Adult student preferences: Instructor characteristics conducive to successful teaching

2017 ◽  
Vol 23 (1) ◽  
pp. 49-60 ◽  
Author(s):  
Lindsay A Phillips ◽  
Carolyn Baltzer ◽  
Lisa Filoon ◽  
Cynthia Whitley
Keyword(s):  
Adult Learners ◽  
Adult Students ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Adult Student ◽  
Student Preferences ◽  
Qualitative Survey ◽  
Clear Communication ◽  
Instructor Characteristics ◽  
Successful Teaching

Purpose This study examined adult students’ perspectives on what characteristics make for successful teaching and learning environments in the adult student classroom. Methodology One hundred and thirty-two adult students (ranging in age from 22 to 70) participated in a mixed methods (quantitative and qualitative) survey. Findings Adult students seem to prefer instructors with knowledge and respect for adult learners, applied experience in the fields in which they teach, and those who have clear communication, and are fair and understanding. Participants viewed not understanding or respecting adult students and being arrogant or condescending as problematic characteristics for instructors to have.

Complex Learning

2014 ◽  
pp. 121-141
Author(s):  
Eleonora Guglielman ◽  
Marco Guspini ◽  
Laura Vettraino
Keyword(s):  
Adult Learners ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Learning Approach ◽  
Future Perspectives ◽  
Pedagogical Approach ◽  
Complex Learning ◽  
Participatory Learning ◽  
Educational Perspective ◽  
Theoretical Foundations

This chapter presents Complex Learning, a pedagogical approach based on personalization, hybridization of learning environments, tools and codes, and participatory learning. In this approach, students are supported to become active users and co-producers of learning sources, within the paradigms of complexity, transactional theory, and ubiquitous learning. Its innovative connotation rises up from the pedagogic literature that defines it as a new pedagogical model and from the experiences realized by the authors during the recent years. Complex Learning is able to face the challenge of rethinking teaching and learning, empowering and renewing adult learners’ and trainers’ competences, attitudes, expectations, and effort. Here are described the theoretical foundations, the methodological issues, the practices, and the future perspectives of application of the Complex Learning approach. The practices carried out demonstrate that Complex Learning, with its characteristics of openness, dynamism, and flexibility, can be successfully applied to the fields of vocational training and adult education; they also indicate that, in order to have tangible results, it is necessary to work towards a change in the educational perspective and toward the acquisition and consolidation of specific competences of trainers and tutors.

Enabling Adult Learning Advantage in Online Learning Environments

2021 ◽  
pp. 735-756
Author(s):  
Michael D. Hamlin
Keyword(s):  
Adult Learners ◽  
Learning Environments ◽  
Situated Learning ◽  
Teaching And Learning ◽  
Integrative Approach ◽  
Educational Goals ◽  
Reflective Practitioners ◽  
Based Instruction ◽  
Learning And Cognition ◽  
Case Based

Adult learners tend to have specific educational goals, are more career-focused, task and intrinsically motivated, and more concerned about application of knowledge. Most adult learners are employed or attending school to advance their careers, so ideally, adult education should comprise educational activities, at least in part, focused on improving knowledge and skills relevant to the workplace. This requires a systematic and integrative approach that will guide students toward becoming reflective practitioners. Case-based education is an important tool that can provide the educational experiences that produce effective practitioners but only if its use is guided by a sound theoretical and research-based framework. This chapter will provide a framework for the design of case-based instruction that incorporates teaching and learning affordances derived from the theory of situated learning and cognition.

Complex Learning

2018 ◽  
pp. 242-264
Author(s):  
Eleonora Guglielman ◽  
Marco Guspini ◽  
Laura Vettraino
Keyword(s):  
Adult Learners ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Learning Approach ◽  
Future Perspectives ◽  
Pedagogical Approach ◽  
Complex Learning ◽  
Participatory Learning ◽  
Educational Perspective ◽  
Theoretical Foundations

