A phenomenological observation of two theatrical learning environments

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dc.contributor.author Freeby, Raymond
dc.date.accessioned 2013-04-26T21:40:48Z
dc.date.available 2013-04-26T21:40:48Z
dc.date.issued 2013-04-26
dc.identifier.uri http://hdl.handle.net/2097/15672
dc.description.abstract This modified qualitative study focused on observations of learning procedures and performance outcomes of two theatrical learning environments (TLE), using a select set of phenomenological observation and recording procedures to ensure minimization of researcher bias. Observational results were compared to previously published observations of a large lecture hall learning environment at a Midwestern university. Observational results were also compared to a select set of learning theories to determine similarities in observed learning procedures to those theories. This study reveals differences in methods of acquisition of knowledge and skills in a TLE and the acquisition of same in the lecture hall environment. In the large lecture hall descriptions, the individual learner’s preset learning measurement options of ABCDF or Pass/Fail, individual option of choice to be present but non-interactive within the learning environment, individual option of choice of when to learn material and in what manner (for instance, cramming for a final), option of choice of attention level when physically present in the learning environment, and other options all affect the individual learner’s achievement level while minimally impacting the learning and achievement options of other members of the lecture class. This contrasts with a TLE, where failure is not a pre-listed option, maximization of learning and skills development is a constant goal individually and severally, interactivity with other learning environment members is mandated, material must be progressively learned and mastered by all members at essentially the same rate of progress, attention level must remain high, and there may well be multiple ‘final exams’ wherein virtually 100% of text materials must be transmitted verbatim in a meaningful way to a third party (an audience) through skills learned. Comparisons of learning theories reveal this process to be most closely allied with, but still significantly different from, collaborative learning theory. en_US
dc.language.iso en_US en_US
dc.publisher Kansas State University en
dc.subject Education en_US
dc.title A phenomenological observation of two theatrical learning environments en_US
dc.type Dissertation en_US
dc.description.degree Doctor of Philosophy en_US
dc.description.level Doctoral en_US
dc.description.department Department of Educational Leadership en_US
dc.description.advisor Jeffrey Zacharakis en_US
dc.subject.umi Education, General (0515) en_US
dc.date.published 2013 en_US
dc.date.graduationmonth May en_US

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