Doctoral Research Theoretical Framework


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Doctoral Research Theoretical Framework

  1. 1. Theory of TheoreticalTransformational Framework &Learning in the QualitativeWorkplace Data Larry Weas ETR745x Northern Illinois University Adult & Higher Education
  2. 2. Introduction to project Purpose statement Research questions Research design Participants Setting Data collection procedures
  3. 3. Purpose Statement Compare the differences of adult learning styles among three cohort groups (Baby Boomers, Generation Xers and the Millennials), understand the motivating factors of various multi-generational cohorts in the classroom and the workplace.
  4. 4. Research Questions Why learning styles are important for adult learners in the workplace? A second question focuses on identifying adult learners in the workplace compared to traditional classroom learning, and, what are some of the critical elements for making that learning experience successful with adult learners today?
  5. 5. Research Design Grounded Theory Approach  Grounded theory research is mostly done through observation, conversation, and interview.  The researcher takes different cases, in which the variables interact as a unit to produce certain outcomes.
  6. 6. Research DesignComparative Analysis  Social units of any size  Comparative analysis is a general method, just as are experimental and statistical methods.  Four stages – Constant Comparison:  (1) comparing incidents applicable to each category  (2) integrating categories and their properties  (3) delimiting the theory, and  (4) writing the theory.
  7. 7. Participants Over 100+ participants from three multi- generational age groups (Baby Boomer, Generation X-Y, and the Millennials) in a rural community in Hardin County, Kentucky. The selected individuals for this study consist of a variety of educators, instructors, students, employers and employees from the Workforce Department. Each of the candidates participated in higher education programs at the Elizabethtown Community & Technical College (ECTC), Elizabethtown, KY.
  8. 8. Setting: Mix &Match of Adult Learners  Different generations in the classroom and workforce  Different learning characteristics  Different approaches to learning  Different ways that the generations prefer to learn  Appropriate learning environment  Effective teaching strategies
  9. 9. Participants
  10. 10. Workforce & Higher Education in the Hardin County Community Hardin County, KY 100+ Adult Learners
  11. 11. Data Collection Procedures  Data sampled and coded intended to identify adults’ different learning styles from three samples of multi-generational groups  Assigned and compared among six sub- categories of preferred learning styles. The data sampled, coded and, analyzed looked at attitudes toward the use of adult learning styles in the classroom as well as the workplace.  Memoing the data on the different learning styles and expectations, there is the realization between adult learning styles and data others have concluded in their own interviews.
  12. 12. Major theorists/theories  Mezirow’s transformational learning  Kolbs experiential learning  Jarvis’ potential learning experiences  Illeris’ Three Dimensions of Learning: cognitive, emotional, and social  Knowles’ andragogy, self-direction in learning and adult education and learning  Smith’s individual differences in learning styles
  13. 13. Key/core concepts ‘Productive Learning’ and ‘Pedagogy of Vocational Education’ Self-directed Learning Experiences are a rich resource for learning. Awareness of specific learning needs generated by real-life events
  14. 14. Data analysis: Coding Process Thematic coding was developed for analyzing and interpreting the data from six initial categories of questionnaires on different adult learning styles with content area curriculum to real-life experiences in the workplace.  Transcribing: The transcribing involves numerical coding of the questionnaires  Analyzing: the researcher looks for themes, commonalities, and patterns to try and make sense of the data  Verifying: It involves checking the credibility and validity of the information gathers and identifies the sequence of responses  Reporting: The final step of the study is to report what was discovered from the questionnaire
  15. 15. Data analysis: CodesCodes: Coding used for the interviews Code Research Theme Categories (01) The relationship between higher education and working life (02) Opportunities, benefits, and barriers to Work-based learning in higher education (03) Adult learners’ real-life work experiences and practice in work-based learning (04) Work-based learning, action learning, and the virtual paradigm (05) Self-directed learning along with continuous learning in the workplace (06) Social-cultural and economic factors (07) Job-related training effective for the worker and co-workers and learning from work (08) Challenges and Support for Work-based Learning (09) The use of learning theories in the design of work-based learning (10) Compare and contrast adult learning styles in the classroom to experiences (11) Relevant learning styles for work-related knowledge and skills competencies (12) Rethinking learning styles, expectations, and needs to meet the challenges and shape Corporate America for the 21st Century Workforce (13) Relationship of Learning Styles and Work-based Learning (14) Relationship of Learning in the Classroom and Working Life (15) Continuous and Self-directed Learning in the Workplace (16) Learning Theory vs. Practice (17) Classroom Learning Styles with Work-based Learning (18) Learning Criteria for Work-based Learning in the Workplace (19) Improving Work Performance through Work-based Learning (20) Benefits from Work-based Learning in Higher Education (21) Relevancy of Work-based Learning in the Workplace (22) Implications to Work-based Learning
  16. 16. Data analysis: Coding Categories Results from each of the questionnaires are coded, accordingly. Afterwards, results from each of the coded themes are assigned to the following categories based on their relationship to each category:  Category A: Ranking of student’s learning styles in the classroom  Category B: Comparison of instructor and student use of different learning styles  Category C: Advantages of using different adult learning styles  Category D: Challenges of using different adult learning styles  Category E: Integrating adult learning styles in the workforce  Category F: Barriers to integrating adult learning styles in the workforce
  17. 17. Coding Categories Generation Category Category Category Category Category Category Age Group Group A B C D E F Millennials 18 – 21Generation Y 21 – 25Generation X 26 – 30Generation X 31 – 35Generation X 36 – 40Generation X 41 – 45Baby Boomers 46 – 50Baby Boomers 51 – 55Baby Boomers 56 – 60Baby Boomers 61 – 65
  18. 18. Data analysis: Assertion“Learners in the workforce are always using theirlearning styles in different areas of work. Peoplewant to be able to use their skill set as comparedto classroom learning for some they may considerit very traditional in learning competency-basedskills. However, in the traditional classroom setting,adult learners continue to accept a learningresponsibility to learn the subject-matter as itpertains to their career path.”
  19. 19. Data analysis: Data Coding
  20. 20. Questions & discussionThank you!