Adult Learning Influence on Faculty Learning Cycle

2012 ◽  
pp. 263-291
Author(s):  
Karen Skibba
Keyword(s):  
Adult Learners ◽  
Adult Learning ◽  
Adult Students ◽  
Learning Strategies ◽  
Teaching Practice ◽  
Faculty Members ◽  
Pedagogical Strategies ◽  
Teaching Online ◽  
Qualitative Research Study ◽  
Online Laboratory

The purpose of this chapter is to share results of a qualitative research study that investigated how faculty members learn to teach adult learners using online course delivery. In this study, experienced faculty members needed to learn anew and rethink pedagogical strategies when designing and teaching online delivery formats. Faculty members who are learning to teach are also adult learners who learn through experience. Research themes emerged from interviews regarding how instructors learned to teach adult learners online: (a) adapted to market demand, (b) anchored by adult learning strategies, (c) experimented in online laboratory, (d) evolved from trial and error to collaboration, and (e) rethought pedagogical possibilities. Understanding how faculty members learn to teach adult students online offers great potential to identify the challenges that faculty members face and how they meet these challenges to improve teaching practice. Implications for online professional development practices are discussed.

Adult Learning Influence on Faculty Learning Cycle

2014 ◽  
pp. 1252-1280
Author(s):  
Karen Skibba
Keyword(s):  
Adult Learners ◽  
Adult Learning ◽  
Adult Students ◽  
Learning Strategies ◽  
Teaching Practice ◽  
Faculty Members ◽  
Pedagogical Strategies ◽  
Teaching Online ◽  
Qualitative Research Study ◽  
Online Laboratory

The purpose of this chapter is to share results of a qualitative research study that investigated how faculty members learn to teach adult learners using online course delivery. In this study, experienced faculty members needed to learn anew and rethink pedagogical strategies when designing and teaching online delivery formats. Faculty members who are learning to teach are also adult learners who learn through experience. Research themes emerged from interviews regarding how instructors learned to teach adult learners online: (a) adapted to market demand, (b) anchored by adult learning strategies, (c) experimented in online laboratory, (d) evolved from trial and error to collaboration, and (e) rethought pedagogical possibilities. Understanding how faculty members learn to teach adult students online offers great potential to identify the challenges that faculty members face and how they meet these challenges to improve teaching practice. Implications for online professional development practices are discussed.

scholarly journals Issues in developing the learning motivation of adult learners for studying foreign languages

2020 ◽  
Vol 133 (4) ◽  
pp. 99-105
Author(s):  
А.А. Palina ◽  
◽  
T.A. Kokhanover ◽  
Keyword(s):  
Adult Learners ◽  
Adult Students ◽  
Teaching Practice ◽  
Native Speakers ◽  
Foreign Languages ◽  
Educational Activity ◽  
Learning Needs ◽  
Distinctive Features ◽  
Experimental Training ◽  
Basic Learning

This article highlights issues of formation a motivation to learn foreign languages in adult students. The teaching practice shows that working with students of different ages has its own distinctive features, and teaching adults has its own specifics. This article considers such element of educational activity as motivation, and particularities of its formation namely in adults. It presents the basic learning needs of adults, their requirements for the pedagogical process, as well as possible difficulties in teaching them. It provides the list of conditions and principles necessary for successful development and maintenance of adult students’ motivation. The article suggests such method as correspondence with native speakers of a foreign language. It describes the conduct of experimental training using the proposed method, which is supported by the results of a survey to identify the level of adult students’ motivation.

Teaching and Practice: Composing Texts, Composing Lives

1994 ◽  
Vol 64 (4) ◽  
pp. 427-450 ◽  
Author(s):  
Sondra Perl
Keyword(s):  
Adult Learners ◽  
Critical Pedagogy ◽  
Adult Students ◽  
Teaching Practice ◽  
Composition Studies ◽  
Literary Texts ◽  
Feminist Studies ◽  
Learning And Development ◽  
Reader Response Theory ◽  
A Site

In this article, Sondra Perl draws on the work of theorists in composition studies, reader response theory, critical pedagogy, and feminist studies to explicate a pedagogy that incorporates her own learning and development with that of her adult students. She emphasizes not only the importance of her students' responding critically to various literary texts, but also the importance of teachers' critically analyzing the texts of their teaching practice. Perl asserts that a classroom of adult learners has the potential to be a supportive milieu in which both students and teachers use writing as a way of brining their own experience to their interpretation of texts. In this way, Perl believes, students and teachers alike author their coming together, and the classroom becomes a site in which they compose not only texts, but also themselves.

