The Relationship between Resourcefulness and Persistence in Adult Autonomous Learning

Abstract

The purpose of this study was to investigate the tenability of a proposed path-analytic model relating resourcefulness and persistence in the context of adult autonomous learning. Data collected from a nonprobability sample of 492 American adults using valid and reliable measures for resourcefulness and persistence were analyzed. Results suggest that although adults intend to persist in valued learning activities, they often do not choose to engage in such activities. Methods are discussed that may help educators foster autonomous learning tendencies in their students, thereby supporting their development as lifelong learners.

The Trellis Theory of Adult Online Learning

“…Third, the trellis theory heeds the suggestions made by adult educators that adult motivation is complex and difficult to observe directly [22], [23]. This is particularly true in asynchronous discussion board communication formats [24].…”

Rules of Engagement: Considering Good Policy and Practice with Online Military Learners

“…It has been argued that autonomous learning can be further promoted by allowing learners to focus on their learning activities through self-monitoring, and by reinforcing their self-perception as continuous learners (Ponton, Derrick, & Carr, 2005). Military learners bring with them a propensity for autonomous learning, but online instructors can make this salient by encouraging learners to use their previous military experiences in their current coursework, by providing the opportunity to share it with others, and by supporting their efforts to reflect on it.…”

Military leader development and autonomous learning: Responding to the growing complexity of warfare

“…This is a point that deserves further consideration; there may be better ways to assess one' s propensity for autonomous learning beyond standardized test scores such as the SAT and ACT and time-constrained interviews conducted during screening of applicants. Ponton, Derrick, and Carr (2005) wrote:…”

“…The general consensus in our interviews was that it is simply not feasible for even the most efficient ROTC organization to offer the instruction needed to lead effectively in today' s operational environment without the element of autonomous learning added to the leader development equation. Ponton et al (2005) wrote a treatise on autonomous learning through active self-monitoring that could serve as a framework to enable ROTC to establish a program that will assist in both screening and development of candidates for ROTC. There are many ways one might establish a viable program focused on development of autonomous learning.…”

“…Developmentally, Ponton et al (2005) offered specific ways to encourage autonomous learning through active self-monitoring, including the requirement of a log or journal. Developmental techniques such as this should be explored for relevance and viability; many suggestions might easily be integrated into the current ROTC curriculum.…”