Adult Learners' Experiences in Accelerated Degree-Completion Programs at Christian Colleges: Transactions and Transformations

Autor/in	Decker, Allyn
Titel	Adult Learners' Experiences in Accelerated Degree-Completion Programs at Christian Colleges: Transactions and Transformations
Quelle	(2017), (254 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3697-4257-2
Schlagwörter	Hochschulschrift; Dissertation; Christianity; Learning Processes; Acceleration (Education); Andragogy; Interviews; Qualitative Research; Liberal Arts; Church Related Colleges; Adult Students; Nontraditional Students; Transformative Learning; Sense of Community; Models; Spiritual Development; Biblical Literature; Religious Education; Educational Environment; Indiana + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Christentum; Learning process; Lernprozess; Acceleration; Beschleunigung; Andragogics; Andragogik; Interviewing; Interviewtechnik; Qualitative Forschung; Kirchliche Hochschule; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Pädagogische Transformation; Analogiemodell; Bibel; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	The aim of this qualitative study was to investigate the lived experiences of adult learners at 4 Christian colleges in Indiana who desired to pursue bachelor and associate degrees in accelerated programs. The growing trend of accelerated programming exists to meet the needs of a growing number of adults who believe that earning an academic credential will help them achieve personal and professional growth while working full-time and, in many cases, caring for dependent children and aging parents. Several adult learning theories provided a foundation for this study, including andragogy, theory of margin, 3 dimensions of learning model, the learning process model, and of special interest and emphasis, Mezirow's transformative learning theory. Thirty participants were interviewed, representing 4 Christian, liberal arts colleges who offer special, accelerated programs for working adults. Interviews were structured to elicit responses about the learners' transactional experiences, as well as transformational experiences and predetermined and emergent themes revealed several significant findings. Adult learners in these programs believed that informal, frequent, and positive transactions with faculty, staff, and fellow cohort members were instrumental in developing a sense of community, overall satisfaction, and academic and emotional support. For those who experienced transformational learning, their growth and development often began with a disruptive dilemma as described by Mezirow's model. Program features that encouraged reflection and thoughtful discourse helped open students' minds to new perspectives and helped them develop greater levels of appreciation for diverse viewpoints. Enhanced spiritual growth and development was also a key finding, in that all 4 programs worked diligently to integrate biblical themes and faith-based practices into their adult programs. As a result, adult students reported greater levels of emotional support and appreciated the way biblical teaching and devotional practices helped them develop holistically. This finding was consistent, even among participants who did not necessarily select their school specifically for its faith-based culture. Implications for practices are shared, including specific methods for developing an educational environment conducive to transformative learning. [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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01