scholarly journals New Trends in Formative-Summative Evaluations for Adult Education

SAGE Open ◽  
2020 ◽  
Vol 10 (3) ◽  
pp. 215824402094100
Author(s):  
Haifa F. Bin Mubayrik
Keyword(s):  
Adult Education ◽  
Adult Learners ◽  
Teaching And Learning ◽  
Assessment Tools ◽  
Immediate Feedback ◽  
Self Confidence ◽  
Study Results ◽  
Learner Assessment ◽  
Formative Evaluations ◽  
Evaluation Approaches

The aim of this article was to review the different evaluation approaches for adult learners and the effect on promoting the quality of teaching and learning. This study aimed to identify new trends in adult education formative-summative evaluations. Data were collected from multiple peer-reviewed sources in a comprehensive literature review covering the period from January 2014 to March 2019. A total of 22 peer-reviewed studies were included in this study. Results were systematically analyzed to answer three questions as follows: what are the new trends in the summative and formative evaluations of adult learners? What are the new trends in the summative and formative evaluations of adult learners engaged in distance learning? And what are the outcomes/drawbacks in the summative and formative evaluations of adult learners? An analysis of the existing literature indicated that those who instruct adults must use a wide variety of pre- and post-assessment tools to match students’ differences with their needs. It also highlighted the importance of “assessment for learning” rather than “assessment of learning” and “learning-oriented assessment” (LOA) for lifelong learning, thus preparing adult learners for future responsibilities and decision making. It also indicated the importance of reflection and immediate feedback for the adult learner. Assessment of mental phenomena such as creativity should have defined terms. The findings of this article supported the argument for more attention to be paid to new trends in evaluations used in adult education. One important result of this kind of evaluation is its facilitation of self-confidence within the adult learning setting.

Math Anxiety, Math Self-Concept, and Math Self-Efficacy in Adult Learners Compared to Traditional Undergraduate Students

2014 ◽  
Vol 64 (4) ◽  
pp. 306-322 ◽  
Author(s):  
Molly M. Jameson ◽  
Brooke R. Fusco
Keyword(s):  
Adult Education ◽  
Adult Learners ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Math Anxiety ◽  
Self Report ◽  
Self Concept ◽  
Self Confidence ◽  
The Future ◽  
Using Data

Adult learners comprise a significant portion of current undergraduate populations, and projections indicate steady or growing numbers of adult learners in the future. Previous research has suggested that adult learners possess lower self-confidence than and face barriers not experienced by traditional undergraduate students. These constructs have not been explored specifically within mathematics, however, which was the purpose of the current study. Using data collected from 226 undergraduate students (60 traditional students, 166 adult learners), the current research found that adult learners self-report lower levels of math self-efficacy and higher levels of math anxiety than their traditional peers. Implications for adult education are suggested.

scholarly journals THE EFFECTIVENESS OF ICT IN TEACHING THE PREFIX PEN-

2020 ◽  
pp. 187-194
Author(s):  
Sanisah Rahim ◽  
Nuraishah Mahmood
Keyword(s):  
Formative Assessment ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Teaching And Learning ◽  
Lessons Learned ◽  
Assessment Tools ◽  
Immediate Feedback ◽  
Information And Communication ◽  
The Subject ◽  
Level Of Understanding

This study examines the effectiveness of Information and Communication Technology (ICT) as one of the Formative Assessment tools in the teaching and learning of Malay Language grammar. This study focuses on the level of understanding and understanding of pupils on the lessons learned through the application of Nearpod. The subject involved in this study were 26 students of Primary 4. They are from middle and high progress students. Through Nearpod Application, teachers can monitor and evaluate students' learning-related lessons. Teachers are able to give immediate feedback as students’ responses will be flashed on the projector screen. Peer assessments are also used in this lesson. Through teacher observation, the Nearpod Application was successfully used as one of the Formative Assessment tools. The findings show that 90% of students are able to understand the use of prefix peN- clearly. This application can also arouse students’ interest to learn Malay in a fun environment.

scholarly journals Andragogy: A Theory in Practice in Higher Education

2020 ◽  
Vol 4 (2) ◽  
pp. 54-69
Author(s):  
El-Amin Abeni
Keyword(s):  
Higher Education ◽  
Adult Education ◽  
Adult Learners ◽  
Adult Learning ◽  
Learning Styles ◽  
Learning Style ◽  
Teaching And Learning ◽  
Cognitive Learning ◽  
Analysis And Synthesis ◽  
Learning Principles

