2,311 research outputs found

    Youth Learners: The Authentic Neglected Species Learning for an Unknown Future

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    This paper reports on a major research project that investigated youth learning. Specific parts of the project have been published in other literature (Choy 2000, Choy and Delahaye 2000 and Choy and Delahaye 2001), and this paper provides an overview of the findings. The Study Process Questionnaire, the Student Orientation Questionnaire and the Learning Preference Assessment were completed by 448 youths (aged 18 to 24 years) from TAFE 59% and university (41%). Fifty three youths participated in five follow-up focus groups. Generally, youths studied in this project were found to be surface learners with low level of readiness for self-directed learning but, surprisingly, they showed a high preference for a combination of structured and unstructured learning. Youth comments on formal learning, the learning institutions and role conflicts are discussed. Finally, the paper suggests that learners progress through a four stage development sequence and that youth learners are at Stage 2

    The Teaching of English Vocabulary through the Multisensory Approach to Older Adults in a Private Nursing Home in Pereira, Colombia

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    El siguiente documento es un proyecto de investigación cualitativo cuyo objetivo es integrar la teoría andragógica y el enfoque multisensorial para facilitar el aprendizaje de vocabulario en inglés a adultos mayores. Adicionalmente, este estudio es una iniciativa para incluir a los adultos mayores en un proceso de educación bilingüe ya que esta población casi no ha sido tomada en cuenta para la realización de proyectos bilingües. Por esta razón, este proyecto propone nuevas oportunidades para futuras investigaciones El presente estudio fue implementado en el hogar del anciano Casa Santa María en Pereira, Colombia. Este proyecto fue llevado a cabo en 10 clases en las cuales las participantes aprendieron 47 palabras relacionadas con su contexto inmediato. Las participantes del proyecto fueron cuatro mujeres, quienes tenían más de 60 años de edad. Las cuatro fueron consideradas como un proceso de muestreo típico intencional para recopilar los datos, los cuales fueron interpretados por los investigadores. Además, durante la implementación del estudio, tres métodos de recolección de datos fueron empleados: observaciones, diarios de campo, y entrevistas. Los datos recogidos fueron analizados aplicando la teoría fundada, y después de este análisis los datos sugirieron que a) las estrategias de aprendizaje autodirigido pueden facilitar el éxito del aprendizaje de vocabulario y b) los sentidos de los adultos mayores tienen diferentes usos dependiendo de la etapa de la clase. Para concluir, el enfoque multisensorial es efectivo para enseñar vocabulario en inglés a adultos mayores junto con los principios andragógicos

    Best Teaching Practices for Engaging Adult Students\u27 Foreign Language Learning

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    Government initiatives for strengthening the safety of the United States led to increased requirements for military linguists\u27 knowledge of foreign languages. This study explored the development of professional training for instructors at a military language school to address the gap in teaching services. The purpose of this single case study was to explore best teaching practices for engaging adult students\u27 foreign language learning following andragogical principles. Knowles\u27s theory of andragogy provided the conceptual framework. Data were collected using anonymous responses to an online survey from 26 instructors who answered 3 open-ended questions. Data were analyzed by coding answers to the research question and indicated that approximately one third of participants preferred language-centered practices for engaging their students\u27 foreign language learning. Another third of the respondents noted learner-centered approaches, and the remainder listed both language- and learner-centered approaches among best teaching practices. The proposed curriculum might facilitate discussion about the benefits of each approach to promote teaching and learning at the site. Participating in suggested training that is grounded in the theory of andragogy and local data may bring about positive change by advancing instructors\u27 expertise, improving educational services, and resulting in increased students\u27 proficiency

    Student and instructor perceptions of using ATutor as the learning content management system for learning at a distance in Thailand