This chapter presents Complex Learning, a pedagogical approach based on personalization, hybridization of learning environments, tools and codes, and participatory learning. In this approach, students are supported to become active users and co-producers of learning sources, within the paradigms of complexity, transactional theory, and ubiquitous learning. Its innovative connotation rises up from the pedagogic literature that defines it as a new pedagogical model and from the experiences realized by the authors during the recent years. Complex Learning is able to face the challenge of rethinking teaching and learning, empowering and renewing adult learners' and trainers' competences, attitudes, expectations, and effort. Here are described the theoretical foundations, the methodological issues, the practices, and the future perspectives of application of the Complex Learning approach. The practices carried out demonstrate that Complex Learning, with its characteristics of openness, dynamism, and flexibility, can be successfully applied to the fields of vocational training and adult education; they also indicate that, in order to have tangible results, it is necessary to work towards a change in the educational perspective and toward the acquisition and consolidation of specific competences of trainers and tutors.

Creating an Andragogy for Adult Learning Advantage

2021 ◽  
pp. 280-302
Author(s):  
Michael D. Hamlin
Keyword(s):  
Adult Learners ◽  
Adult Learning ◽  
Student Performance ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Adult Student ◽  
Learner Characteristics ◽  
Definition Of ◽  
Learning Principles ◽  
Selection Of

The goal of this chapter is to provide a framework for creating learning activities for adult learners that rest on a firm theoretical foundation and are based on a definition that highlights the actual learner characteristics involved in successful adult student performance. To achieve this goal, it is important to establish a definition of adult learning that can be used to guide the selection of the important instructional elements that must be addressed in the design of learning activities that provide adult learning advantage. This chapter will provide a framework for the design of an adult andragogy that incorporates teaching and learning principles derived from theory and research in the learning sciences.

Teaching with Technology

2011 ◽  
pp. 264-279
Author(s):  
Victor X. Wang
Keyword(s):  
Adult Education ◽  
Adult Learners ◽  
Learning Process ◽  
Teaching And Learning ◽  
Teaching With Technology ◽  
Teaching Philosophies ◽  
Use Of Technology ◽  
Successful Teaching

Successful teaching with technology in adult education stems from many factors. Technology is only used to enhance learning. Not only are teachers of adult learners required to study the tools related to the use of technology, but are also required to study the nature of knowledge, the nature of learning, constructivism and various kinds of teaching philosophies. Without thorough knowledge of these factors, successful teaching with technology cannot occur in adult education, let alone other educational fields. This article is comprehensive concerning successful teaching with technology in adult education because it also addresses the interrelationships between the use of technologies and the teaching and learning process.

scholarly journals Teachers’ Beliefs versus Learners’ Beliefs in Grammar Teaching: Harmonizing Teaching and Learning for Adult Learners’ Improved Proficiency in English

2017 ◽  
Vol 6 (7) ◽  
pp. 130 ◽  
Author(s):  
Iftikhar Ahmad ◽  
Muhammad Sabboor Hussain ◽  
Noor Raha Mohd Radzuan
Keyword(s):  
Adult Learners ◽  
Adult Students ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
Grammar Teaching ◽  
Efl Context ◽  
Proficiency Level ◽  
Teachers Beliefs ◽  
Efl Teachers ◽  
Teaching Learning

The study tends to explore the possible reforms to raise the proficiency level of the adult English as Foreign Language (EFL) learners. With this end in view, it investigates non-native EFL teachers’ beliefs in relation to adult learners’ beliefs in teaching grammar to university students in the Saudi Arabian EFL context. It finds out the harmony and disharmony between the teachers at the giving end and the taught at the receiving end to create a culture of awareness and to build a better teaching-learning environment. The study tries to fill the existing research gap as no previous research has tried to find out the solution to the problem from this angle. The main data collection tools are two five-point Likert-scale questionnaires, administered to 70 non-native EFL teachers and their 80 adult students. Teachers and learners have been selected based on stratified random sampling. Quantitative data have been analyzed using the statistical package for social sciences (SPSS). The major findings of the study are that there is discrepancy in the grammar teaching beliefs of the EFL teachers and the taught and there is a communication gap between them which result into low English proficiency level of the EFL adult learners.  Eventually, pedagogical implications of the lack of harmony between the teachers’ teaching creeds and the learners’ learning demands/expectations are provided for effective grammar teaching and better EFL classroom environment. The study recommends a better communicative harmony in both the stakeholders to bring reforms in adult education in EFL context.