Adult learning principles develop through an analysis and synthesis of adult education, andragogy, teaching, and learning in higher education. This research investigates foundational assumptions relevant to the field of adult education with a focus on andragogy in higher education. Characteristics of adult learners and principles of adult learning in higher education bear focus through the lens of andragogy. As such, andragogy as the preferred learning style of adults, andragogy vs. pedagogy, and cognitive learning develop relational significance to adult learners in higher education. As a result, the implications of linking learning styles and reflections of andragogy as a learning style are considered.

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.

Integrating Technology for Effective Adult Education

2010 ◽  
pp. 740-752
Author(s):  
Victor X. Wang
Keyword(s):  
Adult Education ◽  
Adult Learners ◽  
Web 2.0 ◽  
Teaching And Learning ◽  
Web 2.0 Technologies ◽  
Integrating Technology ◽  
Integration Of Technology ◽  
Evolution Of Technology ◽  
Integrate Technology ◽  
Technological Integration

Teaching and learning anytime anyplace involves integrating technology into teaching and learning. Effective adult education would not occur without integrating technology into teaching and learning. Technological integration involves not only course instructors, adult learners, but also institutions. In addition, this chapter covers the evolution of technology, ranging from correspondence education to Web 2.0 technologies. By reading this chapter, readers will get to know under what circumstances integration of technology is possible and how to integrate technology into teaching and learning. More importantly, readers will change their mentality about integration into teaching and learning in the new century. They will come to the realization that integration of technology into teaching and learning will facilitate learning, not inhibit learning.

scholarly journals Una Propuesta de Modelo Didáctico para Estudiantes Adultos Universitarios / A Teaching Model Proposal for Adult University Students

2014 ◽  
Vol 4 (4) ◽  
pp. 43 ◽  
Author(s):  
Ana Cruz Chust
Keyword(s):  
Adult Education ◽  
Adult Learners ◽  
Nontraditional Students ◽  
Teaching Strategies ◽  
Teaching And Learning ◽  
Faculty Members ◽  
University Teaching ◽  
Shared Knowledge ◽  
Student Group ◽  
Theoretical Assumptions

<p>En los últimos años se ha producido un cambio significativo en la estructura por edades de los estudiantes universitarios, incrementándose los mayores de 25 años hasta suponer un tercio del total. Estos estudiantes “adultos” entran en la universidad por caminos alternativos, llegan con experiencias personales y profesionales diferentes y como aprendices tienen peculiaridades distintas de los estudiantes más convencionales. En este contexto, los profesores universitarios han actualizado y modificado sus estrategias docentes para atender las necesidades de estos estudiantes no tradicionales. Consideramos que es importante estudiar estos cambios para que las instituciones tracen modelos didácticos que respeten las diferencias individuales de los estudiantes. Los resultados del estudio cualitativo realizado en la Universidad Europea de Madrid con profesores universitarios experimentados en docencia de adultos es un primer paso para construir una propuesta de un modelo didáctico adaptado a este perfil de estudiantes. Las conclusiones apuntan que los profesores son bastante sensibles a las necesidades de estos estudiantes y su docencia revela la incorporación de aspectos recogidos en los enfoques de educación de adultos: respeto a la idiosincrasia de cada aprendiz, diseño de situaciones didácticas flexibles, reconocimiento y utilización de las experiencias previas como recurso pedagógico, así como la corresponsabilidad en el aprendizaje. Los profesores coinciden en afirmar que la incorporación de estos estudiantes en las aulas está suponiendo un desafío sin precedente en la docencia universitaria tradicional y, pese a la necesidad de más formación sobre educación de adultos, la mayoría lo vivencia en términos de desarrollo personal y profesional.</p><p>***</p><p>Due to the increased enrollment of students over 25 years of age in higher education institutions, this study focused on interviewing faculty members in order to understand the characteristics and special aspects related to teaching and learning this student group. Results revealed that college teachers have been updating and modifying their teaching strategies to meet the needs of these nontraditional students. Findings suggest teachers are sensitive to these students’ needs, and their teaching strategies seem to incorporate adult education approaches. Teachers agreed that the inclusion of these students in the classroom is a challenge unprecedented in traditional university teaching and, despite the need for more training on adult education, most experience it in terms of personal and professional development. This study has found that adult learners need more guidance and direction from the teacher than traditional students, and that they have little motivation to work in group projects and generate shared knowledge. These aspects contradict the theoretical assumptions of adult learning on their autonomy in learning and peer collaboration preference.</p>

scholarly journals Effectiveness of science infographics in improving academic performance among sixth grade pupils of one laboratory school in the Philippines

