131 |
Learning Styles of Adults in Education CentersSeifert, Linda, n/a January 2005 (has links)
Given the median age of today's workforce and the aging of the
workforce, it was appropriate to examine learning styles of adults. This
knowledge is necessary for facilitators of adult educational programs to
provide adults a learning environment that can provide maximum
opportunity for adults to learn.
The research problem, that learning styles do not change as people
age, was addressed. People will resort to different styles when situations
necessitate they do so to learn a particular item. The data revealed that
environmental factors have different effects on people's learning styles.
Implications of this study are far reaching into many areas of research.
An implication is in the area of child psychology, as to "when are learning
styles acquired?" This research has implications of holistic education theory
of the individual learners and with added factors that may be influencers of
history and conditions. The complexity of learning styles is influenced by
background experiences of learning, as opposed to the basic cognition
acquisition generally utilized. There are undisputed facts that: no thing
succeeds llke success, and nothing improves the likeliliood of repeated
actions llke a value added or a "good" feeling about an experience. Learners
will try to replicate situations they find to be successful as much as possible.
The things learners can control are: selecting the course as close to the time
they like for study purposes, day of week, length, etc., and choosing an
instructor, which may be influenced by gender, nationality etc. Also, the
style of the class format influences their choices.
Learners may not understand the mechanics of "Matching Their
Learning Style to the Teaching Style", but 'they do understand their llkes and
preferences. Learners will not understand all they are attempting to
accomplish in their search for achieving this match, but professional
educators must recognize these influences and assist the learners by helping
match the style of instructional techniques with the learning style of the
adult learner to maximize the learning experience.
|
132 |
The facilitation of transformative learning : a study of adult educators' working knowledge.Apte, Judi January 2003 (has links)
University of Technology, Sydney. Faculty of Education. / This study explores adult educators' working knowledge in the facilitation of transformative learning. It explores transformative learning from the perspective of the educators involved, considering their experiences and their descriptions of incidents. Although there is a growing interest in research into transformative learning, there are few studies that explore the ways educators foster transformative learning. This has been identified as a key direction for research (Taylor 1997, 2000). The theoretical framework for this study is developed through two approaches; namely, through the literature of transformative learning in adult education and through concepts of narrative, discourse and identity. This thesis argues that Mezirow's theory of transformative learning has limitations when considering social interactions involved in transformative learning. The narrative approach, developed from the literatures of social work, narrative therapy, organisational learning, discursive psychology and education, is introduced to explore issues involved in facilitating transformative learning. In this study I utilise narrative research because of its potential to explore working knowledge in a comprehensive, contextualised way. I investigate educators' working knowledge through in-depth interviews, inviting educators to relate stories of transformative learning from their practice. The educators' working knowledge is then analysed through metaphor analysis and case examples. The educators in this study used a range of metaphors when talking about their practice of transformative learning. The metaphors indicate that these educators provide a multifaceted role to foster transformative learning. Through writing and analysing selected stories of practice as case examples, this thesis presents the facilitation of transformative learning as narrative intervention. I conclude that facilitation of transformative learning requires capabilities in reading issues and positioning self within interactions. Further) I explore the ways that educators' professional identities are being produced through their working knowledge.
|
133 |
Looking backward, living forward : a case study of critical reflections in journals in a university literature classroom /Holt, Karen Crookston. January 1900 (has links)
Thesis (Ph. D.)--University of Idaho, 2006. / Abstract. "April 18, 2006." Includes bibliographical references (leaves 156-167). Also available online in PDF format.
|
134 |
Oral vs. written peer feedback in ESL students's compositions /DeBoer, Angela. January 2001 (has links)
Thesis (M.A.)--University of Minnesota, 2001. / Includes bibliographical references (72-77 leaves) Also available on the World Wide Web as a PDF file.
|
135 |
The relationship between consumer needs of adults and their willingness to participate in adult education classes /Womack, Alicia E. L. January 1982 (has links) (PDF)
Thesis (M.S.)--Eastern Illinois University. / Includes bibliographical references (leaves [58]-62).
