Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Sign In to gain access to subscriptions and/or personal tools.
Adult Education Quarterly
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Cervero, R. M.
Right arrow Articles by Dimmock, K. H.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

A Factor Analytic Test of Houle's Typology of Professionals' Modes of Learning

Ronald M. Cervero

Adult Education, University of Georgia, Athens, GA.

Katherine H. Dimmock

Nursing, University of Indianapolis, Indianapolis, IN.

Houle has proposed a typology of professionals' modes of continuing learning. Three modes are hypothesized: inquiry, instruction, and performance. The purpose of the study was to test the adequacy of this typology with a population of staff nurses in a community hospital. A 47-item instrument that has been shown to be a valid and reliable measure of the universe of nurses' continuing learning activities was used. The survey was administered to the same population twice, one year apart. Oblique factor analysis produced a four-factor solution for the data collected in each year. The four factors were labelled Inquiry, Performance, Group Instruction, and Self-instruction. A revised typology is proposed and an explanatory framework for the new typology is given.

Adult Education Quarterly, Vol. 37, No. 3, 125-139 (1987)
DOI: 10.1177/0001848187037003001
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 Adult Education QuarterlyHome page
J. P. Gleeson
How Do Child Welfare Caseworkers Learn?
Adult Education Quarterly, March 1, 1992; 43(1): 15 - 29.
[Abstract]

Home page
 Adult Education QuarterlyHome page
L. F. Oddi, A. J. Ellis, and J. E. A. Roberson
Construct Validation of the Oddi Continuing Learning Inventory
Adult Education Quarterly, September 1, 1990; 40(3): 139 - 145.
[Abstract]

Home page
 Adult Education QuarterlyHome page
S. B. Merriam
Contributions of Qualitative Research to Adult Education
Adult Education Quarterly, September 1, 1989; 39(3): 161 - 168.
[Abstract]

Home page
 Adult Education QuarterlyHome page
L. F. Oddi
Perspectives On Self-Directed Learning
Adult Education Quarterly, March 1, 1987; 38(1): 21 - 31.
[Abstract]