Diverse Learning Styles of Non Formal Adult Learners in Community Colleges in Malaysia

Students who enter higher education have diverse learning needs, andhigher education institutions need to provide for these needs. One way of dealing with this variety of learning needs is to empower students to play an active role in their own learning, by making them aware of their learning styles. Identifying learning styles is an important facet within the learning process. Assessing learning styles could provide students with an opportunity to be reflective, and interrogate how they learn. Students’ learning styles can be assessed by using a learning styles assessment tool. The Innovative Learning Experiences (ILE) which was developed in this study, caters for the students` voice where students reflect on their past and present learning experiences.

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Linking Individual Learning Plans to ePortfolios

Encyclopedia of Information Science and Technology, Second Edition ◽

10.4018/978-1-60566-026-4.ch386 ◽

2011 ◽

pp. 2426-2430

Author(s):

Susan Crichton

Keyword(s):

Adult Learners ◽

Learning Styles ◽

Personal Information ◽

At Risk Students ◽

Internet Access ◽

Early Learning ◽

Individual Learning ◽

Electronic Learning ◽

Multimedia Authoring ◽

Learning Plans

Throughout the 1990s, educators working in alternative schools explored the use of individual learning plans as support for at risk students and reluctant, returning adult learners (Crichton, 2005; Crichton & Kinsel, 2002). These early learning plans were strictly paper based. Each student had her/his own cardboard folder that contained goal personal statements, benchmarks, course process, and personal information (e.g., interests, preferred learning styles). Samples of completed work were included in the folders so students could see their improvement/progress. By 1998, there was interest in exploring the potential of technology to improve the paper portfolios, noting improvements in multimedia authoring and Internet access. It was found that electronic learning plans, complete with collaborative journals, showed promise (Kinsel, 2004). This chapter suggests that ePortfolios that draw on content from personal eJournals extend those early learning plans both in concept and impact on learning.

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Convergence of Adult Learners, STEM Programs, and Promise Programs in Community Colleges

Community Colleges and Workforce Preparation in the 21st Century - Advances in Higher Education and Professional Development ◽

10.4018/978-1-7998-4123-4.ch003 ◽

2021 ◽

pp. 59-73

Author(s):

Deirdre Conway ◽

David Deggs ◽

Kelyn Rola

Keyword(s):

Higher Education ◽

Community College ◽

Community Colleges ◽

Adult Learners ◽

College Campuses ◽

Degree Programs ◽

American Higher Education ◽

Stem Programs ◽

College Leaders ◽

Recommendations For Practice

American higher education is currently experiencing a convergence of three trends: a rise in adult learners as the largest population of students on college campuses, an increased focus on academic STEM degree programs and credentials, and the proliferation of promise programs that provide financial assistance to students. Community colleges as open access institutions are at the nexus of where these three trends converge and thrive. This chapter provides an overview of these three trends with recommendations for practice to guide community college leaders and faculty who are charged with management of these three trends during this unique time in higher education.

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The Role of Learning Styles and Technology

International Journal of Web-Based Learning and Teaching Technologies ◽

10.4018/jwbltt.2009091504 ◽

2009 ◽

Vol 4 (4) ◽

pp. 50-65 ◽

Cited By ~ 3

Author(s):

Royce Ann Collins

Keyword(s):

Adult Learners ◽

Learning Environment ◽

Learning Styles ◽

Learning Style ◽

Virtual Space ◽

Classroom Teaching ◽

Initial Learning ◽

Education Today ◽

Electronic Environments

Learning style research has informed effective classroom teaching strategies for decades. Technology has allowed faculty and students to move the learning environment from the four-walled classroom to a fluid global virtual space. Knowledge gained through the application of learning style research to online instruction has enhanced practice; however, research demonstrating the alignment of learning styles with current technological resources has been limited. Learning styles and their interrelationship with technology and adult learners is as important today as initial learning style research was in the six decades after its beginnings in the 1940s. Education today must meet the needs of students who are more comfortable in electronic environments, as well as those who need the four-walled classroom. The ability to use learning style research to accomplish both will lead to enhanced student learning and a more productive experience.

