them in the classroom and keep them involved in the world. They enjoy asking questions, discussing ideas, and learning with friends and family members in environments free from the pressures of mandatory assignments and tests. They seek instructors who are knowledgeable about the subject, clear and understandable in their presentation, respectful of their experience, and effective at grabbing their attention through enthusiasm, humor, and relevant stories. When they discover effective instructors, they tend to take classes with them over and over again. However. when instructors' abilities are unknown, they look for learning experiences that will either expand their knowledge abcut something familiar or teach them something that will have some relevance in their lives. Finally, these seniors enjoy the convenience of accessing a wealth of information using computers and the Internet. Yet, they also experience considerable frustration in learning computer tasks and dealing with computer problems. Reommendations are provided for designing, marketing, and delivering quality learning experiences for senior adults.
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Date Issued: 2007
PURL: http://purl.flvc.org/fau/fd/FA00000663
Subject Headings: Continuing education, Learning, Psychology of, Adult learning, Experiential learning, Self-actualization (Psychology) in old age--United States
Format: Document (PDF)

Education, Adult and Continuing (6)	+ -
Continuing education (3)	+ -
Education, Administration (2)	+ -
Education, Curriculum and Instruction (2)	+ -
Education, Educational Psychology (2)	+ -

Education, Technology (2)	+ -
Administration (1)	+ -
Adult education--Planning (1)	+ -
Adult learning (1)	+ -
African Americans (1)	+ -
Aging (1)	+ -
Athletic trainers (1)	+ -
Athletic trainers -- Training of (1)	+ -
Attitude (Psychology) (1)	+ -
Career development (1)	+ -
Community college teachers (1)	+ -
Community colleges--Faculty (1)	+ -
Computer assisted instruction (1)	+ -
Computer literacy (1)	+ -
Continuing education centers (1)	+ -
Continuing education--Florida--Administration (1)	+ -
Education (Continuing education) (1)	+ -
Education and state--Florida (1)	+ -
Education, Business (1)	+ -
Education, Community College (1)	+ -
Education, Higher (1)	+ -
Education, Mathematics (1)	+ -
Education, Vocational (1)	+ -
Educational acceleration--Florida (1)	+ -
Educational change--Design and implementation (1)	+ -

Florida Atlantic University (12)	+ -
College of Education (9)	+ -
Department of Educational Leadership and Research Methodology (7)	+ -
Guglielmino, Lucy M. (3)	+ -
Department of Curriculum, Culture, and Educational Inquiry (2)	+ -

Weber, Roberta K. (2)	+ -
Bryan, Valerie (1)	+ -
Cook, Roberta Parrino. (1)	+ -
Duay, Deborah L. (1)	+ -
Floyd, Deborah L. (1)	+ -
Frank, Eva M. (1)	+ -
Galbraith, Michael W. (1)	+ -
Kerensky, Vasil M. (1)	+ -
Knutson, Kimberly Ann. (1)	+ -
Kreitner, David J. (1)	+ -
Lee-Story, Joy H. (1)	+ -
Long, Deborah H. (1)	+ -
Lovell-Martin, Nigel Leon. (1)	+ -
McCarten, Kathryn J. Chapin. (1)	+ -
Miller, Alicia Christine. (1)	+ -
Morris, John D. (1)	+ -
NICKEL, DONNA ARLENE. (1)	+ -
Oliver, Abigail Jean (1)	+ -
Reed, Sarah L. (1)	+ -
Scruggs, Leigh A. (1)	+ -

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