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Dissertation
Sequential explanatory mixed-methods study: investigating the adoption of creative academic andragogy into condensed workforce training programs
Doctor of Education (Ed.D.), Drexel University
04 Dec 2024
DOI:
https://doi.org/10.17918/00010918
Abstract
The effectiveness of learning by lecture-only has been questioned for decades. Studies have suggested that the retention rate of a subject is low compared to combining lectures with activities. The addition of Art to the teaching method of STEM (science, technology, engineering, and mathematics) acknowledges the benefits that modern creative teaching practices will offer students. The National Center on Early Childhood Development considers that "a creative mindset is critical for STEM subjects." However, K-12 students are not the only ones to benefit from introducing modern pedagogy into curriculums. Studies regarding implementation into Higher Education curriculum has shown that adults experience increased cognitive retention as well. These techniques have not been applied to the training of the underemployed citizenry towards careers in newly developing job sectors. As such, the research included herein aims to provide a foundational platform for integrating modern instruction practices into such programs via technological advancements and multi-media solutions. We present the overall significance to governments and educational organizations that incorporating such methods would lead to not only increased cognitive retention, but also increase the efficiency of instructors' time investment and reducing the overall program cost. Drawing from non-traditional workforce learner experiences and quantitative predictive analysis of the benefits, this research showcases how such a culture shift will jump-start our middle class once again.
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Details
- Title
- Sequential explanatory mixed-methods study
- Creators
- Sally Patricia Glaser
- Contributors
- Harriette Rasmussen (Advisor)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- x, 101 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 991022049651804721