scholarly journals Effective Strategies For Engaging Adult Learners

2011 ◽  
Vol 8 (12) ◽  
pp. 53 ◽  
Author(s):  
Belinda Dunnick Karge ◽  
Kathleen M. Phillips ◽  
Tammy Jessee ◽  
Marjorie McCabe
Keyword(s):  
Social Support ◽  
Adult Learners ◽  
Adult Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Immediate Feedback ◽  
Effective Strategies ◽  
Innovative Methods ◽  
Practical Information ◽  
Social Support Systems

Innovative methods in teaching should be used in every college classroom to enhance student engagement, support any teaching environment and encourage inquiry among learners. Adults learn best by participation in relevant experiences and utilization of practical information. When adult students are active in their learning they are able to develop critical thinking skills, receive social support systems for the learning, and gain knowledge in an efficient way. The authors highlight several exemplary strategies for adult learners including, Think-Pair-Share, Tell -Help-Check, Give One, Get One, and the Immediate Feedback Assessment Test.

Deepening of Critical Thinking Skills through the Use of Civic Engagement

2017 ◽  
pp. 252-272
Author(s):  
Marcia F. Hunter
Keyword(s):  
Critical Thinking ◽  
Civic Engagement ◽  
Modern Society ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
School Systems ◽  
Modern Education ◽  
Effective Strategies ◽  
Societal Needs

Critical thinking is an underlying goal of modern education. It is also a needed skill for effectively navigating life in modern society. It is frequently however, not taught in school systems. Students are therefore left at a disadvantage. Civil engagement is the process by which people work together for the betterment of society. A pertinent skill of civic engagement is critical thinking. This chapter proposes a model for bringing civic engagement and critical thinking together to meet both educational and societal needs. This model provides effective strategies for teaching civic engagement outside of the classroom.

Adult Science-Based Learning: The Intersection of Digital, Science, and Information Literacies

2019 ◽  
Vol 30 (3) ◽  
pp. 128-137 ◽  
Author(s):  
Angela Collier Bliss
Keyword(s):  
Adult Learners ◽  
Digital Literacy ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Digital Tools ◽  
Online Resources ◽  
Usability Study ◽  
Science Content ◽  
Literacy Knowledge ◽  
Internet Searches

In today’s learning environment, adult learners conduct learning episodes on the Internet meaning they are now expected to approach a self-directed science-based learning endeavor with knowledge of digital tools (digital literacy), knowledge of the science content (science literacy), and critical thinking skills to evaluate online resources (information literacy). Are adults equipped with such skills to discern credible science-based resources? If so, how are these adults discerning credibility, especially when they encounter conflicting science-based information. A recent qualitative study was conducted to delve into these questions. Participants engaged in real-time science-based Internet searches and provided feedback on rationales behind their credibility decisions. Findings from this study provided three strategies to assist those serving adult audiences in ways in which science-based resources might be best dissimilated online, especially when focused on controversial science issues such as fracking and climate change. The three strategies are (a) internally evaluate online resources, (b) conduct a usability study of online resources, and (c) stay dynamic with types of science-based resources and how to best meet the changing needs of the adult populace.

scholarly journals Promoting ESL Students’ Critical Thinking Skills Through a Transitivity Analysis of Authentic Materials

2021 ◽  
Vol 38 (1) ◽  
Author(s):  
Ender Velasco
Keyword(s):  
Critical Thinking ◽  
Adult Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Esl Students ◽  
Authentic Materials ◽  
Adult Esl ◽  
Langue Seconde ◽  
Human Actors ◽  
Esl Classroom

