The purpose of this study was to develop an advanced course on methods and techniques in the instruction of adults. The course was designed to complement the adult education graduate program at the Florida State University. Content of the course was derived from the literature, discussions with faculty and students, and content analysis of the syllabi on methods and techniques from adult education departments of 12 universities in North America. The course content included three areas: (a) learning theories, models, and philosophies pertaining to adult education; (b) preinstructional design activities; (c) models of teaching (concept attainment, inductive thinking, awareness training, nondirective teaching, social inquiry, jurisprudential, social simulation, and direct training) having implications for the instruction of adults. / Development of the course was based on an instructional design strategy. Seven learning techniques were employed: seminar, discussion, lecture, laboratory, briefing and tutorial. / Formative, summative and goal-free evaluation strategies were used to determine the effectiveness of instructional procedures, and the importance and applicability of the materials. Content validation was performed by professors of adult education from 13 universities in North America. / Analysis of the data provided by the participants and the professors revealed the followings: (a) Content of the theoretical frame of reference was essential for facilitating the instruction of adults, but actual use in practice was low. Learning theories, teaching models and preinstructional activities were rated high as being useful in facilitating instruction of adults: philosophies pertaining to adult education were rated low. (b) Although the models of teaching have theoretical importance for the instruction of adults, their actual use in practice was low. (c) While strategies of the direct training, nondirective teaching, concept attainment, and inductive thinking were used in practice, others were rarely used. / The preparation, implementation and evaluation processes of the course were considered to be valuable contributions in the design of learning materials. / Source: Dissertation Abstracts International, Volume: 44-02, Section: A, page: 0359. / Thesis (Ph.D.)--The Florida State University, 1983.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_75035 |
| Contributors | ODHARO, JOHNSON., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 463 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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