Profiling and Supporting Adult Learners

2014 ◽  
pp. 1575-1598
Author(s):  
Chi Zhang ◽  
Guangzhi Zheng
Keyword(s):  
Adult Learners ◽  
Adult Learning ◽  
Adult Students ◽  
Prior Experience ◽  
Learning Technologies ◽  
Learning Theories ◽  
Adult Learning Theories ◽  
Distance Learning Technologies ◽  
Levels Of Support ◽  
Different Levels

Adult learners are a large group for higher education. Adult learning is different from children's learning in that adult learners are more self-directed, having prior experience, and are internally motivated to learn subjects that are more relevant to life and can be applied immediately. Understanding adult learners' characteristics can help institutions and instructors support adult students' learning and success. This chapter reviews the adult learning theories and methodologies and how they can be applied in adult learning. The chapter also discusses adult learners' characteristics and what teaching strategies and practice may facilitate adult learners' needs. Distance learning technologies and integration of the technologies are discussed. Different levels of support and recent initiatives for supporting adult learners are investigated.

scholarly journals Empowering students to take ownership of their learning: Lessons from one piano teacher’s experiences with transformative pedagogy

2019 ◽  
Vol 37 (3) ◽  
pp. 493-507
Author(s):  
Leah Coutts
Keyword(s):  
Adult Learning ◽  
Adult Students ◽  
Piano Pedagogy ◽  
Transformative Pedagogy ◽  
Practical Application ◽  
Pedagogical Strategies ◽  
Piano Students ◽  
Piano Teachers ◽  
Teacher Rapport

As the number of adults seeking to learn the piano increases, so too does the need for piano teachers to understand how to better facilitate their learning. Self-direction is an oft-cited requirement of adult learning, but one that is often absent from piano studios. This practitioner-based research investigates the role of the teacher in fostering and supporting self-direction, empowering adult piano students to take ownership of their learning. It offers pedagogical insights into the author’s experiences within her own piano studio and details the practical application of theories and strategies offered within the fields of piano pedagogy and adult learning. This study finds that fostering self-direction is more complex than offering the balance between guidance and freedom that some experts suggest. It also requires strong student–teacher rapport, supporting and building students’ self-efficacy and being willing to set aside expectations. This was made possible by implementing transformative pedagogical strategies, such as effective questioning, collaborative discussions and adapting the structure of lessons. While the author’s journey is uniquely her own, the approaches used to engage adult students with their learning, and the use of reflective practice as professional development, may be of interest to other studio instrumental teachers.

scholarly journals The Power of Adult Learning in Fine Arts: Drawing upon Personal Experience

2010 ◽  
Vol 37 (1) ◽  
Author(s):  
Izabella Orzelski-Konikowski
Keyword(s):  
Adult Learners ◽  
Adult Learning ◽  
Classroom Management ◽  
Adult Students ◽  
Personal Experience ◽  
Fine Arts ◽  
Direct Application ◽  
Professional Conduct ◽  
Lifelong Learners ◽  
Art Educator

The utility of definitions and descriptions applied to adult learning can be effectively measured only by direct application to a specific field of learning, in this case, fine arts. Based on the author’s 12 years of experience as an art educator, the article provides a conceptual framework for those who are at the beginning of their pedagogical career as well as for those who look for new approaches to adult teaching. The article is based on the premise that adult learners are lifelong learners interested in acquiring more knowledge in subjects they feel are relevant to their needs and interests. As lifelong learners, adult students have higher expectations than their younger counterparts with regard to the knowledge and professional conduct of their instructors. They are highly self-motivated individuals who are aware of their technical shortcomings and seek to broaden their creative horizons. Working with adult learners requires more flexibility and individual adjustments on the part of the educator. This applies to every aspect of teaching and classroom management.