Using authentic materials in the English as a second language (ESL) classroom can develop students’ critical thinking (CT) skills, expose them to more realistic English, and support their motivation. Carrying out text analyses of authentic materials in the ESL classroom can also help students become more critical in their approach to reading. Grounded in systemic functional linguistics (SFL) concepts, this paper puts forward a series of text analysis tasks, so ESL teachers can introduce their adult students to the concepts of transitivity and intentionality found in opposing newspaper articles dealing with conflict. Overall, these analyses show how the active voice can highlight the semantic value of intentionality via material processes, and how writers use strategies such as passivization and fronting of items in clauses to emphasize the responsibility for wrongdoing when reporting news. The analyses also show that context is important in determining degrees of intentionality, and intentionality can be attributed to the material processes of human actors portrayed as non-human actors. Understanding these concepts can help adult ESL students become better critical readers/thinkers. Utiliser des matériaux authentiques dans la classe d’anglais langue seconde (ALS) peut développer la pensée critique (PC) des étudiants et les exposer à un anglais plus réaliste et soutenir leur motivation. Effectuer des analyses de textes de matériaux authentiques dans la classe d’ALS peut aussi aider les étudiants à devenir plus critiques dans leur approche de la lecture. Enraciné dans les concepts de la linguistique systémique fonctionnelle (LSF), cet article présente une série d’exercices d’analyse de texte, de façon à ce que les enseignants d’ALS puissent présenter à leurs étudiants adultes les concepts de transitivité et d’intentionnalité qu’on retrouve dans des articles de presse contradictoires qui traitent du conflit. Dans l’ensemble, ces analyses montrent comment l’utilisation de la voix active peut mettre en lumière la valeur sémantique de l’intentionnalité par l’entremise de processus matériels, ainsi que la façon dont les écrivains utilisent des stratégies comme la passivisation et la mise en avant d’éléments dans les propositions pour accentuer la responsabilité d’actes répréhensibles quand ils font un reportage. Les analyses montrent également que le contexte est important pour déterminer les degrés d’intentionnalité et que celle-ci peut être attribuée aux processus matériels des acteurs humains dépeints comme des acteurs non-humains. Comprendre ces concepts aide les étudiants adultes d’ALS à devenir de meilleurs lecteurs ou penseurs critiques.

Problem-Based Learning in Transformative Nursing Education

2015 ◽  
pp. 277-295
Author(s):  
Renee Yarbrough-Yale
Keyword(s):  
Nursing Education ◽  
Problem Solving ◽  
Adult Learners ◽  
Learning Environment ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Clinical Environment ◽  
Unique Position ◽  
Education Environment

The purpose of this chapter is to identify the components and the use of problem-based learning in a transformative nursing education environment. A problem-based learning environment provides adult learners the opportunity to work through realistic problems they may encounter in their clinical environment. Through the use of ill-defined problems, adult learners identify what is known, what is not known, and what needs to be known in order to solve problems. In this style of education, adult learners build upon their own knowledge base in order to solve these problems. This type of learning environment places educators in a unique position to assess the problem solving and critical thinking skills of students and provide feedback as needed.

scholarly journals Andragogy and teaching techniques to enhance adult learners’ experience

2021 ◽  
Vol 11 (11) ◽  
pp. 31
Author(s):  
Nicole Lewis ◽  
Venise Bryan
Keyword(s):  
Critical Thinking ◽  
Nursing Education ◽  
Nursing Students ◽  
Adult Learners ◽  
Learning Strategies ◽  
Flipped Classroom ◽  
Clinical Teaching ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teaching Techniques

Nurse educators need to be cognizant of their instructional methods to ensure they are using appropriate techniques to effectively teach students as adult learners. Andragogy is the practice of teaching adult learners; its role and application in concept-based nursing education in the online, classroom, and clinical teaching contexts are explored in this reflective literature review. Concept-based curriculum is a method of teaching that utilizes active learning strategies to aid in developing critical thinking skills and knowledge comprehension. Reflections on incorporating andragogy to teach in a concept-based curriculum in nursing by a novice educator is also presented along with selected teaching techniques that has been utilized to solidify nursing students learning. It has been shown that non-traditional teaching techniques such as simulation, case studies, debates, and creating a “flipped” classroom can be effective in applying andragogy in a concept-based curriculum model. Incorporating andragogy within the concept-based curriculum is vital for equipping nursing students with necessary critical thinking and reflection skills required for nursing practice.

scholarly journals The development of critical thinking skills among adults

2018 ◽  
Vol 223 (2) ◽  
pp. 253-276
Author(s):  
Dr. Sana Abdulkarim Hmad ◽  
Dr. Qasim Mohammed
Keyword(s):  
Critical Thinking ◽  
Adult Students ◽  
Research Paper ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Age Group ◽  
Psychometric Characteristics ◽  
Males And Females ◽  
Age And Sex

     The present research paper aims at identifying the development of critical thinking skills among adults according to the variables of age (19 – 21 – 23) and sex (males and females) and Identifying statistically significant differences in critical thinking skills among Adults according to the variables of Age (19 – 21 – 23) and sex (males and females). The sample of the current research paper consists of (240) males and females students in the amount of (80) for each age (19 – 21 – 23). The data have been collected by applying critical thinking test. The research has verified the psychometric characteristics represented by validity and consistency the paper has come out to the following findings: University adult students do not have any kind of critical thinking. It is found that the study does not show any statistically significant differences according to the variable of sex. The critical thinking among adults takes a development temporary course. It is found that there are statistically significant differences in the critical thinking to according the Age group (19 – 21). There is no any effect of interaction between the two variables of Age and Sex in the critical thinking.

