Growing concern for an improvement in the formal learning situations
experienced by adults is reflected in much of the literature currently
available. Evidence from studies of adult learning suggests that (i)
adults are generally well able to accept a significant degree of
responsibility for the management of their own learning, and (ii) that
an adult's learning is enhanced if the learning situations are matched
to the preferences and strengths of the learner.
In this study a design for adult instruction, which takes these
factors into account, is developed. The Educational Cognitive Styles
of 47 adult learners are mapped using a self-report inventory. The
profiles thus obtained are used in the development of instructional
techniques for the learners who are enrolled in a first-year, TAFE,
para-professional course. Comparison of this experimental group with
a control group indicates that the attrition rate is reduced, learners
have more positive feelings toward their course of study, and
performance on a content achievement test is, arguably, improved.
| Identifer | oai:union.ndltd.org:ADTP/218898 |
| Date | January 1982 |
| Creators | Ducker, C. H., n/a |
| Publisher | University of Canberra. Education |
| Source Sets | Australiasian Digital Theses Program |
| Language | English |
| Detected Language | English |
| Rights | ), Copyright C. H. Ducker |
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