scholarly journals THE STRUCTURE OF ADULT EDUCATION AND THE PERFORMANCE OF THE LECTURE

1986 ◽  
Vol 1 (1) ◽  
pp. 10
Author(s):  
Gidado Tahir
Keyword(s):  
Adult Education ◽  
Teaching Methods ◽  
Research Agenda ◽  
Instructional Method ◽  
Methods And Techniques ◽  
Education Training ◽  
Training Programmes ◽  
Didactic Presentation

This paper discusses the structure of Adult Education programmes and, on the basis of ex­periential and intuitive considerations, attempts to construct a schema of relationships between the lecture, the didactic presentation of materials, and the former. Consequently, a research agenda has been proposed. The paper concludes that the lecture is not an appropriate and effec­tive instructional method in adult education. However, in certain circumstances, particularly with University Extension Programmes, the lecture may be an effective and expedient approach for conveying information to adults if it is properly used. Finally, adult education training agencies are called upon to intensify the use of group approaches and activity-teaching methods and techniques in their training programmes.

scholarly journals METODE DAN TEKNIK PEMBELAJARAN PELATIHAN MENJAHIT PADA WARGA BELAJAR HETEROGEN DI UPTD PELATIHAN KERJA KOTA BENGKULU

2020 ◽  
Vol 3 (2) ◽  
pp. 100-109
Author(s):  
Tiara Priz Erizah ◽  
Agus Zainal Rachmat ◽  
Bayu Pradikto
Keyword(s):  
Qualitative Research ◽  
Data Collection ◽  
Teaching Methods ◽  
Learning Methods ◽  
Learning Techniques ◽  
Work Training ◽  
Heterogeneous Learning ◽  
Methods And Techniques ◽  
Data Validity ◽  
Teaching Learning

This research was descriptive qualitative research aimed to describe the sewing training implementation for heterogeneous learning citizens methods and techniques of learning. Participants in this study were heads of administrative sub-sections, instructors and sewing training citizens learning. This research was conducted at UPTD Bengkulu Work Training on 10 to 31 March 2020. Data collection was carried out through interviews, observations and documentation. The data were analyzed and validated using triangulation data validity technique. From research results, the sewing training instructors apply lecture learning methods, question and answer learning methods, discussion learning methods, demonstration learning methods, group teaching learning methods and individual teaching learning methods. The instructional methods applied by instructors to heterogeneous learning citizens was different, namely by applying group teaching methods with participatory coaching learning techniques. Keywords: sewing training, learning citizens, heterogeneous. 

Transformation of Higher Education in China

2019 ◽  
pp. 131-160
Author(s):  
Victor Wang ◽  
Geraldine Torrisi-Steele
Keyword(s):  
Higher Education ◽  
Adult Education ◽  
Teaching Methods ◽  
Educational Transformation ◽  
Higher Education System ◽  
Chinese Adult ◽  
The Status ◽  
Higher Education In China ◽  
Principles Of Andragogy ◽  
Education In China

Facilitated by the explosion of technologies, globalization is the catalyst for many changes in society and its workings. Higher education is no exception. In the present chapter from a teaching methods perspective, the authors consider China's higher education system and the transformations it is undergoing, largely as a response to globalization. Given that the employment capabilities of graduates are influenced by teaching methods they experienced throughout their education, and in turn, once gaining employment graduates' capabilities make some on the nation, it is appropriate and useful to adopt a teaching methods perspective on educational transformation. Thus, to further understanding of the status of teaching methods in China, the chapter reports on a study comparing Chinese adult education methods with Western educational methods. A conceptual framework of the principles of andragogy is used. The study results, consistent with other literature of adult education in China, indicate that some andragogical elements are used by Chinese educators.

Managing the Utilization of Technologies in Adult Education, Training, and Administration

2020 ◽  
pp. 1-19
Author(s):  
Mehmet Durnali
Keyword(s):  
Adult Education ◽  
Adult Learners ◽  
Education System ◽  
Theoretical Basis ◽  
The Internet ◽  
Web Based ◽  
Technological Capacity ◽  
Education Training ◽  
The Web

This study aimed to investigate and discuss the technologies in Turkey's adult education system in a holistic, systematic way and within a framework with a theoretical basis for the use of the computer, the internet, and web-based technologies in adult education, training, and administration. The web-based applications such as EBA and A-Okul can be very useful for enabling adult learners to acquire a diploma or some certificate. Being able to use technological applications considering all functions and subdivisions can mean learning many tasks, activities, processes, and requirements in adult education. Therefore, it is important to acquire the skills necessary to use these technologies since the algorithms contained in these technological applications are a reflection of the steps of necessary and inclusive tasks, activities, processes in the administration of adult education. The development of the technological capacity of the organization may mean increasing the productivity of the organization.

scholarly journals Technologies of Adult Education: Northern-American Experience

2019 ◽  
Vol 9 (3) ◽  
pp. 44-50
Author(s):  
Olena Terenko
Keyword(s):  
Educational Technology ◽  
Adult Education ◽  
Teaching Methods ◽  
Round Table ◽  
Learning Goals ◽  
Learning Technology ◽  
Joint Activities ◽  
Life Problems ◽  
Coaching Training ◽  
The Usa

