scholarly journals Role of Transformative Learning Interventions in Developing Conducive Environment for Female Adult Learners in Higher Education

2020 ◽  
Vol 6 (2) ◽  
pp. 491-500
Author(s):  
Muhammad Shabbir ◽  
Sajid Masood ◽  
Ghazal Khalid Siddiqui
Keyword(s):  
Higher Education ◽  
Adult Learners ◽  
Transformative Learning ◽  
Adult Students ◽  
Educational Achievement ◽  
Real Life ◽  
Female Adult ◽  
Learning Interventions ◽  
Conducive Environment

The increasing number of female adult learners required a need for a deeper and more additional background related consideration on the effects contributing toward educational achievement for the learners who return to study. The aim of this study is to define the role of Transformative Interventions in developing Conducive Learning Environment for female adult learners in higher education with the consideration on hindrances faced, as they re-engage and continuing their post-compulsory educational passage. Qualitative approach with explanatory case study design has been employed to conduct this study. Semi-structured open-ended interviews conducted for 16 purposefully selected female participants. Two private and two public universities were selected from which adult working students and experienced of having transformative learning interventions during their course. Moreover, the experiences and responses highlighted the needs, hindrances and expectations of the adult students in higher education. They identified reflective activities including article review and reflective writing, faculty support, seminars, educational conferences, presentations, projects on real life issues, discussion and introducing demanding courses are the important transformative learning interventions for developing Conducive environment for adults. The major factor responsible for developing Conducive environment was experiences and exposure by the adult learner and providing opportunities through the Andragogy and expertise. Notes on interviews and reflection journals were utilized to triangulate data to support these methods. Data analysis and results of the study indicated that participants experienced transformative learning interventions through both educational and non-educational related activities held in university by Higher Education.

Framing the Role of Culture Reflecting on How Culture Affects Learners in Transformative Learning Settings

2019 ◽  
pp. 30-44
Author(s):  
Priscilla Bamba
Keyword(s):  
Higher Education ◽  
Virtual Reality ◽  
Adult Learners ◽  
Learning Environment ◽  
Transformative Learning ◽  
Cell Phone ◽  
Academic World ◽  
The World ◽  
Time And Energy

From the simplest cell phone to virtual reality headsets, students today are bombarded by technology, so this is bound to affect their expectations in the learning environment and the way they relate to cognitive challenges. Today's culture is an immersion of advanced methods of communicating with each other and with their instructors. Adult learners who return to the world of higher education after having been away for some time have often felt the need to strive harder to show they fit into that world. With a broader worldview, more responsibilities, and often more wisdom gained from having held jobs, sometimes for years, they also bring a richer way of relating to the academic world. At the same, time, though, sometimes responsibilities, including full family lives, limit their time and energy they are capable of devoting to studying and completing assignments.

Framing the Role of Culture Reflecting on How Culture Affects Learners in Transformative Learning Settings

2021 ◽  
pp. 1370-1384
Author(s):  
Priscilla Bamba
Keyword(s):  
Higher Education ◽  
Virtual Reality ◽  
Adult Learners ◽  
Learning Environment ◽  
Transformative Learning ◽  
Cell Phone ◽  
Academic World ◽  
The World ◽  
Time And Energy

From the simplest cell phone to virtual reality headsets, students today are bombarded by technology, so this is bound to affect their expectations in the learning environment and the way they relate to cognitive challenges. Today's culture is an immersion of advanced methods of communicating with each other and with their instructors. Adult learners who return to the world of higher education after having been away for some time have often felt the need to strive harder to show they fit into that world. With a broader worldview, more responsibilities, and often more wisdom gained from having held jobs, sometimes for years, they also bring a richer way of relating to the academic world. At the same, time, though, sometimes responsibilities, including full family lives, limit their time and energy they are capable of devoting to studying and completing assignments.

Predictors of transfer behaviours in adult university students

2021 ◽  
pp. 147797142199278
Author(s):  
Charlie Potter
Keyword(s):  
High School ◽  
Adult Learners ◽  
Adult Students ◽  
Transfer Students ◽  
Quantitative Methods ◽  
High School Graduates ◽  
College Completion ◽  
Enrollment Patterns ◽  
Adult Transfer

Adult students are critical to addressing the college completion crisis. Retention and completion for adults lags behind students who enter college directly from high school. However, higher education has largely been built around service to younger high school graduates, and institutions are slow to change. A shift in focus to accommodate the needs and interests of adult learners will require additional research regarding the enrollment patterns and behaviours of adult students. This study uses quantitative methods and the Beginning Postsecondary Students 12/14 dataset to consider the role of transfer in the experience of the adult learner, with specific attention to the characteristics, demographics and experiences of adult transfer students as well as the predictors of reverse and lateral transfer behaviour in adult student populations.

scholarly journals Transformative Learning: a Concept and Powerful Vision for Adult Education

2017 ◽  
Vol 8 (2) ◽  
pp. 128-131
Author(s):  
Md Mahfuzar Rahman ◽  
AK Mahbubul Hoque
Keyword(s):  
Adult Education ◽  
Adult Learners ◽  
Transformative Learning ◽  
Factual Knowledge ◽  
Multiple Points ◽  
Social Lives ◽  
Medical College ◽  
Beliefs And Values ◽  
Substantial Change

