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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: 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: 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: 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: 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: 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: 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)

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

Adult education--Planning (1)	+ -
Continuing education--Florida--Administration (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 (7)	+ -
College of Education (5)	+ -
Department of Educational Leadership and Research Methodology (5)	+ -
Guglielmino, Lucy M. (3)	+ -
Cook, Roberta Parrino. (1)	+ -

Floyd, Deborah L. (1)	+ -
Galbraith, Michael W. (1)	+ -
Knutson, Kimberly Ann. (1)	+ -
Kreitner, David J. (1)	+ -
Lee-Story, Joy H. (1)	+ -
Long, Deborah H. (1)	+ -
Miller, Alicia Christine. (1)	+ -
Morris, John D. (1)	+ -
Oliver, Abigail Jean (1)	+ -

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