|
136 |
A proposal for professional preparation in college student personnel work for western Canada /Gelowitz, Arnold Charles. January 1979 (has links)
Thesis (Ed. D.)--Oregon State University, 1980. / Typescript (photocopy). Includes bibliographical references. Also available via the World Wide Web.
|
137 |
Factors that contribute towards students' successful participation and completion of the intercontinental masters Programme (Adult Learning and Global Change) at one of the partner universities.February, Collette Ann. January 2007 (has links)
<p>This Research sets out to understand the participation experiences of a selected group of adult learners at one of the partner institutionsof the online Intercontinental Masters in Adult Learning and Global Change. The study offers an understanding of adult learners' experiences of success and persistence in relation to online study within a higher education context, and also offers insights into what may costitute successful learning communities. In relation to literature, , the student perceptions obtained via the study largely affirm what 'successiful' can mean to a group of postgraduate adult learners in an online learning environment. This stidy also contributes to the ongoing conversation in terms of the unique experiences of students in one particular cohort of the programme.</p>
|
138 |
Train-the-trainer educational method for pre-school oral health: perspectives of healthcare service providersHarms, Lavonne 11 September 2008 (has links)
Train-the-trainer is an educational method extensively used by organizations for capacity development. Despite the wide spread use of this method, there is little information regarding its use, role in educating adults, and participant perceptions of its utility.
Healthcare service providers’ perceptions of a train-the-trainer educational method was investigated in this qualitative study. A focus group methodology was used. Content analysis revealed themes about participant perceptions.
The overall theme identified was the need to address location-specific challenges, specifically, recognition by the trainer of the context of communities and programs in which the training occurs. Organizations using this method need be flexible and willing to revise the training plan based in adult learner needs. Service providers recommended that the provision of strategies and examples for transfer of learning into practice was critical as was the tailoring of train-the-trainer workshops in length, facilitation style, resources, and delivery modality to community capacity and needs. / October 2008
|
139 |
The factors in completion, non-completion, and non-participation in farmer field schools in Trinidad and TobagoGoff, Samuel Neal 15 May 2009 (has links)
The purpose of the study was to identify and analyze factors affecting completion,
non-completion, and non-participation in five Farmer Field Schools (FFS) administered
by the Ministry of Agriculture, Lands, and Marine Resources (MALMR) of Trinidad and
Tobago.
The research objectives used to accomplish the purpose of this study focused on
the relationship between participation status and 1) personal characteristics, 2)
individuals’ motivations for participation, 3) perceptions about selected farming
practices, 4) individuals’ priority rankings of their sources of information regarding
farming practices, 5) the deterrents to participation, and 6) perceptions of the usefulness
of competitions as a means for increasing the popularity of FFS.
This study employed an ex post facto, causal comparative research design. Three
instruments were developed. The sample population (N=109) consisted of farmers
classified as FFS completers (n=56), non-completers (n=15), and non-participants
(n=38). Data were gathered from late May to late September 2007.
Individuals with a greater number of participating friends are more likely to
complete the program FFS completers 1) were more driven by social reasons to participate in FFS than were non-completers, 2) possessed a greater concern for the
environment than did non-completers, 3) had higher expectations than did noncompleters
that participation in a FFS would improve their occupational performance and
status, 4) more likely than non-completers to be willing to take on the financial risks
involved in the adoption of IPM on their farms, 5) believed more strongly than did noncompleters
that IPM is compatible with agricultural practices and the market in Trinidad
and Tobago. Completers most highly value the information received from MALMR
whereas the non-completers and non-participants most highly value information received
from the agro-shops. Completers vs. non-completers and non-participants held widely
divergent views on the deterrents to participation in FFS.
The contribution of this study to the field of agricultural and extension education
is that policymakers and practitioners may use the information herein to employ
strategies that impair or eliminate the factors leading to attrition and non-participation,
thus making programs more accessible, prevent attrition, and may decrease farmers’
expenditures on pesticides, and increase income.
|
140 |
The image of public library adult education as reflected in the opinions of public library supervisory staff members in the public libraries of Michigan serving populations over 25,000Penland, Patrick R., January 1960 (has links)
Thesis (Ph. D.)--University of Michigan. / Bibliography: leaves 237-251.
|
Page generated in 0.1361 seconds