Saturday, September 18, 2010

Reading-Post 3

Theories to be utilized in AR Project - Screen capture created by Mary-Ann Ferree using Pages

Aik, C.T., & Tway, D.C. (2006). Elements and principles of training as a  performance improvement solution. Performance Improvement, 45(3),28-32. Retrieved from

Drawing depicting Aik & Tway article entitled: Elements and Principles of Training as a Performance Improvement Solution.
This article appears to link e-learning techniques used with adult learners in the job market and performance markers for growth.  The authors share their study’s results, which focuses on theories of andragogy as related to environmental conditions.  It appears to be directly linked to the topic of this author’s AR project and may prove quite valuable for research. 

Fisher, E.A., & Wright, V.H. (2010). Improving online course design through usability testing. Merlot Journal of Online Learning and  Teaching, 6(1), 228-245. Retrieved from

Originally retrieved through EBSCO Host, this article chronicles a detailed study conducted which relates to pre-testing for usability of online learning modules.  This study also enlists the use of the ADDIE process and posts results of the study.  It directly relates to this author’s AR project as the research for the AR project utilizes an online learning module created for a specific purpose by the writer of the AR project.  The article by Fisher & Wright contains charts and graph weighing the relevance of such an undertaking.  It will be a valuable article for this research.

Pew, S. (2007). Andragogy and pedagogy as foundational theory for student motivation in higher education.  InSight: A Collection of Faculty Scholarship, 2, 14-25. Retrieved from:

Originally retrieved through EBSCO host, the author in this article draws a correlation among the following terms: andragogy, pedagogy, and motivation.  These critical portions of adult learning appear to be exceptionally well addressed throughout this pertinent research article.  As a writer, this article appears to contain a lot of valuable information and analysis that will add this needed cohesive dimension to the AR project. 

Reggy-Mamo, M. (2008). An experiential approach to intercultural education, 7, 110-122.  doi: 10.1080/15363750600586431

Knowing that there is a large portion of African-American students currently being recruited by Empire State College, this article’s study focuses on the adult student’s quest for higher learning with the challenge identified at developing curriculum that can communicate cross-culturally.  This strategy translates, according to the article, to the student becoming better able to communicate cross-culturally.  As this writer is preparing to develop e-learning modules that are readily used cross-culturally, this article appears to contain valuable input.

Stewart, J.A., & Alexander, G. (2006). Virtual action learning: experiences from a study of an sme e-learning programme. Action Learning: Re-search and practice. 3(2), 141-159. doi: 10.1080/14767330600885854

As this writer’s AR project focuses on helping the adult learner understand and perform a necessary task for success in their learning – particularly at Empire State College (SUNY) - the information presented in this article will be exceptionally pertinent.  SME is the acronym for small and medium-sized business enterprises (Stewart & Alexander, 2006). Many of the adult learners at Empire State College are either currently working in the business field, or are trying to advance in the business field, or are trying to break into the business field.  Thus, the first correlation of this article to the writer’s AR project.  Virtual learning and face-to-face learning are also addressed in this article.  Empire State College’s courses are a combination of both online and face-to-face study groups.  This writer believes there will be a good amount of useable information garnered from this particular article and paper.
Taylor, B., & Kroth, M. (2009). A single conversation with a wise man is better than ten years of study: A model for testing methodologies for pedagogy or andragogy. Journal of the Scholarship of Teaching and Learning, 9(2), 42-56. Retrieved from

Originally retrieved through EBSCO Host, Taylor & Kroth have put charts and tables in this article, based on research, which represent a visual analysis of key comparisons including the role the learner has and the role the teacher should maintain for adult learners to actually learn.  Delivery, organization, and the adult learner’s focus on the learning are also charted in this article.  It appears to be a valuable resource for this writer’s AR project.

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