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    Scope and Method of Study: The purpose of this study was to examine students' and instructors' perceptions of using ATutor as the learning content management system (LCMS) in e-learning courses at a distance university in Thailand. The population was composed of all 222 graduate students (census) and 10 instructors from an agricultural college at a major university in Thailand. Survey and focus group interview were used to collect data. Descriptive statistics and the Pearson Product Moment Correlation Coefficient were used to analyze data provided by respondents.Findings and Conclusions: Gender, age, comfort of using computer and ATutor, time spent online, place and frequency accessing ATutor, internet access and connection had significant and positive correlation to students' perception of using ATutor. E-mail student, chat, forum, and group forum participated, ATutor satisfaction, online teaching experience, role in teaching, support from the university, and workshop attended had significant positive correlation to instructors' perception of using ATutor. The overall mean scores of students' perception of the usefulness, ease of use, interaction and communication, e-learning andragogical design, online learning, and self-directed learning ranged from 6.84 to 7.49 out of 10, and standard deviations ranged from 1.47 to 1.95. The overall mean scores of Instructors' perception of the usefulness, ease of use, interaction and communication, and teaching online by using ATutor ranged from 5.70 to 7.40 out of 10, and standard deviations ranged from 1.35 to 2.00. All six student perception variables and all four instructor perception variables had positive and significant correlation. The most important feature for students was content navigation and for instructors was announcement. Both students and instructors reported that poll was the least important feature. Most students and instructors indicated that no features should be added or removed from ATutor. ATutor supports self-directed learning because it enhances students ability to set an appropriate pace for learning and get assistance from various resources. In this context, ATutor detracted from self-directed learning due to course schedule and technological problems. Students and instructors encourage the university to adopt ATutor for all distance learning courses

    A Comparative Study of Students' Perceptions Towards Uniform Policy at an International College in Bangkok

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    The purpose of this study was to use a framework of andragogy to identify the perceptions of international college students towards their school’s uniform policy, and to compare the students’ perceptions based on their age group, nationality, and level of conformity.  This study focused on 178 undergraduate students studying at the international college of a Thai university in Bangkok during the fall semester of the 2019-2020 academic year. All data was obtained through a questionnaire which was completed by the students.  A quantitative comparative method was used to analyze the data.  The research findings indicate that overall, students perceive the uniform policy to be partially andragogical, and that some aspects of the policy were perceived to be less andragogical than others.  The findings also showed that there is a significant difference in the students’ perceptions according to nationality and conformity levels, but no significant difference according to age group.  Based on the results of this study, the recommendation for administrators is to identify the variables which influence the perceptions of their students and consider them before modifying, implementing, or enforcing uniform policies at their institutions. This will help administrators ensure that students perceive the policy as one which is suitable for their learning context.

    A test of andragogy in a post-secondary educational setting

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    This predictive study tested the theory of andragogy in a post-secondary educational setting. It produced a sound psychometric instrument (ALPDEQ). The study was one of the first to successfully isolate adult learners, a major step forward in testing andragogy. Results provided insight of andragogy’s effect on two student outcomes, learning and satisfaction. The findings revealed adult learners enrolled in a MBA degree program provided evidence of learning and were not influenced by andragogy. However, satisfaction with instructor and course was affected by perception of andragogical teaching behaviors exhibited by faculty. The study included many exploratory faculty and student characteristic variables, never before studied, and results indicated characteristics, above and beyond age, gender, and ethnicity, were predictors to learning and satisfaction

