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Learning styles : implications for higher education / ThesisVan Rensburg, Gisela Hildegard 06 1900 (has links)
Significant changes have taken place in higher education over dte past ten years. Learners are
more liberated and want to be acknowledged as individuals with differences, and not expected to
adapt their individual characteristics to fit in with the specific environment of the learning situation.
A new emphasis is placed upon creating and sustaining learning environments that accommodate
Ieamer needs and dte process of effective learning. Learners' individual needs include their need
to learn how to learn and an acceptance of their individual differences as expressed in learning
styles.
Active Ieamer participation in dte learning process is necessary for effective learning to take place.
Only dten can the desired outcome be reached. For a Ieamer to actively participate in the
learning process, the Ieamer must know how to learn, and how to function as an independent
Ieamer. To reach these goals, sound knowledge of individual differences in learning st;ytes is
necessary.
The impact of individual differences on education and the way they affect educational practice,
future learning and academic achievement places the emphasis even more strongly on constant
awareness, updatlng or change, improvement and development of the educational environment.
The educator, as one of the role players in the educational environment, is the facilitator of
learning, and should be empowered with a strong knowledge base regarding individual differences
among both learners and educators, thus becoming more innovative and creative.
Qualitative non-empirical research was undertaken. The aim of this research was to analyse and
explore the concept learning style as well as to promote learning style awareness through
assessment of learning st;ytes, and to provide an organised frame of reference to guide the learning
process and provide for systematic education.
Based on insight and knowledge gained through Inductive and deductive reasoning, The Learning
Style Assessment Tool and a model for learning style promotion in higher education were
constructed. The instrument enables learners and educators to assess their own learning st;ytes and
identify their learning characteristics and preferences. The model can serve as a basis for
acknowledging and accommodating learning styles in higher education. The desired outcome of
this research is effective learning and quality education. / Health Studes / D. Litt. et Phil. (Advanced Nursing Sciences)
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Invloed van stres op die akademiese prestasie van die volwassene-leerder : 'n orto-andragogiese studie / The influence of stress on the academic performance of the adult learner : an ortho-andragogic studyLotz, Jan Willem 09 1900 (has links)
Summaries in Afrikaans and English / Text in Afrikaans / Stress is a complex and multi-dimensional phenomenon of which topical significance is
given at present. The aim of this study was to focus on the influence of stress on
academic performance of the young student. First, a comprehensive study of the
literature was undertaken in order to arrive at an understanding of the foregoing. An
overview of the nature, etiology and manifestation of stress, as well as how it is coped
with, is offered. Special attention was devoted to factors that cause the young student
to experience distress.
In addition the way in which the personal actualisation of the young student occurs, was
researched. From the research it appeared that owing to, among other things, the
experiencing of distress and inadequate personal actualisation, some young students are
in a situation involving need, which requires urgent and essential ortho-andragogic
guidance. Consequently, the ortho-andragogic responsibility of rendering aid within the
context of tertiary training was addressed.
Lastly, an empirical investigation of the correlation between distress and particularised
academically oriented issues was launched. Based on the findings and conclusions
arrived at during the course of the study and investigations, recommendations have been
made for future research. / Stres is 'n komplekse en veelvlakkige fenomeen wat in die huidige tydsgewrig van
aktuele belang beskou word. Die doel van die studie is om die fokus te laat val op die
invloed van stres op die akademiese prestasie van die jeugdige student. Ten einde tot
begrip van die voorgaande te kom, is daar in eerste instansie 'n omvattende literatuurstudie
onderneem. 'n Oorsig is gebied ten opsigte van die aard, etiologie, manifestering
en bantering van stres. In die besonder is gelet op faktore wat aanleiding tot
distresbelewing by die jeugdige student gee.
