Problems and Possibilities: Public Online Learning and How Universal Design for Learning Mitigates Its Unique Challenges
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Attitudes of Northwest OHIO UAW Locals regarding Lifelong Learning, Use of Online Strategies, and Union-Led LearningUnited States workers are facing a workplace in which globalization, outsourcing, accelerating technology innovation, and changing demographics demands changes in the way they keep their job skills current. As a primary representative of workers‘ interests in the workplace, unions want their members to acquire and improve the skills, knowledge, and qualifications that enhance their employability and increase autonomy and self esteem. The problem was to identify the attitudes of two Northwest Ohio UAW locals regarding participation in lifelong learning, and utilization of online learning strategies within a union environment. The study was a quantitative descriptive study that utilized cross sectional survey research design. The data collection instrument for this study consisted of a 24-item survey that was posted online as a web survey and also distributed in hard copy format to two UAW locals in Ohio. The population included a wide range of workers who were diverse in terms of race, gender, levels of education and skills. A sample of n = 74 responded to questions designed to investigate attitudes of union members towards lifelong learning, union-led learning, and online learning. Independent variables were age and education level, and dependent variables consisted of responses to survey questions. A chi-square statistical test was performed to determine if there were any associations between responses and the independent variables. No statistical significance was found, but there was a positive response over the range of ages and education level demonstrating support for lifelong learning, union-led learning and online learning.
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AN INVESTIGATION OF PRINCIPAL LEADERSHIP BEHAVIORS AND IMPLEMENTATION OF ADULT LEARNING STRATEGIES ON THE PROFESSIONAL LEARNING ENVIRONMENT OF A K-12 SCHOOLThe purpose of this quantitative study was to explore the influence of principal leadership behaviors and potential of utilizing adult learning strategies on the development of a school’s professional learning environment (PLE). The intention was also to determine if principals considered themselves prepared to develop and sustain such an environment. Research shows that principals and teachers perceive professional development needs and results differently. To obtain perspective from both groups, two separate surveys were administered. The results from this dissertation came from 262 principals and 433 teachers employed in K-12 public schools in Indiana. With the survey completed by principals, the focus was to determine if principals considered themselves prepared to be leaders of adult learners and well adept at developing a school PLE. Efficacy in developing and sustaining a PLE as well as efficacy in andragogical practices were analyzed to determine if they could result in a variance in a school’s professional learning environment. The survey completed by teachers focused on teacher perception of principal leadership behaviors and the use of adult learning strategies. The impact of a principal’s leadership behaviors and use of adult learning strategies were analyzed to determine if the two variables could result in the variance in a school’s professional learning environment. Results of the study found that there is a perceived need for additional training for principals in developing a PLE as well as understanding more about adult learning theory. Additionally, this research suggests that efficacy in professional learning environment and efficacy in adult learning strategies influence a school’s professional learning environment. iv Upon analysis of data provided by teachers, this dissertation concludes that principal leadership behaviors and implementation of adult learning strategies also influences a school’s professional learning environment. The purpose of this research is to provide possible insight into specific behaviors and practices that may support the development and sustainability of a professional learning environment and that this information can also be used to encourage and support future principal development.
