Hits 1.221 – 1.236 of 1.236
| 1221 |
Motivational conditions experienced by diverse adult learners in cohort-based accelerated degree programs: quantifying learner perceptions for assessment and enhancement of adult motivation to learn
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| 1222 |
The community of inquiry framework and academic advising: online student perceptions
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| 1223 |
Dialogue journal writing and adult ESL students: a tool for learning language and culture
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| 1224 |
Survey of immigrant participation in the adult education community of Edmonton
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Ho, Laura E.. - : University of Alberta. Department of Secondary Education.
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| 1225 |
A descriptive study of adult ESL programs in Edmonton
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Hodgson, Margaret.. - : University of Alberta. Department of Adult, Career, and Technology Education.
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| 1226 |
Being a teacher in an adult multicultural ESL class
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Gnida, Sara Marie.. - : University of Alberta. Department of Adult, Career, and Technology Education.
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| 1227 |
Windows of meaning in adult E.S.L.: teacher meanings in a special basic E.S.L. program for adult immigrants with little formal education
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| 1228 |
A survey of adult EFL programs in community schools in Beijing
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Xie, Mianmian.. - : University of Alberta. Department of Adult, Career, and Technology Education.
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| 1229 |
Linc programs in Edmonton as adult education practice: learners' perspectives
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| 1230 |
The effect of motivational orientation on academic achievement and persistence of rural community college students: A test of a motivational model from a self-determination theory perspective
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| 1231 |
Identification and anlysis of factors that influence adult students to participate in distance learning programs
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| 1232 |
A study of the relationship between a cloze and a word opposite reading vocabulary placement instrument designed for adults
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| 1233 |
Acting and Second Language Pragmatics: Pedagogical Intersections
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| 1234 |
Reading Racism: Race and Privilege in Young Adult Fiction
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| 1235 |
Socio-cultural Inclusiveness and Workplace E-learning: From Dominant Discourse to Democratized Discourses
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Abstract:
Technological enhancements and economic gains are the dominant focus of normalized research of workplace e-learning programs. This is not, however, equivalent to discovering whether or not workers are actually experiencing any socially and culturally meaningful learning from workplace e-learning programs. This thesis advocates socio-cultural inclusiveness research on workplace e-learning programs. Socio-cultural inclusiveness research takes into account the learning needs of workers with respect to their various social differences and culturally unique identities that affect, mediate, and interpret workers’ learning. The intent is to transform perceptions of workplace e-learning programs, from technological artefact to ideational discourses. Discourse Analysis is applied as a socio-cultural approach to ten passages that have been extracted from ten examples of normalized research published over the past decade. This is done to explore whether a normalizing paradigm is noticeable and how such a normalizing paradigm might lead workplace e-learning programs to socially marginalize and culturally exclude workers. To discursively analyze the passages and identify a normalizing paradigm, this thesis applies ‘Discourse model’ as ‘tool of inquiry’. Discourse models reveal heuristic, taken-for-granted assumptions about what is socially normal and culturally representative in talk and text. The normalizing paradigm that does emerge from this cursory analysis, constructs normalized e-learning as the conflation three assumptions: technological proficiency; economic efficiency; and, training consistency. This normalizing paradigm socially justifies workers in the workplace through normalized e-learning. To promote democratized counter discourses, this thesis puts forward critical perspectives, taxonomies, and frameworks that enable praxis of socio-cultural inclusiveness research. This thesis relies on three critical perspectives to discursively resist three formal biases inherent in normalized e-learning that emerge from this normalizing paradigm. Using a critical pedagogy perspective, this thesis reflects on the formal bias of ‘standardization’ and its alignment with ‘training consistency’ to discuss ‘worker-worker’ alienation from ‘pedagogical standardization’. Taking a critical culture perspective, thesis hones in on the formal bias of ‘categorization’ and its alignment with ‘economic efficiency’ to elaborate ‘worker-work’ alienation from ‘cultural categorization’. With a critical history perspective, this thesis focuses on the formal bias of ‘operationalization’ and its alignment with ‘technological proficiency’ to expand on ‘worker-identity’ alienation from ‘ahistorical operationalization’. ; PhD
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Keyword:
0516; 0688; 0710; 0747; adult; constructivism; democracy; discourse; e-learning; education; socio-cultural; workplace
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URL: http://hdl.handle.net/1807/26229
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| 1236 |
The Integration of Language and Content: Form-focused Instruction in a Content-based Language Program
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