Participation of the Adult Learner in Program Planning

McLoughlin, David

doi:10.1177/074171367102200102

Cited by 9 publications

(7 citation statements)

References 1 publication

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“…The study also challenges adult educators to test the hypothesis advanced by Knowles (8,9,10,11,12,13), London (14), Bergevin (1), and others that instructor involvement of students in program design and operation is the most effective way of facilitating learning in adults. Since 1965, when Verner and Kulik (17) stated that program planning was &dquo;an uncharted field in which research of any sort would be fruitful,&dquo; very few studies -such as those by Welden (18), McLoughlin (15), and Cole and Glass (2) -have examined the relationship of student involvement in the design and operation of an educational program with such variables as student learning and student attitudes. Further research on the student-perceived teaching behavior of postsecondary educators, which includes student involvement behaviors, should help to clarify these relationships.…”

Section: Resultsmentioning

confidence: 98%

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Student Involvement as a Dimension of the Student-Perceived Teaching Behavior of Post Secondary Educators

Kerwin

1981

Adult Education

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Although several studies of the student-perceived teaching behavior of postsecondary educators have recognized student participation as a dimension of teacher behavior, few, if any, of these studies specifically describe the instructor's involvement of students in the design and operation of an educational program. The Educational Description Questionnaire, which contains items describing student involvement behaviors, was developed for this study to test the hypothesis that students perceive these behaviors as a dimension of teacher behavior. It was administered to 961 students by seventy-four instructors in four two-year colleges. Factor analysis of each of the sixty items on the questionnaires identified student-involvement behavior as a significant factor. Further research on the student-perceived behavior of postsecondary educators should include items that describe student involvement behaviors.Several studies have used survey questionnaires and factor analysis to identify dimensions of student-perceived teaching behavior among postsecondary educators. Studies by Gibb (5), Isaacson (7), Solomon (16), Deshpande (4), and Croft and Cotter (3) have identified from four to fourteen dimensions of student-perceived teaching behavior, and at least one factor identified by each of these studies contained items describing the student's participation in the learning situation. Gibb called this factor Friendly Democratic Behavior; Isaacson called it the Group Interaction dimension ; Solomon called it Lecturing versus Encouragement of Broad, Expressive Student Participation; Deshpande called it the Interaction factor; and Croft and Cotter called it Class Participation. The items in each of these factors describe the amount of student discussion, the amount of student freedom to do things in new ways, and the amount of student freedom to express opinions.Malcolm Knowles has indicated, however, that some instructors may use teaching behaviors that are designed to increase student involvement in the learning process beyond that which is recognized by the preceding studies. In three books and several articles, Knowles (8, 9,10,11,12, 13) describes a set of teaching practices that he calls &dquo;andragogy&dquo; -a process for helping students to become self-directed learners. The andragogical educator, according to Knowles, involves students in a process consisting of the follow-MICHAEL A. KERWIN is an Instructor

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Section: Resultsmentioning

confidence: 98%

“…The first item (15) states that the instructor does not recognize individual differences among students, and the second item (20) states that the instructor has seldom known the average students as individuals.…”

Section: Resultsmentioning

confidence: 99%

Student Involvement as a Dimension of the Student-Perceived Teaching Behavior of Post Secondary Educators

Kerwin

1981

Adult Education

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“…Utilizing a participative experimental group and a nonparticipative control group, McLoughlin (15) noted that sharing the decisions of course content and design produced no measurable increase in achievement. Although his study failed to support the relationship between participation and achievement, McLoughlin cautioned educators against drawing hasty conclusions in this area:…”

Section: Review Of the Literaturementioning

confidence: 98%

“…Few studies (8) (12) (15) (24) have treated participation as an independent variable and focused on student participation in setting course objectives and designing the learning experience. Welden (24) investigated program-planning effectiveness in university residential centers through comparing programs planned with participant representation and programs planned without participant representation.…”

Section: Review Of the Literaturementioning

confidence: 99%

The Effect of Adult Student Participation in Program Planning On Achievement, Retention and Attitude

Cole¹,

Glass²

1977

Adult Education

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The purpose of this study was to investigate the influence of adult student participation in program planning on student achievement, retention, and attitude. Participants in two in-service groups at a North Carolina hospital were assigned to two experimental classes. One class participated in planning its educational program; the second completed a course identical to the one planned by the first, but was given no opportunity to participate in planning the course objectives and design.The results permitted three conclusions: (1) adult student participation in program planning appears to affect positively student achievement; (2) no evidence was found to support the prediction that participation in classroom planning positively influences retention of information; (3) given a situation where prior attitudes are not firmly fixed, participating in program planning may have considerable impact on attitudes of adult students.

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“…In a study at the Office of Civil Defence Staff College, McLoughlin (1971) found that adults who participated in program planning had more positive attitudes about their learning experience than those who did not participate in planning. This study did not show a relationship between student planning and achievement, as measured by a multiple-choice achievement test.…”

mentioning

confidence: 99%