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Technology in Education: Learning Opportunities for Teachers and Students

Journal of Family & Consumer Sciences ◽

10.14307/jfcs112.1.46 ◽

2020 ◽

Vol 112 (1) ◽

pp. 46-50

Author(s):

Shweta L. Reddy ◽

Janace Bubonia

Keyword(s):

Learning Styles ◽

Opportunity To Learn ◽

Learning Opportunities ◽

Technology In Education ◽

Course Content ◽

Educational Backgrounds ◽

Technological Competence ◽

Diverse Learning ◽

Teachers And Students ◽

Education Today

The purpose of using technology in education today is to provide students with an opportunity to learn a given topic at their own pace and convenience. Integrating technology into education is of considerable value because using technology effectively has the potential to make learning meaningful (Kirschner, 2015). Within a decade, technology has transformed education by affecting (a) the method of delivering course content to students, (b) student engagement with course content outside class hours, (c) the capability of a teacher to create different learning opportunities for students of diverse learning styles, (d) and the ability to convert course information into knowledge bytes for students of varied educational backgrounds and abilities. In this short span of time, the purpose of using technology in education has shifted from merely delivering course content to aiding students in learning the content. Using technology in education is more like "the idea that you can learn something without directly learning it" (Henriksen et al., 2019, p. 86). In other words, even though technological competence may not be the objective of a course, learning the technology will certainly help in achieving the objective of the course.

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AMERICANS IN TRANSITION: IMPLICATIONS FOR COMMUNITY COLLEGES OF A NEW STUDY ABOUT ADULT LEARNERS

Community Junior College Research Quarterly of Research and Practice ◽

10.1080/0361697820070106 ◽

1982 ◽

Vol 7 (1) ◽

pp. 61-69

Author(s):

John Carbone

Keyword(s):

Community Colleges ◽

Adult Learners

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The Effects of Progress Bars on Diverse Learning Styles in Web-Based Learning

2015 IEEE 15th International Conference on Advanced Learning Technologies ◽

10.1109/icalt.2015.141 ◽

2015 ◽

Author(s):

Te-Lien Chou ◽

Sufen Chen

Keyword(s):

Learning Styles ◽

Web Based ◽

Web Based Learning ◽

Diverse Learning

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IMPLEMENTASI METODE PROBLEM-BASED LEARNING (PBL) UNTUK OPTIMALISASI STUDENT-CENTERED LEARNING (SCL) DI PERGURUAN TINGGI

Jurnal Penjaminan Mutu ◽

10.25078/jpm.v3i1.94 ◽

2017 ◽

Vol 3 (1) ◽

pp. 76

Author(s):

Putu Santi Oktarina

Keyword(s):

Adult Learners ◽

Learning Styles ◽

Learning Process ◽

Teaching And Learning ◽

Social Activity ◽

Problem Based Learning ◽

Student Centered ◽

Student Centered Learning ◽

Concrete Experience ◽

Definition Of

Students at higher education institutions are definitely adults who should be encouraged and given motivation to be the 'adult' learners. Each student has diverse characteristics that will make them ultimately bring different perspectives to the class (different types of backgrounds, learning styles, experiences, and aspirations). Therefore, educators are no longer possible to use conventional methods in cultivating the values to students to get them to be adult learners. The psychological condition of adults will encourage the teaching and learning process to be more directed to the Student-Centered Learning. This method is built on the principles of active learning constructive, some social activity, mental reflection, implementation of prior knowledge, and so forth. The learning process is a reflection cycle (about what happened), the idea of a thing (or something that needs to be tested), action (trial to do something), and outcomes (concrete experience). Problem-Based Learning method is an option that can be used to support the activities of Student-Centered Learning for the use of problems in the learning process can trigger the curiosity of students that will lead them to be able to solve their own problems by giving a definition of a certain problem and specify the collected information. In this way, students will try to associate the information they have and be able to specify the topics they will learn more.

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THE IMPACT OF THE TRAINER’ COMMUNICATIONAL STYLE ON ADULT LEARNERS ‘LEARNING STYLES

International Journal of Research -GRANTHAALAYAH ◽

10.29121/granthaalayah.v8.i5.2020.110 ◽

2020 ◽

Vol 8 (5) ◽

pp. 139-145

Author(s):

Ionela Roxana Urea ◽

Cristina Cora Pirvu

Keyword(s):

Adult Education ◽

Adult Learners ◽

Learning Styles ◽

Learning Style ◽

Continuous Improvement ◽

Statistical Processing ◽

Communication Style ◽

Vocational Counselling ◽

The Impact ◽

The Relationship

Today, it is clear to everyone that regardless of the studies completed, the process of continuous improvement is necessary depending on the field in which they work. Each country has designed specific strategies in the field of adult education, as part of lifelong learning. Our research had the aim to highlight, beyond the type of training program for adults, the relationship between the communication style of trainers involved in adult education and the learning style of adult learners. In our research we used: a) the “Questionnaire S.C. (Analysis of Communication Style) b) the Romanian version of “Learning style Questionnaire”; c) non-directive interviews; d) statistical processing methods. The results that came from the data allow us to see the influences of the trainers’ communicational style upon the learning style of adult learners during the training sessions. The conclusions are significant for developing proper vocational counselling programs for trainers that are involved in training adult learners.

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