    ADULT LEARNING SATISFACTION AND INSTRUCTIONAL PERSPECTIVE IN THE FOREIGN LANGUAGE CLASSROOM

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    Adult education literature suggests that the instructional perspective of the teacher has an important effect on adult satisfaction with learning. In this study, the relationships between instructional perspective, satisfaction with language learning, and certain teacher and student characteristics were investigated. Study participants were adult students enrolled in noncredit foreign language courses offered through a community college’s Continuing Education program and their teachers. Henschke’s Modified Instructional Perspectives Inventory (MIPI) was used to evaluate teacher-reported use of andragogical principles. The MIPI is comprised of seven subscales: Factor 1: Teacher Empathy with Learners, Factor 2: Teacher Trust of Learners, Factor 3: Planning and Delivery of Instruction, Factor 4: Accommodating Learner Uniqueness, Factor 5: Teacher Insensitivity toward Learners, Factor 6: Experience-based Learning Techniques (Learner-centered Learning Process), and Factor 7: Teacher-centered Learning Process. The MIPI-S, an adaptation of the MIPI, was used to assess student perceptions of their teachers’ instructional perspective. Students reported satisfaction with language learning on a Likert-type scale found on the Personal Information Form-Student (PIF-S). Each student used her/his own unique, subjective, internal, unarticulated definition of satisfaction with personal language learning in responding to this item. The MIPI-S summative score as well as scores for Factors 1 through 6 were found to have significant positive relationships with satisfaction with language learning. As foreign language students perceived increased use of andragogical principles in the classroom, satisfaction with learning increased. MIPI-S Factor 1 was found to be the strongest significant predictor of student satisfaction. MIPI-S Factor 7 had a significant negative relationship with satisfaction with language learning. As foreign language students’ perceptions of Teacher-centered Learning Process decreased, satisfaction with language learning decreased. When the relationship between satisfaction and certain student characteristics was examined, achievement of the foreign language student’s primary goal was found to be the strongest significant predictor of satisfaction with learning, and second strongest was general experience with language study. The portrait of noncredit foreign language students and their teachers found in this study contributes to understanding a population and a learning environment which is not represented in the literature on adult education, language learning, educational satisfaction, or Continuing Education

    Adult Learners\u27 and Instructors\u27 Perceptions of the Andragogical Instructional Method Used at a Northern Mississippi Community College

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    The purpose of this study was to understand adult learners’ and instructors’ perceptions of the andragogical instructional method used at a Northern Mississippi Community College. In addition, this study explored how well the andragogical instructional method worked as a way to educate adult learners. A qualitative phenomenological design was used to examine the perceptions of six returning full-time adult learners and six full-time instructors regarding the use and impact of the andragogical instructional method via purposeful sampling. Data was collected by face-to-face interviews. Through the participants’ shared experiences and reviewing the interview transcripts, several themes emerged regarding their perceptions of the andragogical instructional method. The common themes that influenced student success of the returning full-time adult learners were blending, support, and institutional fit. Full-time instructors identified sharing and engagement as being the success of the returning adult learners. With these findings, it was recommended that a professional development workshop be created to train instructors regarding this instructional method as a means of enhancing instructors’ understanding of the andragogical instructional method and provide helpful tools and resources. The emergent themes in this study not only necessitate the need for future research but also provide needed insight for institutional leaders to understand returning full-time adult learners’ perceptions of the andragogical instructional method. This research study may assist and benefit instructors to gain the knowledge and expertise to excel positively and socially chage from practicing a teacher-centered approach versus the andragogical instructional method

    Social Constructivism: An Andragogical Praxis for Critical Thinking Instruction and Evaluation with Graduate Social Work Students

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    Critical thinking skills are requisite for graduate social work students to transition competently into professional practice. This mixed methods study was conducted to explore current instruction and evaluation methods for critical thinking skill development. The extent to which faculty perceived changes in student outcomes since the 2015 Educational Policy and Accreditation Standards change related to critical thinking skills, was also studied. This study was designed to link critical thinking and social work education in the context of social constructivism as an andragogical praxis for the development of critical thinking skills. The quantitative findings were interpreted to identify multiple approaches for the instruction and assessment of critical thinking skills in graduate social work programs across the country. The qualitative themes of social work instructors’ perception of changes in student outcomes related to critical thinking skills were mixed

    Perceptions of adult learners\u27 readiness in Ghana for online instructions in higher education

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    Online learning has become an integral component of higher education in the 21st century. Harnessing this potential has resulted in an increase in enrollment without the corresponding wear and tear on main campus infrastructure. Many institutions of higher education have incorporated online learning into their programs while recognizing that online learners are more likely to be adult students. As such, adult learners must have basic online skills that make them ready for online learning. Also, online programs should be guided by andragogy -- a unique approach to educating the adult learner. And the adult learner must want to stay in an online program. For this reason, this study evaluated the perceptions of adult learners\u27 readiness, the extent to which instruction in Ghanaian universities employ andragogical principles online and, whether learners preferred online to traditional instruction. Findings from the study showed that only two variables (gender and educational background) were perceived to have had any significant influence on adult learners \u27readiness\u27 for online instruction
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