Case Study of Distance Adult Students' Leadership in CSCL

2010 ◽  
Vol 6 (2) ◽  
pp. 19-46
Author(s):  
Jihoon Sung
Keyword(s):  
Adult Students

scholarly journals Profile of Vocabulary Learning of Vocabulary Masters of STIMIK Amikom and ABA Sinema Yogyakarta

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Marita Nurharjanti ◽  
Imam Ghozali
Keyword(s):  
Language Learning ◽  
Adult Students ◽  
Vocabulary Learning ◽  
Private Universities ◽  
Functional Language ◽  
Authentic Material ◽  
Learning English

Vocabulary mastery is one of the goals of language learning. Vocabulary is very important because it is one of the most functional language elements needed to perform communication. This paper reports a case study on vocabulary learning by a group of adult students learning English in two different universities. The objective of this research is to describe the profile of the vocabulary learning of the ten best vocabulary masters in two private universities. The research involved 5 students from STMIK Amikom and 5 students from ABA Sinema; both are in Yogyakarta. Those participants were chosen based three criteria; their cognitive, affective and psychomotor factors. The findings show that the masters develope varying degree of their receptive as well as the productive skills; second, the masters learn from authentic material because it is more effective; third, in order to produce a better translation, the vocabulary masters review results of their internet-based translation due to their lack of grammatical use.

scholarly journals Transformational Learning in Higher Education Settings: A Case Study of “Teaching Teachers to Teach”

2018 ◽  
Vol 10 (4) ◽  
pp. 20
Author(s):  
Sonya Hidalgo ◽  
Mark Koebernik ◽  
Kathlene Williams
Keyword(s):  
Higher Education ◽  
Student Achievement ◽  
Adult Students ◽  
Transformational Learning ◽  
University Faculty ◽  
Education Faculty ◽  
Higher Education Faculty ◽  
Self Reflection ◽  
Disorienting Dilemma

 Transformational learning (TL) theory posits that adult students experience a disorienting dilemma and then engage in critical self-reflection (Mezirow, 1997). University faculty are often not pursuant toward improving andragogy skills, including utilizing TL. The purpose of this study is to determine if student achievement would increase if higher education faculty were trained to be better teachers in addition to being experts in their chosen field.  

Meaningful Learning from Sustained Online Communication

2013 ◽  
pp. 208-216
Author(s):  
Salam Abdallah ◽  
Fayez Albadri
Keyword(s):  
Critical Thinking ◽  
Adult Students ◽  
Arab World ◽  
Learning Experience ◽  
Online Communication ◽  
Learning Technologies ◽  
Discussion Board ◽  
Discussion Boards ◽  
E Learning

This case study discusses a model of evaluating a group of adult students learning resulting from using an online social constructivist tool. The study is based on using a discussion board for sharing and co-constructing knowledge. Learning through social interactions and critical thinking is increasingly considered an essential teaching approach and especially for adult students. This approach promotes active learning and leads to better understanding of the subject matter. Online interaction evidently promotes critical thinking, problem solving, and knowledge construction. The literature provides a large set of approaches for evaluating discussion boards. However, their uses are not easily adoptable by faculty who are primarily interested in measuring the quality of online discussion. The authors contend that faculty should not adhere to a single measure but rather to be experiential and to develop their own models of evaluation of the students’ online learning experience. This case study discusses our own model for understanding the students’ learning experience and the authors’ approach to assess an individual’s level of engagement in critical thinking. The study contributes to the body of knowledge on adopting e-learning technologies at institutions in the Arab World for teaching adult students.

scholarly journals Collaborative Italian: Using technology to support student-led language teaching

2013 ◽  
Vol 5 ◽  
Author(s):  
Cecilia Goria
Keyword(s):  
Social Media ◽  
Language Learning ◽  
Adult Students ◽  
Social Constructivism ◽  
Course Design ◽  
Learning Experience ◽  
Learning Program ◽  
Learning Content ◽  
Intended Learning Outcomes

Collaborative Italian—Collit—is an online language learning program for adult students of Italian in higher education with at least a B1 level of the Common European Framework. Collit is free, open and extracurriculum. Collit provides the learners with a communicative learning experience based on collaboration and social interaction. It promotes social constructivism and embraces Web 2.0 pedagogies by relying on the openness of the online environment and social media. Collit emphasises ownership of learning by encouraging student-controlled intended learning outcomes and tasks, and student-generated learning content, consistent with the cognitive and the experiential approaches to course design onto which Collit is theoretically grounded.On this basis, Collit addresses questions concerned with the effectiveness of open pedagogies for student-led language learning. This contribution presents Collit as a case study for the investigation of novel language learning dynamics supported by the web and social media.

Sign in / Sign up

Export Citation Format

Share Document