Deepening of Critical Thinking Skills Through the Use of Civic Engagement

2019 ◽  
pp. 24-39
Author(s):  
Marcia F. Hunter
Keyword(s):  
Critical Thinking ◽  
Civic Engagement ◽  
Modern Society ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
School Systems ◽  
Modern Education ◽  
Effective Strategies ◽  
Societal Needs

Critical thinking is an underlying goal of modern education. It is also a needed skill for effectively navigating life in modern society. It is frequently however, not taught in school systems. Students are therefore left at a disadvantage. Civil engagement is the process by which people work together for the betterment of society. A pertinent skill of civic engagement is critical thinking. This chapter proposes a model for bringing civic engagement and critical thinking together to meet both educational and societal needs. This model provides effective strategies for teaching civic engagement outside of the classroom.

scholarly journals Motivasi Belajar Mahasiswa: Peran Dukungan Sosial Melalui Mediator Religiositas

2021 ◽  
Vol 6 (2) ◽  
pp. 263-277
Author(s):  
Raden Rachmy Diana ◽  
Adam Anshori ◽  
Sumedi P. Nugraha ◽  
Yoga Achmad Ramadhan ◽  
Lukman Lukman
Keyword(s):  
Social Support ◽  
Social Presence ◽  
Stepwise Regression ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Motivation ◽  
Measuring Instruments ◽  
Motivation To Learn ◽  
Research Subjects ◽  
Problem Solving Skills

Students’ motivation to learn has many important influences on university students. Motivation can increase learning involvement, learning autonomy, social presence and enrolment, critical thinking skills, writing skills, problem-solving skills, and learning achievement. This study aims to determine the effect of social support on student learning motivation through the mediator of religiosity. The research subjects were 202 students (male and female) at an Islamic university. The measuring instruments used are the Islamic Religiosity Scale from Nashori, the Multidimensional Scale of Perceived Social Support from Zimet, Dahlem, Zimet, and Farley, and the Learning Motivation Scale from Utami, Nashori, and Rachmawati. The data were analyzed using stepwise regression. The results showed that social support and religiosity influenced learning motivation. So, social support influenced learning motivation with religiosity as a full mediator.

Problem-Based Learning in Transformative Nursing Education

2017 ◽  
pp. 1311-1325
Author(s):  
Renee Yarbrough-Yale
Keyword(s):  
Nursing Education ◽  
Problem Solving ◽  
Adult Learners ◽  
Learning Environment ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Clinical Environment ◽  
Unique Position ◽  
Education Environment

The purpose of this chapter is to identify the components and the use of problem-based learning in a transformative nursing education environment. A problem-based learning environment provides adult learners the opportunity to work through realistic problems they may encounter in their clinical environment. Through the use of ill-defined problems, adult learners identify what is known, what is not known, and what needs to be known in order to solve problems. In this style of education, adult learners build upon their own knowledge base in order to solve these problems. This type of learning environment places educators in a unique position to assess the problem solving and critical thinking skills of students and provide feedback as needed.

Collective Transformation of Three Generations of Chinese Adult Learners in K-20 Education

2013 ◽  
pp. 824-838
Author(s):  
Victor X. Wang ◽  
Marianne Robin Russo ◽  
Karen M. Fay
Keyword(s):  
Adult Learners ◽  
Collective Identity ◽  
Transformational Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Three Generations ◽  
Chinese Adult ◽  
Transformational Experiences ◽  
External Forces ◽  
The Great Leap Forward

Drawing on the theory of transformational learning, its critique by other scholars, and the transformational experiences of three generations of Chinese adult learners, this chapter proposes an extension of transformational learning theory: external forces may lead to collective transformation and emancipation in addition to individual transformation and emancipation (Marx, 1890/1929). This research will formulate the basics needed to transform a society, which are critical thinking skills, a leader-membership exchange and the transformative connection, and lastly, the fusion of collective identity, social movements, and political actions. The research will use these basics to highlight the Chinese journey in the 20th century. During the Great Leap Forward and the Great Cultural Revolution when political objectives took precedence over educational ones, adult learners were collectively and massively transformed in the same direction at the same pace on the same scale. While these collective transformations had devastating effects on China’s education system, in the Post-Mao era when science and technology dominate China’s academic world, positive expressions of collective transformation and emancipation are possible.

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