Exploring Teaching Approaches Responsive to Adult Learning Styles in Community College Classrooms in Limpopo, South Africa

2021 ◽  
pp. 1-14
Author(s):  
Kofi Poku Quan-Baffour
Keyword(s):  
South Africa ◽  
Community College ◽  
Adult Learning ◽  
Learning Styles ◽  
Teaching Approaches ◽  
College Classrooms ◽  
Adult Learning Styles

Adult Learning Styles – Implications for Adult Educators Working in Aboriginal Communities

1983 ◽  
Vol 11 (3) ◽  
pp. 35-38 ◽  
Author(s):  
W.J. McGrath
Keyword(s):  
Adult Learning ◽  
Learning Styles ◽  
Training Needs ◽  
Northern Territory ◽  
Further Education ◽  
Adult Educators ◽  
Aboriginal Communities ◽  
Adult Learning Styles ◽  
Basic Learning ◽  
And Training

In the Northern Territory there are about 20 adult educators based in Aboriginal communities where the traditional life-style is still experienced to a great degree. These adult educators are required to identify the further education and training needs of the community and to implement programs to meet these needs. In this brief paper I shall examine ways in which the study of Aboriginal adult learning styles can be of use to these adult educators.Before looking at specific Aboriginal learning styles it is necessary to look at those which are generally universally agreed upon as the basic learning styles applicable to adults. This is necessary in order to ensure that adult educators have a foundation on which to base some identifiably different learning styles inherent in Aboriginal culture.

Moving From Theory to Practice

TPACK ◽  
2019 ◽  
pp. 439-456
Author(s):  
Lisa-Marie Bald ◽  
Judith A. Orth ◽  
Kathleen M. Hargiss
Keyword(s):  
Professional Development ◽  
Elementary Schools ◽  
Adult Learning ◽  
Learning Styles ◽  
Mobile Devices ◽  
Collegial Interactions ◽  
Theory To Practice ◽  
Adult Learning Styles

Technology integration continues to be a professional development concern, especially in elementary schools. It remains unclear why there is a difference between how teachers talk about using technology and how they apply it in teaching reading. The purpose of this investigation was to explore professional development options that would help teachers connect theory to practice by studying their decision-making process. In a case study design, 10 K-4 teachers participated in one 60-minute interview, one follow-up interview, and one 45-minute focus group. With the use of typological analysis, transcripts were coded for initial and emerging themes. Results indicated that integrating mobile devices was highly dependent upon teachers being self-directed learners. Teachers relied on informal collegial interactions when deciding to use mobile devices. Continuous professional development that addresses adult learning styles was recommended by the teachers to support technology adoption.

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