Adult Learning in Various Academic Disciplines by Myrna Maxine Doney
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Adult learning in various academic disciplines by Myrna Maxine Doney A thesis submitted in partial fulfillment of the requirements for the degree of Doctor of Education Montana State University © Copyright by Myrna Maxine Doney (1997) Abstract: This study was concerned with understanding how learning occurs and knowledge is organized and processed by professors in various academic disciplines in higher education. The study focused on university professors in four different academic content areas to examine the preferred approaches to learning within and between disciplines. Although the university structure and the development of the college disciplines have been studied, there has been very little research done on the impact of the academic discipline on learning and teaching in higher education. Knowledge of the consequences of the disciplines on learning would be helpful information for the total educational community. The sample for this study was purposive. Twelve university professors were selected from four different disciplines for this research. The design chosen for this inquiry was a naturalistic study using qualitative study methods. The criteria for selection of the professors were teaching experience in one of the four academic disciplines; peer recognition from within the academy for professional expertise, insight, and interest in their own learning and the learning of their students; depth and breadth of their professional experiences to contribute to the data of interest; and interest in the project. The four college disciplines selected for the study were physics (hard science), history (humanities), music (arts), and business management (applied science). Extensive, informal interviews with the professors were used as a means of collecting data for this study. The findings showed differences in the learning strategies and knowledge organization skills used by the professors in the four disciplines. Factors of measurability, interpretation, and application shape the distinctive foundation for these academic disciplines. It was concluded that university professors can benefit from self-awareness of preferred learning strategies and from the awareness of discipline specific learning differences across the campus. Teaching practice for college professors can also be positively influenced by the knowledge of discipline specific learning strategies. The data of this study can also impact discipline specific learning for university students. ADULT LEARNING IN VARIOUS ACADEMIC DISCIPLINES by Myrna Maxine Doney A thesis submitted in partial fulfillment of ,the requirements for the degree of Doctor of Education MONTANA STATE UNIVERSITY-BOZEMAN Bozeman, Montana April 1997 APPROVAL of a thesis submitted by Myrna Maxine Doney This thesis has been read by each member of the graduate committee and has been found to be satisfactory regarding content, English usage, format, citations, bibliographic style, and consistency, and is ready for submission to the College of Graduate Studies. 4 <17 Dr. Robert Fellenz Date Chairperson, Graduate Committee Approved for the Major Department Dr Gloria Qregg Approved for the College of Graduate Studies Dr. Robert L. Brown Date Graduate Dean Ill STATEMENT OF PERMISSION TO USE In presenting this thesis in partial fulfillment of the requirements for a doctoral degree at Montana State University-Bozeman, I agree that the Library shall make it available to borrowers under rules of the Library. I further agree that copying of this thesis is allowable only for scholarly purposes, consistent with "fair use" as prescribed in the U S. Copyright Law. Requests for extensive copying or reproduction of this thesis should be referred to University Microfilms International, 300 North Zeeb Road, Ann Arbori Michigan 48106, to whom I have granted "the exclusive right to reproduce and distribute my dissertation for sale in and from microform or electronic format, along with the right to reproduce and distribute my abstract in any format in whole or in part." Signature ACKNOWLEDGMENTS I wish to express my appreciation to those professors at Montana State University who took time from demanding schedules to reflect upon their learning processes and knowledge organization practices. The unique opportunity for me to interview with these dedicated educational leaders was truly enlightening. Committee chairman, Dr. Bob Fellenz, has served as both educational mentor and expert advisor to this project. I extend my gratitude to him. I would also like to express my appreciation to the other members of my committee for their support and professional counsel: Dr. Gary Conti, Dr. William Lieshoff, Dr. Peter Carparelli, Dr. Douglas Herbster, and Dr. Michael Wells. My colleagues at Helena College of Technology have been very helpful in their support and encouragement. And finally, without the continuous support of my family, this project would never have been completed. To Marjorie and Rolf, for their daily support; to my daughter Renee and her husband, Jonathan; and to the rest of my family, I express my gratitude. V TABLE OF CONTENTS Page A P P R O V A L.................................................... ................................. .................. jj STATEMENT OF PERMISSION TO U S E ........................................................ jjj ACKNOWLEDGMENTS ........................ iv TABLE OF CONTENTS .............................. v LIST OF TA B LE S ..................................................... vii A B S T R A C T.................................................. viii 1. INTRODUCTION , ................ 1 Background of the Problem ................... 1 Statement of the Problem ................... 8 Purpose of the Study............................................................................. 10 Research Questions......... 11 Significance of the S tudy...................................................................... 11 Definition of Terms ..................................... 13 Limitations.............................. 13 2. BACKGROUND AND REVIEW OF RELATED LITERATURE ............ 15 Background on Adult Learning ........................................................... 15 College Academic Disciplinary D ifferences...................................... 18 Methods of Knowledge Validation............................................... 19 Student Evaluations.............................................. 20 Student Study Methods ............................................................... 23 Adult Learning Strategies .................................................................... 24 Metacognition............................ 25 Memory ............................................................................................ 27 Metamotivation....................................................... 29 Managing Learning Resources ............................... 30 Critical Thinking................................. 31 Summary ....................................... 32 TABLE OF CONTENTS-Continued Page 3. DESIGN OF THE STUDY 34 Introduction .............................................................................................. * .. 34 Qualitative Research Paradigm ........................................................... •35 Method of Data Collection................................................................ 37 Population Sample ........................................................................... 38 Data Compilation Methods .................................................................. 41. Data Analysis M e th o d s ......................................................................... 42 I 4. FINDINGS ....................................................................................... 44 O v e rv ie w ..........................................................................................................' 44 Demographics of the Sample ........................................................ 45 Description of the Disciplines ............................................................. 47 Results of the Interviews......... ......................................................... 51 Learning Strategies and Knowledge Organization Techniques......................................................................... 51 Methods Used in the Field for the Creation of New Knowledge .......................................................... 69 Methods Used in the Field for the Validation of Knowledge . ................ 79 Participants’ Awareness of Learning Preferences Of the Students.........................................................................' 82 Reflection on Learning .............. 86 Summary 87 5. CONCLUSIONS AND R EC O M M EN D A TIO N S........................................' 89 O v e rv ie w ................................................. .................. Review of the S a m p le ...................................... 91 Review of the Findings................................... 92 Conclusions ...................................................... 95 Recommendations .......................................... 98 Discipline Specific Professor Awareness 98 New Hire O rientation............................... 99 Professional Development..................... 99 Freshman Student Orientation.............. 100 vii . TABLE OF CONTENTS-Continued Page Discipline Specific Student Awareness.................................. 101 Recommendations for Further Research............................................ .102 REFERENCES ........................................................................