Adult Learners

2018 ◽  
pp. 180-195
Author(s):  
Freda R. Russell
Keyword(s):  
Adult Learners ◽  
Learning Environments ◽  
Transformational Learning ◽  
Educational Program ◽  
Teaching And Learning ◽  
Professional Standards ◽  
Learner Engagement ◽  
Learning Practices ◽  
Effective Teaching And Learning ◽  
Reflective Discourse

This chapter presents a framework for both the instructor and student to use as they understand the principals of effective teaching and learning practices for the adult learner. The author addresses the importance of professional standards as a means to ensure educational program quality, and gives an brief overview of the evolution of the American educational system. Comparing and contrasting assumptions about teaching children (pedagogy) vs. teaching adults (andragogy) will be discussed as well as examining learner development, learner engagement through reflective discourse, and transformational learning environments.

Enabling Adult Learning Advantage in Online Learning Environments

2020 ◽  
pp. 187-208
Author(s):  
Michael D. Hamlin
Keyword(s):  
Adult Learners ◽  
Learning Environments ◽  
Situated Learning ◽  
Teaching And Learning ◽  
Integrative Approach ◽  
Educational Goals ◽  
Reflective Practitioners ◽  
Based Instruction ◽  
Learning And Cognition ◽  
Case Based

Adult learners tend to have specific educational goals, are more career-focused, task and intrinsically motivated, and more concerned about application of knowledge. Most adult learners are employed or attending school to advance their careers, so ideally, adult education should comprise educational activities, at least in part, focused on improving knowledge and skills relevant to the workplace. This requires a systematic and integrative approach that will guide students toward becoming reflective practitioners. Case-based education is an important tool that can provide the educational experiences that produce effective practitioners but only if its use is guided by a sound theoretical and research-based framework. This chapter will provide a framework for the design of case-based instruction that incorporates teaching and learning affordances derived from the theory of situated learning and cognition.

Creating an Andragogy for Adult Learning Advantage

2020 ◽  
pp. 209-231
Author(s):  
Michael D. Hamlin
Keyword(s):  
Adult Learners ◽  
Adult Learning ◽  
Student Performance ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Adult Student ◽  
Learner Characteristics ◽  
Definition Of ◽  
Learning Principles ◽  
Selection Of

The goal of this chapter is to provide a framework for creating learning activities for adult learners that rest on a firm theoretical foundation and are based on a definition that highlights the actual learner characteristics involved in successful adult student performance. To achieve this goal, it is important to establish a definition of adult learning that can be used to guide the selection of the important instructional elements that must be addressed in the design of learning activities that provide adult learning advantage. This chapter will provide a framework for the design of an adult andragogy that incorporates teaching and learning principles derived from theory and research in the learning sciences.

STUDENTS’ MOTIVATION TO SPEAK IN A GROUP DISCUSSION

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Fajar Maulana ◽  
Ikhsanudin Ikhsanudin ◽  
Luwandi Suhartono
Keyword(s):  
Teaching And Learning ◽  
English Education ◽  
Group Discussion ◽  
Target Language ◽  
Study Program ◽  
Class A ◽  
Qualitative Survey ◽  
Teaching And Learning Environment ◽  
Integrative Motivation ◽  
Academic Year

This research was done to know the factors’ influencing students’ motivation to speak in a group discussion. This research is qualitative survey, in which the subjects are the Third-Semester Students of English Education Study Program of Tanjungpura University in Academic Year 2018/2019. The subjects of this research were 25 students in class A. The data were collected through observation and survey. Based on the data the students are motivated enough in speaking class and the motivation are relatively high across the students but most of the students faced several speaking problems such as afraid of making mistakes, lack of confidence, and lack of motivation. In summary, the factors that influenced the students’ motivation to speak in a group discussion are the students' interest to the materials of learning, the students’ interest to the culture of the target language, and lastly the reinforced that the students receive inside/outside the teaching and learning process. All of the factors are related to types of motivation, such as, intrinsic, extrinsic, instrumental, and integrative motivation. The writer claimed that knowing and understand sorts of motivation is essential with the intention of making a better teaching and learning environment

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