Duquesne University Duquesne Scholarship Collection Electronic Theses and Dissertations Spring 2004 Using Vignettes to Develop Higher-Order Thinking and Academic Achievement in Adult Learners in an Online Environment Maria Helen Zanoni Kish Follow this and additional works at: https://dsc.duq.edu/etd Recommended Citation Kish, M. (2004). Using Vignettes to Develop Higher-Order Thinking and Academic Achievement in Adult Learners in an Online Environment (Doctoral dissertation, Duquesne University). Retrieved from https://dsc.duq.edu/etd/751 This Immediate Access is brought to you for free and open access by Duquesne Scholarship Collection. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Duquesne Scholarship Collection. For more information, please contact [email protected]. USING VIGNETTES TO DEVELOP HIGHER ORDER THINKING AND ACADEMIC ACHIEVEMENT IN ADULT LEARNERS IN AN ONLINE ENVIRONMENT by Maria H. Z. Kish Submitted in partial fulfillment of the requirements for the degree Doctor of Education Instructional Leadership Excellence at Duquesne School of Education Duquesne University May, 2004 iii Copyright By Maria H. Z. Kish 2004 iv Abstract This case study investigated the use of vignettes as a teaching strategy and learning activity of the Generative Learning Model in a hybrid online course. The Generative Learning Model, which consists of five main components: attention, motivation, knowledge, generation, and metacognition (Wittrock, 2000) was incorporated when requiring students to answer teacher-generated vignettes and to generate their own vignettes. As a result of using vignettes within the Generative Learning Model in a hybrid online course, three outcomes were anticipated: 1) enhancement of academic achievement, 2) higher order thinking, and 3) preference of the use of vignettes as compared to other teaching strategies and learning activities. This study considered data from student work and a questionnaire collected from the Instructional Techniques Course, GITED 631, taught in the Graduate School of Education at Duquesne University in the fall of 2003. Eight participants responded to teacher-generated vignettes, created diagrams and rubrics, created their own vignettes, and recorded their thoughts concerning vignettes in reflective learning logs. These participants also completed a questionnaire that addressed the use of vignettes as a teaching strategy and learning activity. This questionnaire included a Likert-scale for rating the strategies and activities as experience in the course, a ranking section for how participants would like to learning course material (learning activities) in other courses, and a ranking section for how participants would like to teach their own courses (teaching strategies). v This research indicates that the use of teacher-generated vignettes can increase academic achievement, and that learner-generated vignettes can help students achieve higher order thinking. Within this population this study showed three significant results. First, within the Instructional Techniques course, participants preferred the use of teacher-generated vignettes to any other teaching strategy or learning activity used. Second, teacher- generated vignettes were preferred as a learning activity over all other learning activities when learning other types of course material; student generated vignettes were preferred as a learning activity when compared to lectures, student demonstrations, projects, online slide presentations, online discussions, and diagrams. Third, when considering preferences in teaching strategies, teacher-generated vignettes were ranked second to teacher demonstrations; learner-generated vignettes ranked above online presentations, online discussions, reflective learning logs, and lectures. vi TABLE OF CONTENTS Page CHAPTER 1. INTRODUCTION ........................................................................................1 Purpose of the Study ................................................................................................2 Rationale ..................................................................................................................9 Statement of Problem.............................................................................................11 Research Questions................................................................................................11 Delimitations and Limitations of the Study...........................................................12 Definition of Terms................................................................................................12 Summary................................................................................................................17 CHAPTER 2. REVIEW OF THE LITERATURE ............................................................19 Introduction............................................................................................................19 Historical Contributions to Successful Adult Learning Experiences ....................20 Adult Learners...........................................................................................20 Generative Learning Model.......................................................................27 Stories and Vignettes.................................................................................33 Online Learning.........................................................................................39 Higher Order Thinking and Academic Achievement ................................46 Who is the Adult Learner?.....................................................................................50 General Needs and Characteristics ............................................................50 Characteristics and Needs for the Population of this Study.......................52 Theories and Research Related to Learning and Academic Settings ........58 The Generative Learning Model............................................................................66 vii TABLE OF CONTENTS (cont.) Page An Overview..............................................................................................66 Background and Theoretical Foundation...................................................71 Cognitive Processes and Components of the Generative Learning Model..................................................................71 Luria’s Neural Model and the Generative Learning Model...........72 Research on the Generative Learning Model Components ...........73 Attention ............................................................................73 Motivation..........................................................................74 Knowledge .........................................................................77 Generation..........................................................................80 Metacognition ....................................................................82 Consideration of Other Learning Theories and Models ............................84 Consideration of Adult Learning Theories ................................................87 Research on Adult Learners.......................................................................88 Learning Strategies Used in the Generative Learning Model....................91 How Vignettes are Considered in this Study .............................................94 Strategies and Activities Used with Teacher-Generated Vignettes ...........95 Strategies and Activities Used with Learner-Generated Vignettes............96 Using Vignettes to Teach Adults ...........................................................................99 Different Forms of Narratives Used with Adult Learners .......................102 Case Studies for Educational Purposes........................................102 Case Stories for Educational Purposes ........................................104 viii TABLE OF CONTENTS (cont.) Page Scenarios for Educational Purposes.............................................105 Vignettes for Educational Purposes.............................................107 Use of Vignettes in the Generative Learning Model ...................111 Vignettes as a Teaching Strategy.................................................111 Vignettes as a Learning Activity..................................................112 Research on the Generative Learning Model and Stories........................114 Accommodating Adult Learners in the Online Environment..............................115 Description and Benefits of Online Learning ..........................................115 Characteristics of Adult Online Learners ................................................118 Theories of Online Learning and Adult Learning....................................120 Motivation....................................................................................120 Comparing Past Experiences with New Experiences ..................121 Sharing Experiences.....................................................................121 Feedback ......................................................................................122 Practical Learning........................................................................123 Control .........................................................................................124 Cognitive Psychology and the Adult Online Learner..............................125 Research on Online Learning and the Generative Learning Model ......126 Using