School of Education
Doctor of Education (EdD)
Primary Subject Area
Education, Adult and Continuing; Education, Curriculum and Instruction
Academy, Adult Learning, Law Enforcement, Police, Principles of Adult Learning Scale, Problem-Based Learning
This study explored the use of adult learning principles by instructors at two state-run multi-jurisdictional police training academies using Problem-Based Learning (PBL). Instructor use of adult learning principles was assessed using an electronic version of the Principles of Adult Learning Scale (PALS). PALS scores indicate that instructors at both institutions favor an instructor-centered as opposed to student-centered teaching style, that time since PBL implementation did not lead to a greater use of adult learning principles by instructors at the academy utilizing PBL for a greater length of time, and that there is little significant difference in the use of adult learning principles by instructors at the two PBL academies compared to instructors at an academy not using PBL. The results of this study will potentially impact the training provided to police instructors both prior to and following adoption of PBL as well as the decision of some agencies to convert to PBL-based curricula.