Induction Class Year
The information explosion in our technologically oriented society has brought with it a shortened time span of cultural and factual knowledge change in each succeeding decade. Thus, professionals being educated in graduate Adult Education/Human Resources Development programs as teachers and for other roles need a lifelong learning perspective to prevent their becoming obsolete. These graduate programs have increased in North America from approximately thirty in 1960 to more than three hundred in 1990. However, a question remains for those who seek to serve these needs. How will the long-term impact of these graduate programs be measured, determined and evaluated? One program has sought to answer that major question. The University of Missouri-St. Louis has had competency-based adult education graduate offerings with nearly two hundred participants in less than a decade the graduate program has been actively in operation. A two-page "Impact Survey Report Form" was adapted and developed to include Kirkpatrick's evaluation paradigm of reaction, learning, behavior, and results. One hundred eighty-six different participants were sent forms with seventy-five responding. Questions included: what they gained, applied, the value to them and others, skill practice adequacy, cost/'benefit ratio, benefits resulting, how the course could be improved, people served weekly, space to describe something they used and the results, how the use of self-directed learning affected other courses or their career, if they used learning contracts in other courses and in other education situations with people with whom they worked, and how self-directed learning was accepted in those situation.
Henschke, John A. EdD, "The Use of Audio Interaction in a Telecourse Offered by Satellite: Foundation of Adult Basic Education" (1990). IACE Hall of Fame Repository.
Community College Leadership Commons, Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Disability and Equity in Education Commons, Educational Administration and Supervision Commons, Educational Leadership Commons, Educational Methods Commons, Educational Psychology Commons, Higher Education Commons, Instructional Media Design Commons, International and Comparative Education Commons, Online and Distance Education Commons, Other Education Commons, Social and Philosophical Foundations of Education Commons, Special Education and Teaching Commons, Student Counseling and Personnel Services Commons, Teacher Education and Professional Development Commons