Benewens die voorgaande, is die wyse waarop die persoonsvoltrekking van die jeugdige
student geskied, nagevors. Uit die navorsing het dit geblyk dat sommige jeugdige
studente vanwee onder meer distresbelewing en ontoereikende persoonsvoltrekking, in
'n noodsituasie verkeer, wat orto-andragogiese begeleiding noodsaaklik maak. Gevolglik
is 'n blik op die orto-andragogiese aanspreeklikheid vir hulpverlening binne tersiere
opleidingsverband gewerp.
In laaste instansie is 'n empiriese ondersoek na die korrelasie tussen stres en verbesonderde
akademiesgeorienteerde aangeleenthede geloods. Na aanleiding van die
bevindinge en gevolgtrekkings waartoe daar in die loop van die studie en ondersoek
gekom is, ls aanbevelings vir toekomstige navorsing gedoen. / Teacher Education / D. Ed. (Orthopedagogics)
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Motivace dospělých ve výuce cizích jazyků / Motivation of Adults in ELTAntonínová, Radka January 2012 (has links)
Tato práce se zabývá neformální výukou anglického jazyka dospělých. Pojednává o motivačních prvcích v jazykovém vzdělávání a jak je na motivační strukturu ve výuce anglického jazyka nahlíženo učiteli a jejich studenty. Cílem práce bylo prozkoumat motivační citlivost učitelů v tzv. one-to-one jazykových firemních kurzech a jaké motivační strategie v těchto kurzech učitelé využívají. Teoretická část této práce se zabývá pozadím tématiky vzdělávání dospělých a praktická čast práce se skládá ze dvou částí - dotazníkového šetření a pozorování výuky.
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The development and evaluation of a learning styles assessment tool for the South African higher education contextMkonto. Patricia Nosisana January 2010 (has links)
<p>A literature study focusing on teaching and learning in higher education in South Africa was conducted. Theories relevant to adult learning were also examined. These included behaviourist, cognitive, humanistic and social learning theories which were found to be relevant for the adult learner. The learning styles, which form the foundation for this study, were explored. Nine learning style theories and instruments were examined for possible adaptation in the South African higher education context. These were: Kolb Learning Style Index, Dunn and Dunn Learning Style Index, Honey and Mumford Learning Style Questionnaire, Felder and Silverman Index of Learning Style, Gregorc Style Delineator, Myers-Briggs Type Indicator, Grasha Reichmann Student Learning Styles Scales, Vermunt Inventory of Learning Styles, and the Centre for Innovative Teaching Experiences. From the nine learning style instruments, the Centre for Innovative Teaching Experiences instrument was selected for adaptation for the South African higher education sector.</p>
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The development and evaluation of a learning styles assessment tool for the South African higher education contextMkonto. Patricia Nosisana January 2010 (has links)
<p>A literature study focusing on teaching and learning in higher education in South Africa was conducted. Theories relevant to adult learning were also examined. These included behaviourist, cognitive, humanistic and social learning theories which were found to be relevant for the adult learner. The learning styles, which form the foundation for this study, were explored. Nine learning style theories and instruments were examined for possible adaptation in the South African higher education context. These were: Kolb Learning Style Index, Dunn and Dunn Learning Style Index, Honey and Mumford Learning Style Questionnaire, Felder and Silverman Index of Learning Style, Gregorc Style Delineator, Myers-Briggs Type Indicator, Grasha Reichmann Student Learning Styles Scales, Vermunt Inventory of Learning Styles, and the Centre for Innovative Teaching Experiences. From the nine learning style instruments, the Centre for Innovative Teaching Experiences instrument was selected for adaptation for the South African higher education sector.</p>
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Learning styles : implications for higher educationVan Rensburg, Gisela Hildegard 30 June 2002 (has links)
Significant changes have taken place in higher education over the past ten years. Learners are more liberated and want to be acknowledged as individuals with differences, and not expected to adapt their individual characteristics to fit in with the specific environment of the learning situation. A new emphasis is placed upon creating and sustaining learning environments that accommodate learner needs and the process of effective learning. Learners' individual needs include their need to learn how to learn and an acceptance of their individual differences as expressed in learning styles.
