It is time to review the schedule for the placement of your session in the AAACE Agenda. This is the final draft of the Schedule. When you look up your name, use the detail listing to check what days/times you asked to be placed. This is a huge program and we can accommodate necessary changes in day and time now, but may not be able to do so after September 1, 2013 except in emergencies. Please carefully check your placement and send any requests to Ginger Phillips, AAACE Conference Planner with AAACE Session Change Request in the subject line. We will respond to your email, but it may take us up to a week to do so. Thanks for your help in "fine tuning" this agenda!
The Learning Efficiency Inventory (LEI) and Resistance in Professional Military Education
Type of Presentation
Concurrent Session (45 minutes)
Session Abstract
The Learning Efficiency Inventory (LEI) measures learning resistance and antecedents in mandatory training, and was administered to 279 Airmen in a Professional Military Education School. Results will be presented and discussed in this session.
Target Audience
This session will be of interest and benefit to anyone who is interested in learning efficiency and learning resistance. Additionally anyone involved in classroom instruction, workplace education, mandatory training contexts, and/or military training should attend this session.
Learning Outcomes
After participating in this session, learners will have a broad conceptual understanding of learning resistance at large, and in workplace contexts specifically. Participants will also have a clearer picture of the different potential causes of learning resistance in mandatory training contexts, methods for mitigating such resistance, and the role of systemic, structural, and methodological factors in workplace learning.
Session Description
In this session, the presenter will share basic information on a recent validation study of the Learning Efficiency Inventory (LEI) conducted during a Professional Military Education (PME) school. Results will be shared and discussed. Findings from the study validate specific models of learning resistance in mandatory training contexts via structural equation modeling. This study is of great importance for anyone involved in classroom instruction no matter what the context, but is of special importance to those who are involved in workplace training contexts. Results show the relationships between learning resistance and variables such as self-efficacy, perceived social norms, resentment, and disinterest.
Efforts are made to try to schedule sessions on the day preferred by the Primary Presenter, though this cannot be guaranteed. Please check your preference.
Wednesday November 6
Primary Presenter
Jonathan Taylor, Troy University
Work Title
Assistant Professor