Abstract Factors that influence motivation are split into external and internal. Key peculiarities of adult who learns are found out. A person who studies can trace connection between educational needs and solution of everyday life problems. Basic terms of learning efficiency are: self-orientation and independence. The main principles of adult education are systematized. They are the following: necessity to know, consciousness, willingness to learn, focus on learning, intrinsic motivation, self-orientation, relying on experience, situational, practice-orientation, motivation. The concept “educational technology” is analysed. Educational technology is systematic targeted approach to learning that combines specific teaching methods, educational technology, and takes into account psychological part of the learning process – relationship between learners and those who teach; systemic ways of activities of those who teach and those who study for the effective achievement of learning goals. Principles of educational technology usage are outlined. They are: individualization, creativity, self-motivation, cooperation, activity. The gist of interactive technology is found out. Interactive learning technology is based on the interaction between participiants of training; organization of joint activities based on dialogic teaching methods; a way of organizing learning of adults considering the needs, interests, personal and professional experience. Basic forms and methods of adult’s interactive teaching in the USA are: conversation, discussion, collective solving of creative situations, the method of “round table”, project method, playing techniques, mentorship, coaching – training in small groups, storytelling, method of narrative.

scholarly journals Extending belief research to adult basic education: an exploration of some adult educators’ beliefs about numeracy and its teaching

2019 ◽  
Vol 42 (3) ◽  
pp. 357-377
Author(s):  
Sonja Beeli-Zimmermann
Keyword(s):  
Adult Education ◽  
Knowledge Base ◽  
Educational Research ◽  
Exploratory Study ◽  
Research Agenda ◽  
Basic Education ◽  
Adult Basic Education ◽  
Target Group ◽  
Adult Educators

Abstract While belief research has become an integral part of the educational research agenda, it has been uneven. One neglected area is the beliefs of adult education teachers. Focusing on five such teachers working in adult basic education and teaching numeracy in Switzerland, this exploratory study uses different data to describe their beliefs about numeracy and its teaching. It is shown that this group holds clearly different views from other groups of adult teachers and it is argued that extending belief research to this target group using different approaches could contribute to a wider knowledge base on beliefs in general.

Corporate Entrepreneurship Training Evaluation

2009 ◽  
Vol 23 (3) ◽  
pp. 163-174 ◽  
Author(s):  
Janice Byrne ◽  
Alain Fayolle
Keyword(s):  
Adult Education ◽  
Literature Review ◽  
Entrepreneurial Orientation ◽  
Training Evaluation ◽  
Entrepreneurship Education ◽  
Corporate Entrepreneurship ◽  
Entrepreneurship Training ◽  
Training Programmes

This paper looks at corporate entrepreneurship (CE) training and proposes some insights for its evaluation. The literature review begins by outlining what corporate entrepreneurship entails and the rationale for a firm adopting a more entrepreneurial posture. Subsequently, organizational devices for encouraging corporate entrepreneurship are explored, with a particular focus on the practice of training. Assessing the effect of training programmes leads to the question of how the programmes, especially CE programmes, can be effectively evaluated. An evaluative framework for CE training initiatives is proposed. The paper draws on evaluation principles from three fields of literature – training, adult education and entrepreneurship education. This study focuses on the ‘changes in learners’ that occur as a result of training. The evaluation insights gained from these three fields are coupled with an individualized measure of entrepreneurial orientation to present a schematic of effective CE training evaluation.

scholarly journals Class teachers’ experiences in implementing innovative teaching methods within the in-service training programmes

2017 ◽  
Vol 49 (2) ◽  
pp. 234-260 ◽  
Author(s):  
Milja Vujacic ◽  
Rajka Djevic ◽  
Jelena Stanisic
Keyword(s):  
Teaching Methods ◽  
First Grade ◽  
Successful Implementation ◽  
Pedagogical Beliefs ◽  
Innovative Teaching ◽  
Teachers Experiences ◽  
Innovative Solutions ◽  
Service Training ◽  
Training Programmes ◽  
Insight Into

Teacher in-service training is one of the ways to introduce innovative solutions to teaching, whereby obtaining an insight into teachers? experiences proves to be vital for understanding this process. In our country, the studies dealing with this problem are fairly rare. Using this as a starting point, the aim of our study was to obtain an insight into class teachers? experiences in implementing innovative teaching methods during the in-service training programmes whose focus was on encouraging the cooperation and creativity of students during classes. This study is a part of a more extensive experimental research that was conducted at a primary school in Belgrade within the Trefoil educational model. The sample included eight first-grade and second-grade class teachers, whose conversations, which took place during ten meetings of the teachers? board, were analysed. A qualitative thematic content analysis was used in data processing. The results indicate that the previous knowledge and experience of class teachers, as well as their implicit pedagogical beliefs, are important factors which determine the successfulness of the implementation of innovative solutions in teaching. The implementation of innovative methods in teaching and the exchange of experiences with colleagues and the facilitator during the in-service training have contributed to the re-examination of class teachers? implicit pedagogical beliefs and the shift in their work with respect to motivation, effectiveness, cooperation with colleagues and implementing a differentiated approach in teaching. Class teachers? perceptions also point towards the positive changes when it comes to students? motivation and their more active positioning during classes. The key implications of the current study refer to the necessity of intensifying the long-term programmes in our in-service teacher training system that would create the necessary conditions for a more successful implementation of innovative solutions in teaching. Finally, it is also pointed out to the limitations of the current study.

scholarly journals Teaching to Different Learning Styles

EDIS ◽  
2009 ◽  
Vol 2009 (2) ◽  
Author(s):  
James E. Dyer
Keyword(s):  
Learning Styles ◽  
Agricultural Education ◽  
Teaching Methods ◽  
Fact Sheet ◽  
Gregorc Style Delineator ◽  
Methods And Techniques

WC083, a 3-page illustrated fact sheet by James E. Dyer, defines learning styles, types of learning styles (per the Gregorc Style Delineator), and preferred teaching methods and techniques for each style. Includes references. Published by the UF Department of Agricultural Education and Communication, December 2008.

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