Active learner participation in the learning process is necessary for effective learning to take place. Only then can the desired outcome be reached. For a learner to actively participate in the learning process, the learner must know how to learn, and how to function as an independent learner. To reach these goals, sound knowledge of individual differences in learning styles is necessary.
The impact of individual differences on education and the way they affect educational practice, future learning and academic achievement places the emphasis even more strongly on constant awareness, updating or change, improvement and development of the educational environment. The educator, as one of the role players in the educational environment, is the facilitator of learning, and should be empowered with a strong knowledge base regarding individual differences among both learners and educators, thus becoming more innovative and creative.
Qualitative non-empirical research was undertaken. The aim of this research was to analyse and explore the concept learning style as well as to promote learning style awareness through assessment of learning styles, and to provide an organised frame of reference to guide the learning process and provide for systematic education.
Based on insight and knowledge gained through inductive and deductive reasoning, the Learning Style Assessment Tool and a model for learning style promotion in higher education were constructed. The instrument enables learners and educators to assess their own learning styles and identify their learning characteristics and preferences. The model can serve as a basis for acknowledging and accommodating learning styles in higher education. The desired outcome of this research is effective learning and quality education.
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Problems of adult learners in adult basic education : a psycho-educational perspectiveMkhwanazi, Samson Qedusizi Nicholas 06 1900 (has links)
This study investigated the physical affective, cognitive and volitional problems of the learner in adult basic education (ABE) with reference to the learner's relationship towards the tutor, the learning content, the self, and family and friends.
The research design provided for a literature study of ABE in South Africa, as well as the personhood and relationships of the ABE learner. This was done to arrive at a research hypothesis concerning the relative impact of various categories of problems on the ABE learner.
The empirical summary had both quantitative and qualitative components. It was found that ABE learners are influenced by the following factors, listed in order of impact: affective problems; cognitive problems; problems related to the learning content, physical problems and problems related to family and friends. Positive fmdings were that volitional problems and problems related to tutors were relatively less significant.
In its recommendations the study emphasises the crucial role of, and need for professionally trained adult basic educators who can deal effectively with the personal and contextual problems of ABE learners. Moreover, the typical perseverance of ABE learners demands the establishment of excellent and responsive infrastructure for ABE provision, inter alia in provincial education departments. / Psychology of Education / M. Ed. (Psychology of Education)
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Learning styles : implications for higher education / ThesisVan Rensburg, Gisela Hildegard 06 1900 (has links)
Significant changes have taken place in higher education over dte past ten years. Learners are
more liberated and want to be acknowledged as individuals with differences, and not expected to
adapt their individual characteristics to fit in with the specific environment of the learning situation.
A new emphasis is placed upon creating and sustaining learning environments that accommodate
Ieamer needs and dte process of effective learning. Learners' individual needs include their need
to learn how to learn and an acceptance of their individual differences as expressed in learning
styles.
Active Ieamer participation in dte learning process is necessary for effective learning to take place.
Only dten can the desired outcome be reached. For a Ieamer to actively participate in the
learning process, the Ieamer must know how to learn, and how to function as an independent
Ieamer. To reach these goals, sound knowledge of individual differences in learning st;ytes is
necessary.
The impact of individual differences on education and the way they affect educational practice,
future learning and academic achievement places the emphasis even more strongly on constant
awareness, updatlng or change, improvement and development of the educational environment.
The educator, as one of the role players in the educational environment, is the facilitator of
learning, and should be empowered with a strong knowledge base regarding individual differences
among both learners and educators, thus becoming more innovative and creative.
Qualitative non-empirical research was undertaken. The aim of this research was to analyse and
explore the concept learning style as well as to promote learning style awareness through
assessment of learning st;ytes, and to provide an organised frame of reference to guide the learning
process and provide for systematic education.