2020 ◽  
Vol 10 (2) ◽  
pp. 313-323
Author(s):  
Raymart Basco
Keyword(s):  
Academic Performance ◽  
Teaching And Learning ◽  
Sixth Grade ◽  
Thinking Skills ◽  
The Philippines ◽  
Critical Thinking Skills ◽  
Laboratory School ◽  
Self Confidence ◽  
Study Results ◽  
Post Test

This study determined the effectiveness of science infographics in improving academic performance among sixth-grade pupils of Batangas State University ARASOF-Nasugbu Laboratory School. Based on the results of the multiple pre-test and post-tests of 26 pupils, the findings elucidated that the respondents performed significantly better in their post-test. The results implied that infographics were significant in terms of improving academic performance in Science among learners. Additionally, findings revealed that critical thinking skills, recall information, understanding complex information, and organizing information into logical groups may be improved through infographics. Further, infographics were found to improve learners' ability to communicate to others what they have learned, improve presentation skills, acquire teamwork, increase motivation to learn, improve the ability to give and receive feedback, and gain self-confidence to learn and succeed. An infographics paradigm was developed based on the study results to understand further the infographics' potentials in the teaching and learning process.

Effective Teaching with Technology in Adult Education

2010 ◽  
pp. 48-62
Author(s):  
Victor X. Wang
Keyword(s):  
Adult Education ◽  
Adult Learners ◽  
Effective Teaching ◽  
Learning Process ◽  
Teaching And Learning ◽  
Teaching With Technology ◽  
Teaching Philosophies ◽  
Use Of Technology

Effective 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, effective teaching with technology cannot occur in adult education, let alone other educational fields. This article is comprehensive concerning effective teaching with technology in adult education because it also addresses the interrelationships between the use of technologies and the teaching and learning process.

Effective Teaching with Technology in Adult Education

2009 ◽  
Vol 4 (4) ◽  
pp. 17-31 ◽  
Author(s):  
Victor X. Wang
Keyword(s):  
Adult Education ◽  
Adult Learners ◽  
Effective Teaching ◽  
Learning Process ◽  
Teaching And Learning ◽  
Teaching With Technology ◽  
Teaching Philosophies ◽  
Use Of Technology

Effective 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, effective teaching with technology cannot occur in adult education, let alone other educational fields. This article is comprehensive concerning effective teaching with technology in adult education because it also addresses the interrelationships between the use of technologies and the teaching and learning process.

Article Review: The Impact of Fun and Enjoyment on Adult Learning

2019 ◽  
Vol 1 (2) ◽  
pp. 96
Author(s):  
Laily Yahya
Keyword(s):  
Adult Learners ◽  
Adult Learning ◽  
Teaching And Learning ◽  
Educational Programme ◽  
Continuous Quality ◽  
Teachers Beliefs ◽  
Critical Issues ◽  
Affective Experiences ◽  
The Impact

The article review of ‘The Impact of Fun and Enjoyment on Adult Learning’ (Lucardie, 2014) opens doors to the kaleidoscope of fun and enjoyment amongst adult learners. The essence of this review is an informative snapshot on the critical issues of how fun and joy have impacted adult learning through a qualitative research drawing upon traditions of phenomenology. It aims to explore the affective experiences of fun and enjoyment. This article review attempts to highlight an insightful assessment of the ideas and the arguments that are being discussed by the author. The different interpretation of this concept draws out contrasting elements between learners and teachers’ beliefs. A twist to this review is a reflective stance procured to address central issues emerging in the article related to the Malaysian context. It is through the lens of the reader, Continuous Quality Improvement (CQI):4R is proposed. This refers to the process of continuously improving the quality of teaching and learning of an educational programme. This review concludes with the framing of CQI:4R to illustrate reflect, revisit, realign and reconstruct processes that could possibly navigate the architectural landscape of the Malaysian Teacher Education.

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