Online Learning for the Adult Learners Using Andragogy

2021 ◽  
pp. 37-58
Author(s):  
Pamela A. Lemoine ◽  
Christopher J. Garretson ◽  
Robert E. Waller ◽  
Evan G. Mense ◽  
Michael D. Richardson
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Adult Learners ◽  
Adult Learning ◽  
Adult Students ◽  
Online Programs ◽  
Job Competencies ◽  
Active Involvement ◽  
The World ◽  
E Learning

The world of higher education is now global with online learning a driving force in much of the world. Globalization of higher education has created vast new opportunities for e-learning, particularly for adult students. However, adult learning online is different from online for traditionally aged students. Global universities are increasing their online programs to take advantage of economic considerations, particularly as a result of the COVID-19 pandemic and its implications for learning online. Using online learning for adult education is essential in the changing global world. Connotations of adult learning theory for professors using online learning are many and varied. Traditional pedagogical styles will not work effectively with adult learners who desire concrete, hands-on, practical information with learning activities characterized by active involvement, task-orientation, flexibility, and creativity. Online students often want opportunities to acquire skills directly applicable to job competencies for current employment or preparation for a future job.

Transformative learning, epistemology and technology in adult education

2020 ◽  
pp. 147797142091860
Author(s):  
Victor Wang ◽  
Geraldine Torrisi-Steele ◽  
Elizabeth Reinsfield
Keyword(s):  
Adult Education ◽  
Adult Learners ◽  
Adult Learning ◽  
Transformative Learning ◽  
Teaching Practice ◽  
Teaching Strategy ◽  
Digital Technologies ◽  
Ways Of Knowing ◽  
Adult Educators ◽  
Learning Contexts

Adult learners can have well-established ‘ways of knowing’, so a process of transformation represents learning that challenges them to discover new ways of thinking. Transformative learning is thus a frame for the practice of adult educators. The affordances of technologies can be exploited to facilitate transformative learning in adult learning contexts. However, this response is not consistently applied. In the present article, the authors highlight that technology is a tool within teaching strategy, and that it can be used to facilitate transformative learning albeit in a slightly different manner depending upon the epistemological stance of the educator. Adult and vocational teaching practice is positioned within four epistemological stances: post-positivist, constructivist, advocacy/participatory and pragmatism. Discussion focuses on the opportunities for transformative learning, made possible by digital technologies, within each of these epistemological stances.

Profiling and Supporting Adult Learners

2014 ◽  
pp. 1-23 ◽  
Author(s):  
Chi Zhang ◽  
Guangzhi Zheng
Keyword(s):  
Adult Learners ◽  
Adult Learning ◽  
Adult Students ◽  
Prior Experience ◽  
Learning Technologies ◽  
Learning Theories ◽  
Adult Learning Theories ◽  
Distance Learning Technologies ◽  
Levels Of Support ◽  
Different Levels

Adult learners are a large group for higher education. Adult learning is different from children’s learning in that adult learners are more self-directed, having prior experience, and are internally motivated to learn subjects that are more relevant to life and can be applied immediately. Understanding adult learners’ characteristics can help institutions and instructors support adult students’ learning and success. This chapter reviews the adult learning theories and methodologies and how they can be applied in adult learning. The chapter also discusses adult learners’ characteristics and what teaching strategies and practice may facilitate adult learners’ needs. Distance learning technologies and integration of the technologies are discussed. Different levels of support and recent initiatives for supporting adult learners are investigated.

Profiling and Supporting Adult Learners

2018 ◽  
pp. 1656-1680
Author(s):  
Chi Zhang ◽  
Guangzhi Zheng
Keyword(s):  
Adult Learners ◽  
Adult Learning ◽  
Adult Students ◽  
Prior Experience ◽  
Learning Technologies ◽  
Learning Theories ◽  
Adult Learning Theories ◽  
Distance Learning Technologies ◽  
Levels Of Support ◽  
Different Levels

Adult learners are a large group for higher education. Adult learning is different from children's learning in that adult learners are more self-directed, having prior experience, and are internally motivated to learn subjects that are more relevant to life and can be applied immediately. Understanding adult learners' characteristics can help institutions and instructors support adult students' learning and success. This chapter reviews the adult learning theories and methodologies and how they can be applied in adult learning. The chapter also discusses adult learners' characteristics and what teaching strategies and practice may facilitate adult learners' needs. Distance learning technologies and integration of the technologies are discussed. Different levels of support and recent initiatives for supporting adult learners are investigated.

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