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oai:www.ideals.illinois.edu:2142/80253 2023-07-11 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

Paul Thurston Goody, Allan Edward 2015-09-25T19:56:11Z 2015-09-25T19:56:11Z 10000-01-01 1998 1998 A majority of respondents indicated that they did not have any doubts about using active learning. A significant number reported anecdotally that they were committed to active learning prior to participating in the program. This bought into question whether the program attracted a majority of participants who already were good teachers. Those with doubts reported that preparing students for greater responsibility for learning was the most important issue they would like to see as a programming initiative. The study showed that there is a need for systematic assessment to document the success of programs and interventions by the Division of Instructional Development to monitor the transfer of learning from programs to teaching practice. Made available in DSpace on 2015-09-25T19:56:11Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 9904468.pdf: 8839635 bytes, checksum: 5130de39922f4089e89d58881079668e (MD5) Previous issue date: 1998 Embargo set by: Seth Robbins for item 81535 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs U of I Only 238 p. Thesis (Ed.D.)--University of Illinois at Urbana-Champaign, 1998. http://hdl.handle.net/2142/80253 (MiAaPQ)AAI9904468 eng Education, Adult and Continuing Instructional Development: A Case Study of Program Planning for Active Learning at the University of Illinois at Urbana-Champaign text Education Education University of Illinois at Urbana-Champaign Dissertation Ed.D.