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A study of adult student learning strategies for a web based teacher licensure program

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  • The purpose of this study was to understand how adult learners in an online teacher licensure program selected and used learning strategies, transformed existing strategies or developed new strategies. Also examined was whether the environment itself facilitated or impeded usage of transformed strategies, or development of new strategies. Participants in the study performed a critical self-assessment each of five terms of the study following their completion of the tasks for the program, which included a discussion of the problems of learning and strategy usage. At the end of the fifth term, students answered nine questions relating to their overall experience, and answered six follow-up questions based upon answers to the original questions. The major findings were that students tended to rely upon their existing strategies with minimal transformation. Students also approached their learning strategies either meta-cognitively or tactically which affected their performance. Further research seems appropriate to examine ways in which program and web sites can be designed, such that in their usage they become strategy facilitative and reinforcing for adult learners.
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