How Learners Perceive They Construct Knowledge as Participants in Outreach Programs

Autor/in	Yelich Biniecki, Susan
Titel	How Learners Perceive They Construct Knowledge as Participants in Outreach Programs
Quelle	(2010), (213 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of Wisconsin - Milwaukee
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1241-1404-0
Schlagwörter	Hochschulschrift; Dissertation; Expertise; Qualitative Research; Outreach Programs; Access to Information; World Affairs; Foreign Countries; Methods; Informal Education; Adult Learning; Adult Students; Multicultural Education; Data Collection; Student Needs; Outcomes of Education; Interviews; Evaluation Methods; Russia + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Expert appraisal; Qualitative Forschung; Jobcoaching; Weltpolitik; Ausland; Method; Methode; Informelle Bildung; Nichtformale Bildung; Adulte education; Adult training; Erwachsenenbildung; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Multikulturelle Erziehung; Data capture; Datensammlung; Lernleistung; Schulerfolg; Interviewing; Interviewtechnik; Russland
Abstract	The purpose of this interpretive qualitative research study was to explore how adult learners perceive they construct knowledge in connection to their participation in educational outreach programs, encompassing a continuum of formal, non-formal, and informal learning experiences. The study context involved three world affairs outreach education programs focusing on the changing global order, the Katyn massacre, and Russia. Data were collected through 12 semi-structured in-depth interviews and analyzed drawing on qualitative methods throughout a period of six months. Findings show that learners perceived the learning process as dynamic. Influencers of knowledge construction included space, past experience, future use, expectations of program, access to information, and context of world affairs. Connectors within the learning process included learners' self-identified starting points and personal reflection. Practical implications for program planners in outreach education include addressing settings involving learners with multiple self-defined needs, intentions, levels of expertise, and learning outcomes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10