Transformative learning is a process of learning that individuals to changes their critically assumptions and beliefs and consciously making and implementing plans that bring about new ways. It is a fundamentally rational and analytical process. It is also a process of getting beyond gaining factual knowledge alone to instead become learns in some meaningful way. It involves questioning assumptions, beliefs and values, and considering multiple points of view, while always seeking to verify reasoning. This learning is to make interpretations from the person's own beliefs, judgments and feelings and consciously define the meaning of the experience1 or a process of learning that creates a substantial change in the habits, ideas and/or outlook of an individual. This article highlights concept and theories that deals with the paradigm shift of changes needed among adult learners, role of educators and learners towards development of individual and social lives in addition to existing perspective (traditional) of teaching & learning practice. Practices of transformative learning vision and process in adult education have the scope to bring improved critical thinking and a way of changing life style.Anwer Khan Modern Medical College Journal Vol. 8, No. 2: Jul 2017, P 128-131

scholarly journals Methodologies for Teaching English to Adult Students in Spanish Vocational Education Programs

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Sergio Castañeda
Keyword(s):  
Adult Learners ◽  
Adult Students ◽  
Older Adult ◽  
Language Production ◽  
Real Life ◽  
Teaching English ◽  
Structured Interviews ◽  
Diverse Classrooms ◽  
Diverse Groups ◽  
Older Adult Learners

This paper explores strategies used by teach- ers of English in Spain to compensate for learning limitations  associated with student age. As part of a qualitative study of multiple cases, twenty teachers from different voca- tional programs volunteered to participate in semi-structured interviews. The interviews revealed the difficulties that older Spanish adult students experience in learning Eng- lish in age-diverse classrooms. The findings specifically indicate that older adult learners face numerous obstacles in oral compre- hension and language production because of the translation and grammatical method- ologies with which they were educated. A further obstacle is their younger classmates’ linguistic superiority. Special attention  is paid to the methodologies used by teachers of age-diverse groups, including material speci- ficity, real-life practice, repetition and system- atization, skill-oriented tasks, and collabora- tive or cooperative learning.

scholarly journals Experiential Graduate Education: An Experiment in Transformative Learning

2013 ◽  
Vol 23 (1) ◽  
Author(s):  
Marilyn Laiken
Keyword(s):  
Transformative Learning ◽  
Adult Students ◽  
Adult Educators ◽  
Transformative Learning Theory ◽  
Graduate Course ◽  
Mature Adult ◽  
Constructive Learning ◽  
Personal Mastery ◽  
Transformative Impact

Five years of teaching a graduate course in organizational learning have convinced the author that the course has a transformative impact on her mature adult students. The article examines the nature of this form of experiential education in the light of transformative learning theory and learning organization concepts. Using the course as a case example, the author offers a number of specific approaches to: developing a constructive learning environment; enhancing team learning; surfacing and discussing assumptions; supporting systems thinking; and personal mastery. Finally, the author examines the role of the instructor as a facilitator of transformative learning. The objectives are to help adult educators reflect on one kind of environment that seems to have a transformative impact and to explore how to continue to successfully design such experiences for and with adult students.

scholarly journals Learning Responsibility - Teaching Sustainability. Experiential and Transformative Learning in a Business School

2021 ◽  
Vol 51 (7) ◽  
pp. 18-29
Author(s):  
Gabriella Kiss ◽  
Tamás Veress ◽  
Alexandra Köves
Keyword(s):  
Higher Education ◽  
Transformative Learning ◽  
Approaches To Learning ◽  
Education Practice ◽  
Research And Innovation ◽  
The Social ◽  
Practical Experiences ◽  
Nature And Society ◽  
Responsible Research

The emerging concept of responsible research and innovation (RRI) in some ways always relates to sustainability. In the transition towards sustainability, the authors need to build responsibility for both society and the environment in higher education and management education. Non-formal approaches to learning provide an opportunity to transform a student’s ‘head, heart and hand’, including at the social level as well. This paper showcases the role of experiential and transformative learning in higher education practice. Two of their courses are described and analysed, which are intended to familiarise students with the problem of sustainability within economic higher education. The authors share the theoretical and practical experiences of designing, teaching and assessing these courses. They aim to contribute to the discussion on how business education could be producing useful and credible knowledge that addresses problems important to nature and society.

scholarly journals Effective methods of teaching listening to the students of higher education

2021 ◽  
Vol 2 (5/S) ◽  
pp. 458-463
Author(s):  
Shakhzoda Fayzullayeva
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
English Language ◽  
Real Life ◽  
International Communication ◽  
Teaching English ◽  
Increasing Demand

In response to the increasing demand of learners for English as a language of international communication, issues related to the teaching of foreign language in higher education are being discussed. Effective forms and methods of teaching English-language auditing to students in higher education are being considered. The nature and role of the auditing process is noted. Audio texts that reflect real-life situations are described. Series selected and analyzed. The problems and difficulties encountered by students in learning to audit. Measures are recommended for the correct organization of the audition process in the classroom, the most effective approaches to developing the student’s confidence in listening to audio texts and the ability to understand foreign language speech.

Real World Collaborative Projects Increasing Self-Directed Learning in Online Master's Programs

2016 ◽  
pp. 168-185
Author(s):  
Jennifer Courduff ◽  
Jessica Cannaday
Keyword(s):  
Adult Learners ◽  
Adult Students ◽  
Graduate Programs ◽  
Real Life ◽  
College Campuses ◽  
Self Directed Learning ◽  
Master's Programs ◽  
Directed Learning ◽  
Online Format ◽  
Meaningful Connections

College students learn effectively when they engage in academic materials and make meaningful connections with faculty and peers, applying information as it is learned. Although there is much research on the undergraduate student experience, the experience of adult learners in graduate programs is sparse. Adult students are a growing presence on college campuses and it is expected that the number of adult learners will continue to increase. This chapter provides foundational information to teaching adult learners in the online format. Theoretical constructs of andragogy and self-directed learning are reviewed and applied to real-life examples of successful collaborative learning activities in the online environment. Discussion questions are provided to promote the application of chapter content to the instructional environment of the reader.

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