Your CIOS file request: Q-METHOD/06189122.106 hotline item

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Received:  by CIOS Mailer; Thursday 18 Jun 2009 12:21:06
Date:         Thu, 18 Jun 2009 12:17:48 -0400
From:         Roland Arter 
Subject: Re: Learning strategies
To:           Q-METHOD@LISTSERV.KENT.EDU
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Michael,

 From what I've been able to gather most literature about learning 
processes seems to fall into two major areas.  Dewey, Piaget and 
Vygotsky, to name a famous few, address learning processes and how they 
develop, mostly during childhood development.  The other area seems to 
address learner subjectivity -- the way learners' perceptions, 
attitudes, beliefs, desires, culture, religion, etc., affect how they 
learn.  Schommer, Muis and Dweck are a few researchers that address 
these issues.

The second area lends itself to Q-methodology.  (Ramlo is currently 
working in this area and actually uses Q-methodology to evaluate 
learning.)  So far I haven't found many Q studies that deal directly 
with learner subjectivity and how it impacts learning.  Not learning 
development.  Learning subjectivity.  Not what learners /can/ do.  What 
do learners /want/ to do to, and why do they want to do it from their 
standpoint of view.  Learning doesn't begin until the learner decides it 
does, not the teacher.

First, I hope this sheds some light on your comments.  Second, if anyone 
has any information about Q studies, or any studies that focus on 
learner (student) subjectivity, please forward this information to me at 
arter@uakron.edu.  I am developing my dissertation.

Roland



Michael Abrams wrote:
> How much educational research focuses on how people, themselves, say they
> "learn?" I see a lot of research on teaching strategies, some interesting
> work on "learning styles."  With all of the observation and measurement
> going on, I wonder how much attention subjectivity gets in these areas.
>
>
> -----------------
> See the wildflowers of Florida at http://www.flwildflowers.com
>
>    

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Michael,



From what I’ve been able to gather most literature about learning
processes seems to fall into two major areas.  Dewey, Piaget and
Vygotsky, to name a famous few, address learning processes and how they
develop, mostly during childhood development.  The other area seems to
address learner subjectivity – the way learners’ perceptions,
attitudes, beliefs, desires, culture, religion, etc., affect how they
learn.  Schommer, Muis and Dweck are a few researchers that address
these issues.  



The second area lends itself to Q-methodology.  (Ramlo is currently
working in this area and actually uses Q-methodology to evaluate
learning.)  So far I haven’t found many Q studies that deal directly
with learner subjectivity and how it impacts learning.  Not learning
development.  Learning subjectivity.  Not what learners can
do.  What do learners want to do to, and why do they want to do
it from their standpoint of view.  Learning doesn’t begin until the
learner decides it does, not the teacher.



First, I hope this sheds some light on your comments.  Second, if
anyone has any information about Q studies, or any studies that focus
on learner (student) subjectivity, please forward this information to
me at arter@uakron.edu.  I am developing my dissertation.



Roland







Michael Abrams wrote:

  
How much educational research focuses on how people, themselves, say they
"learn?" I see a lot of research on teaching strategies, some interesting
work on "learning styles."  With all of the observation and measurement
going on, I wonder how much attention subjectivity gets in these areas.


----------------- 
See the wildflowers of Florida at http://www.flwildflowers.com

  




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