Training in a post-disaster environment offers an opportunity to build resilience within high-risk communities. Education research amasses a field of study that is large in both depth and breath, but there is a considerable lack of focus in post-disaster contexts, specifically the effectiveness of post-disaster training programs. Addressing this gap meant exploring recovery efforts in the Philippine region of Eastern Samar following Super Typhoon Haiyan, regarded as the strongest tropical cyclone ever recorded at landfall. The purpose of this research first explores expanding education theories into the post-disaster context and second, examines the practical implementation of training programs in the wake of the 2013 typhoon. A mixed methods approach combined qualitative data derived from accounts of community members and aid organizations with quantitative data that delineated community members learning style preferences in respect to experiential learning theory (ELT). Findings show that aid organizations administered training largely in lecture format, aligning with the reflective observation mode of ELT, but lacked diversity in formats represented in other poles of ELT. Moreover, analysis revealed that community members showed a preference toward divergent learning styles. Since aid organizations provided predominantly lecture based training, this partially aligned with community learning preferences, but fell short in cultivating other forms of knowledge acquisition. Based on this research, the application of existing l
Zerio, A., Opdyke, A., and Javernick-Will, A. (2016). “Post-Disaster Reconstruction Training Effectiveness.” Engineering Project Organization Conference. Cle Elum, WA.