Self-Directed Learning Projects by Older Learners: Roles for Educational Organizations in Initiating and Facilitating the Process

PDF Version Also Available for Download.

Description

Ways in which educational structures can initiate and facilitate older learners' self-directed learning projects are described in this study. The research was guided by questions related to the ways that educational organizations can facilitate the learning process for older learners. This study involved two distinct phases of research. In the first phase, a survey was administered to approximately 100 older learners at four organizations for senior citizens; the four organizations were Hillcrest Center for 55+, Golden Learning Opportunities and Workshop, Tulsa Senior Services, and Retired Senior Volunteer Program. The survey enabled the researcher to identify the 10 most frequented sites ... continued below

Physical Description

vii, 91 leaves

Creation Information

Webb, Holbrook Lawson May 1996.

Context

This dissertation is part of the collection entitled: UNT Theses and Dissertations and was provided by UNT Libraries to Digital Library, a digital repository hosted by the UNT Libraries. It has been viewed 168 times , with 18 in the last month . More information about this dissertation can be viewed below.

Who

People and organizations associated with either the creation of this dissertation or its content.

Chair

Committee Members

Publisher

Rights Holder

For guidance see Citations, Rights, Re-Use.

  • Webb, Holbrook Lawson

Provided By

UNT Libraries

The UNT Libraries serve the university and community by providing access to physical and online collections, fostering information literacy, supporting academic research, and much, much more.

Contact Us

What

Descriptive information to help identify this dissertation. Follow the links below to find similar items on the Digital Library.

Description

Ways in which educational structures can initiate and facilitate older learners' self-directed learning projects are described in this study. The research was guided by questions related to the ways that educational organizations can facilitate the learning process for older learners. This study involved two distinct phases of research. In the first phase, a survey was administered to approximately 100 older learners at four organizations for senior citizens; the four organizations were Hillcrest Center for 55+, Golden Learning Opportunities and Workshop, Tulsa Senior Services, and Retired Senior Volunteer Program. The survey enabled the researcher to identify the 10 most frequented sites for gathering information related to the learning projects of senior citizens in Tulsa, Oklahoma. The survey respondents were volunteer participants from classes, social occasions, and other learning opportunities offered by the organizations. The survey produced three sites where older learners pursued learning activities. Phase two involved ethnographic techniques in order to identify and describe at each three sites specific educational structures that facilitated older learners' self-directed learning projects. The descriptions from each of the identified sites involved three data-collection techniques. The data-collection techniques used included interviews, observation, and artifact collection. The focus of this phase was to describe the educational structures that facilitated the development of learning projects endemic to each site as identified by the older learners. Notes taken during interviews and observations were transcribed, coded, and analyzed. Interviews were also transcribed. The transcripts were transferred to a conceptually clustered matrix for each site. Analyses of the administrator interviews, participant interviews, educational opportunity observations, and artifact collection at each site revealed patterns and trends that represent the educational structures that appeal to older learners as they pursue learning projects. The findings indicate that four patterns or trends were common to each site. These four patterns included accessible materials, service-minded staff, entertainment, and teacher-directed learning style.

Physical Description

vii, 91 leaves

Language

Identifier

Unique identifying numbers for this dissertation in the Digital Library or other systems.

Collections

This dissertation is part of the following collection of related materials.

UNT Theses and Dissertations

Theses and dissertations represent a wealth of scholarly and artistic content created by masters and doctoral students in the degree-seeking process. Some ETDs in this collection are restricted to use by the UNT community.

What responsibilities do I have when using this dissertation?

When

Dates and time periods associated with this dissertation.

Creation Date

  • May 1996

Added to The UNT Digital Library

  • March 24, 2014, 8:07 p.m.

Description Last Updated

  • Aug. 3, 2015, 9:25 a.m.

Usage Statistics

When was this dissertation last used?

Yesterday: 1
Past 30 days: 18
Total Uses: 168

Where

Geographical information about where this dissertation originated or about its content.

Publication Place

Map Information

  • map marker Automatically generated Place Name coordinates.
  • map marker Automatically generated Publication Place coordinates.
  • Repositioning map may be required for optimal printing.

Mapped Locations

Interact With This Dissertation

Here are some suggestions for what to do next.

Start Reading

PDF Version Also Available for Download.

International Image Interoperability Framework

IIF Logo

We support the IIIF Presentation API

Webb, Holbrook Lawson. Self-Directed Learning Projects by Older Learners: Roles for Educational Organizations in Initiating and Facilitating the Process, dissertation, May 1996; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc278602/: accessed September 25, 2018), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .