Playing Catch Up 2.0: How a Professional Learning Community Instructional Model Assists Adult Students

ID: 31355 Type: Full Paper
  1. Richard Pierce and Paul Reneau, Fairmont State University, United States

Friday, March 11 10:15-10:45 AM

No presider for this session.

This study investigates the impact of a professional learning community (PLC) instructional model on the development of information and communication technology (ICT) self efficacy in adult and non-traditional students. The main research question posed in this study is: Does the (PLC) model support the development of adult and non-traditional learners’ (ICT) self efficacy relative to their 'net generation' counterparts? This question was answered by analyzing survey responses over a 5 year period at a regional university in Appalachia. Significant differences in the beginning composite and sub-scale (ICT) self efficacy domains, including operating systems, spreadsheets, presentations, and internet / educational technology, of non-traditional/adult learners were reduced or eliminated after participation in a class which utilized a (PLC) instructional model.

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