Based on insight and knowledge gained through Inductive and deductive reasoning, The Learning
Style Assessment Tool and a model for learning style promotion in higher education were
constructed. The instrument enables learners and educators to assess their own learning st;ytes and
identify their learning characteristics and preferences. The model can serve as a basis for
acknowledging and accommodating learning styles in higher education. The desired outcome of
this research is effective learning and quality education. / Health Studes / D. Litt. et Phil. (Advanced Nursing Sciences)
|
39 |
Invloed van stres op die akademiese prestasie van die volwassene-leerder : 'n orto-andragogiese studie / The influence of stress on the academic performance of the adult learner : an ortho-andragogic studyLotz, Jan Willem 09 1900 (has links)
Summaries in Afrikaans and English / Text in Afrikaans / Stress is a complex and multi-dimensional phenomenon of which topical significance is
given at present. The aim of this study was to focus on the influence of stress on
academic performance of the young student. First, a comprehensive study of the
literature was undertaken in order to arrive at an understanding of the foregoing. An
overview of the nature, etiology and manifestation of stress, as well as how it is coped
with, is offered. Special attention was devoted to factors that cause the young student
to experience distress.
In addition the way in which the personal actualisation of the young student occurs, was
researched. From the research it appeared that owing to, among other things, the
experiencing of distress and inadequate personal actualisation, some young students are
in a situation involving need, which requires urgent and essential ortho-andragogic
guidance. Consequently, the ortho-andragogic responsibility of rendering aid within the
context of tertiary training was addressed.
Lastly, an empirical investigation of the correlation between distress and particularised
academically oriented issues was launched. Based on the findings and conclusions
arrived at during the course of the study and investigations, recommendations have been
made for future research. / Stres is 'n komplekse en veelvlakkige fenomeen wat in die huidige tydsgewrig van
aktuele belang beskou word. Die doel van die studie is om die fokus te laat val op die
invloed van stres op die akademiese prestasie van die jeugdige student. Ten einde tot
begrip van die voorgaande te kom, is daar in eerste instansie 'n omvattende literatuurstudie
onderneem. 'n Oorsig is gebied ten opsigte van die aard, etiologie, manifestering
en bantering van stres. In die besonder is gelet op faktore wat aanleiding tot
distresbelewing by die jeugdige student gee.
Benewens die voorgaande, is die wyse waarop die persoonsvoltrekking van die jeugdige
student geskied, nagevors. Uit die navorsing het dit geblyk dat sommige jeugdige
studente vanwee onder meer distresbelewing en ontoereikende persoonsvoltrekking, in
'n noodsituasie verkeer, wat orto-andragogiese begeleiding noodsaaklik maak. Gevolglik
is 'n blik op die orto-andragogiese aanspreeklikheid vir hulpverlening binne tersiere
opleidingsverband gewerp.
In laaste instansie is 'n empiriese ondersoek na die korrelasie tussen stres en verbesonderde
akademiesgeorienteerde aangeleenthede geloods. Na aanleiding van die
bevindinge en gevolgtrekkings waartoe daar in die loop van die studie en ondersoek
gekom is, ls aanbevelings vir toekomstige navorsing gedoen. / Teacher Education / D. Ed. (Orthopedagogics)
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The development and evaluation of a learning styles assessment tool for the South African higher education contextMkonto, Patricia Nosisana January 2010 (has links)
Philosophiae Doctor - PhD / A literature study focusing on teaching and learning in higher education in South Africa was conducted. Theories relevant to adult learning were also examined. These included behaviourist, cognitive, humanistic and social learning theories which were found to be relevant for the adult learner. The learning styles, which form the foundation for this study, were explored. Nine learning style theories and instruments were examined for possible adaptation in the South African higher education context. These were: Kolb Learning Style Index, Dunn and Dunn Learning Style Index, Honey and Mumford Learning Style Questionnaire, Felder and Silverman Index of Learning Style, Gregorc Style Delineator, Myers-Briggs Type Indicator, Grasha Reichmann Student Learning Styles Scales, Vermunt Inventory of Learning Styles, and the Centre for Innovative Teaching Experiences. From the nine learning style instruments, the Centre for Innovative Teaching Experiences instrument was selected for adaptation for the South African higher education sector. / South Africa
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