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Bridging life with learning: A grounded theory of cohort learning in a nontraditional degree completion program

Paul C Holtorf, University of Nebraska - Lincoln

Abstract

The purpose of this study is to propose a grounded theory of the learning experiences of a cohort in a Degree Completion Program (DCP). One cohort consisting of fourteen students meeting at a college campus served as the basis for this study. First round interviews included the entire cohort. After theoretical sampling based on initial coding strategies, a second round of interviews involved six students and one instructor. Along with interviews, observations were conducted during the first seventeen sessions that the cohort met in the DCP. Analysis of semi-structured interview protocols along with observations yielded ten categories with properties and dimensions for each category. The following are the ten categories that emerged from this study: the first night, "hitting the comfort zone," emerging leaders, taking breaks, instructing, bridging life with learning, "getting interactive," transitioning, assignment planning, and "having time off." Following open coding, axial and selective coding were performed around the phenomenon bridging life with learning. As a result of axial and selective coding, several relationships focused around the phenomenon: causal conditions, context, intervening conditions, actions and interactions, and consequences. Bridging life with learning eventually became the phenomenon of the study, which served to inform the analysis of the data. Bridging life with learning contained a three-part definition of the phenomenon: (1) The module serves as a framework in which the cohort learner acts; (2) A situation presents itself to the cohort learner in which an informed action step based on the module is taken; (3) Following this action step, the cohort learner takes the results of the action step back to the cohort for discussion and analysis. This new phenomenon served to explain the learning experiences and the motivation of the cohort. Bridging life with learning was related back to the relevant literature. Implications for research and practice were put forth based on the study.

Subject Area

Adult education|Continuing education

Recommended Citation

Holtorf, Paul C, "Bridging life with learning: A grounded theory of cohort learning in a nontraditional degree completion program" (1998). ETD collection for University of Nebraska-Lincoln. AAI9903769.
https://digitalcommons.unl.edu/dissertations/AAI9903769

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