Hrd880 Ldm

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  • great work larry
    extremely interesting topic...wouldn't we all say

    i really really liked this

    clay
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  • Maybe I missed that topic this semester. But I enjoyed learning about this theory.

    i enjoyed it.
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  • Great job Larry!!!! Wonderful topic and research.
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  • Great Stuff Larry!!! I would have never seen that correlation but you brought it together for me, thanks for sharing all the info-kim
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  • great topic larry! as i left a comment on someone else's presentation, its very interesting to me to learn more about adult learning now that we are in the process of this online education! good job! i love how you have 'a love hate relationship' with it!
    Amanda
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Hrd880 Ldm

  1. 1. ATTACHMENT THEORY AS A POSSIBLE PREDICTOR OF RETENTION IN ADULT ONLINE EDUCATION
  2. 2. <ul><li>Online education </li></ul><ul><ul><li>Growing rapidly in the US, particularly for adult learners </li></ul></ul><ul><ul><li>Will be important to maximize the experience for the greatest number of participants </li></ul></ul><ul><li>One way to maximize the experience </li></ul><ul><ul><li>Considering the effects of Attachment Theory on adult learners in online education </li></ul></ul><ul><ul><ul><li>Studies appear to lend credence to concept that “working models” formed in early childhood carry into adult life </li></ul></ul></ul><ul><ul><ul><li>Adults with secure attachment have been seen to perform better at work and in the classroom. </li></ul></ul></ul>
  3. 3. <ul><li>Purpose </li></ul><ul><ul><li>To consider into whether or not attachment theory might be used as a predictor of retention of adult students in online learning environments </li></ul></ul><ul><li>Why Attachment Theory </li></ul><ul><ul><li>My interest was generated by my enrollment in the online Clemson University HRD program after previous graduate education experience in the traditional classroom setting </li></ul></ul><ul><ul><ul><li>Formed “love-hate” relationship with online learning </li></ul></ul></ul><ul><ul><ul><li>Suggestion by Dr. Bronack to explore attachment </li></ul></ul></ul><ul><li>Ramifications </li></ul><ul><ul><li>If attachment styles can predict retention, there will be implications for admissions, student orientation, class structure and student-instructor interactions. </li></ul></ul>
  4. 4. <ul><li>Originally developed by John Bowlby </li></ul><ul><ul><li>Attempt to understand intense distress experienced by infants separated from parents </li></ul></ul><ul><ul><ul><li>Noted that similar expressions were common across wide variety of infant mammals </li></ul></ul></ul><ul><ul><ul><li>Speculated that expressions serve as an evolutionary function </li></ul></ul></ul><ul><ul><ul><ul><li>Asserted that behaviors were adaptive response to separation; thus, attachment behavior system was established over time by natural selection </li></ul></ul></ul></ul><ul><ul><ul><li>Mary Ainsworth (Bowlby colleague) developed “strange situation” technique </li></ul></ul></ul><ul><ul><ul><ul><li>Children exhibited patterns called Secure, Anxious-Resistant or Avoidant </li></ul></ul></ul></ul>
  5. 5. <ul><li>Puts forward idea that everybody builds an internal “working model” based on their experience with relationships </li></ul><ul><ul><li>Model represents each person’s perception of the world of relationships </li></ul></ul><ul><ul><ul><li>Through the working model, person perceives events, makes forecasts and selects strategies for dealing with others </li></ul></ul></ul><ul><ul><li>Key parts of the model </li></ul></ul><ul><ul><ul><li>Person’s conception of who is considered an attachment figure </li></ul></ul></ul><ul><ul><ul><li>How attachment figures are expected to respond </li></ul></ul></ul><ul><ul><ul><li>How worthy the person sees themselves in figure’s eyes </li></ul></ul></ul><ul><ul><ul><li>Does the person see him/herself as someone towards whom anyone is likely to respond in a helpful manner </li></ul></ul></ul><ul><ul><ul><li>How responsive figure will be if asked for support </li></ul></ul></ul><ul><ul><ul><li>Probably availability of attachment figures </li></ul></ul></ul>
  6. 6. <ul><li>Studying online education important due to rapid growth, as evidenced by : </li></ul><ul><ul><li>Almost 3.5 million students enrolled online during the Fall 2006 term, a 10% increase over Fall 2005 </li></ul></ul><ul><ul><li>9.7% growth rate for online enrollments far exceeds 1.5% growth of overall higher education student population </li></ul></ul><ul><ul><li>In Fall 2006, nearly 20% of all higher education students were taking at least one online course. </li></ul></ul><ul><li>Attachment theory has proven applicable as a predictive model for a variety of social interaction situations among adults, as evidenced by: </li></ul><ul><ul><li>Numerous studies indicating links between attachment theory and a variety of adult interactions, from romance to work to education </li></ul></ul>
  7. 7. Rationale for Research <ul><li>Because of its apparent validity throughout adulthood, attachment theory should be useful for predicting the likely behavior patterns of those enrolled in adult education according to Fleming (2007, 2008) and others (Geddes 2005) (Tait 2000). </li></ul>
  8. 8. Rationale for Research <ul><li>Because attachment theory has shown validity across a number of studies among adult learners, it should have value for predicting retention in online learning as evidenced by the work of Reio, Marcus and Sanders-Reio (2009). In their study of the contribution of attachment style to school completion, attachment was found to be the most powerful predictor of school completion among the factors they examined. </li></ul>
  9. 9. <ul><li>Interrelation of attachment and retention for adult online learners merits research </li></ul><ul><ul><li>Growth of online learning has been documented </li></ul></ul><ul><ul><li>Current economic downturn will likely require additional training and/or complete retraining of adults in the workforce </li></ul></ul><ul><li>How can anxious and avoidant students succeed </li></ul><ul><ul><li>Study patterns </li></ul></ul><ul><ul><li>Communicate distress to their attachment figure (instructor) </li></ul></ul><ul><ul><li>Resolution of distress/problems </li></ul></ul><ul><li>Making enrollment decisions </li></ul><ul><ul><li>Questions identifying student attachment style might be incorporated into existing enrollment surveys (Campbell Interest and Skill, etc.) </li></ul></ul><ul><li>New Student Orientation </li></ul><ul><ul><li>Avoidant students may need to more sensitively cultivated </li></ul></ul><ul><li>Class discussion formats </li></ul><ul><ul><li>Avoidant students may need less time in class discussion </li></ul></ul><ul><li>Student/Instructor interaction </li></ul><ul><ul><li>How and how often interaction occurs should be considered </li></ul></ul>
  10. 10. <ul><li>Larry Muffett </li></ul><ul><li>[email_address] </li></ul>

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