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Adult Learners (adult + learner)
Selected AbstractsAutonomy of Artistic Expression for Adult Learners with DisabilitiesINTERNATIONAL JOURNAL OF ART & DESIGN EDUCATION, Issue 2 2008Graham C. Young When an art tutor adopts the role of assistant to a disabled artist it is difficult not to move from helping with the physical handling of materials on the one hand into the actual creative process on the other, thus influencing how the artwork looks. Ecas is an Edinburgh-based charity which promotes opportunities for physically disabled people to be self-fulfilled and to participate in all aspects of society. They run, among other things, traditional art classes and computer classes. The use of computer technology (CT) in art seemed to offer the chance for self-fulfilment for disabled artists by increasing control over artistic choices and providing for self expression with only minimal assistance required from others. Ecas decided to fund a research project in the form of a ten-week pilot course and the data collected during the trial confirmed these possibilities and it was clear that adult learners with disabilities could benefit from CT in order to have greater autonomy in the creation of their art than before. In particular the program Corel Painter IX.5 and various graphics tablets proved to be a powerful arsenal for self-expression without having to wait for a tutor to tape paper to a board, replenish paint, change brushes attached to a head pointer or any one of the many and varied problems disabled students had with traditional art materials. [source] Information Technology and Adult Learners at Empire State CollegeNEW DIRECTIONS FOR STUDENT SERVICES, Issue 102 2003Patricia J. Lefor Successful introduction of technology-delivered education to adult students can be enhanced by attention to program development, reliance on easy-to-use technology readily available to a wide range of students, and the parallel development of online learner supports and student services. [source] Adult Learners in the ClassroomNEW DIRECTIONS FOR STUDENT SERVICES, Issue 102 2003Jovita M. Ross-Gordon Theory and research provide insight into the characteristics, needs, and teaching preferences of adult learners in the college classroom. [source] Computerized Task-Based Exposure, Explicitness, Type of Feedback, and Spanish L2 DevelopmentMODERN LANGUAGE JOURNAL, Issue 2 2004Elena M. Rosa This study examined whether exposure to second/foreign language (L2) data under different computerized task conditions had a differential impact on learners' ability to recognize and produce the target structure immediately after exposure to the input and over time. Learners' L2 development was assessed through recognition and controlled-production tests containing old and new exemplars of the target structure. Adult learners of Spanish were exposed to past conditional sentences under 1 of 6 conditions premised on different degrees of explicitness. The degree of explicitness was manipulated by combining 3 features: (a) a pretask providing explicit grammatical information, (b) feedback concurrent to input processing, and (c) variation in the nature (i.e., implicit or explicit) of the feedback in those cases in which it was provided. The advantages of processing input under explicit conditions were evident (a) in production more than in recognition and (b) in new exemplars more than in old exemplars. [source] Recruiting and Retaining Adult StudentsNEW DIRECTIONS FOR STUDENT SERVICES, Issue 102 2003Janice Hadfield Adult learners, long the stepchildren of colleges and universities, have nearly become the norm, and they spend billions of dollars each year on education. Have colleges and universities alienated this rich market pool? [source] The sociocultural implications of learning and teaching in cyberspaceNEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 96 2002Simone Conceição In this chapter, the author uses her own experiences as an adult learner in cyberspace to explore the social and cultural contexts of gender and national origin in adult learning. [source] Continuing Professional Education: A Spiritually Based ProgramNEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 85 2000Lynda W. Miller Parish nursing education is an example of continuing professional education that intentionally addresses the spiritual dimension of learning as it relates to the adult learner, both personally and professionally. The continuing professional education course described here is based on a spirited epistemology, a learner-centered approach. [source] Learning in interactive work situations: It takes two to tango; why not invite both partners to dance?HUMAN RESOURCE DEVELOPMENT QUARTERLY, Issue 2 2006Hanneke Koopmans Learning that arises from interactions at work is the focus of this study. More specifically, the concrete activities of adult learners and their interaction partners were of interest because such learning activities largely determine the quality of learning outcomes. The results of the study are summarized in the form of a typology of interactive learning behaviors for adult learners (that is, workers) and their interaction partners at work. The similarities and differences among three occupational groups, teachers, financial service professionals, and police officers groups,were examined, and explanations were sought based on the nature of work and power. The results can help adult learners and their interaction partners enter into a more equal, dyadic, and reciprocal learning process and thereby contribute to a critical human resource development perspective. [source] Autonomy of Artistic Expression for Adult Learners with DisabilitiesINTERNATIONAL JOURNAL OF ART & DESIGN EDUCATION, Issue 2 2008Graham C. Young When an art tutor adopts the role of assistant to a disabled artist it is difficult not to move from helping with the physical handling of materials on the one hand into the actual creative process on the other, thus influencing how the artwork looks. Ecas is an Edinburgh-based charity which promotes opportunities for physically disabled people to be self-fulfilled and to participate in all aspects of society. They run, among other things, traditional art classes and computer classes. The use of computer technology (CT) in art seemed to offer the chance for self-fulfilment for disabled artists by increasing control over artistic choices and providing for self expression with only minimal assistance required from others. Ecas decided to fund a research project in the form of a ten-week pilot course and the data collected during the trial confirmed these possibilities and it was clear that adult learners with disabilities could benefit from CT in order to have greater autonomy in the creation of their art than before. In particular the program Corel Painter IX.5 and various graphics tablets proved to be a powerful arsenal for self-expression without having to wait for a tutor to tape paper to a board, replenish paint, change brushes attached to a head pointer or any one of the many and varied problems disabled students had with traditional art materials. [source] A community of practice approach to the development of non-traditional learners through networked learningJOURNAL OF COMPUTER ASSISTED LEARNING, Issue 3 2006K. Guldberg Abstract This paper analyses a sample of online discussions to evaluate the development of adult learners as reflective practitioners within a networked learning community. The context for our study is a blended learning course offering post-experience professional training to non-traditional university students. These students are parents and carers of people with autistic spectrum disorder (ASD). We use Lave and Wenger's ,communities of practice' as a theoretical framework for establishing how students develop a learning community based upon mutual engagement, joint enterprise and shared repertoires. Those three aspects are analysed according to two measures. The first focuses on learner appropriation of the professional discourse, values and goals of the ASD carer through the network. The second relates to changes in the quality of collaborative activity over time. Our analysis demonstrates that students belong to an overarching community of practice, with different subsets who work at sharing and co-constructing common understandings. This shared discourse and common notions of what constitutes good practice help create a safe interaction space for the students. Once group identity is consolidated, more challenging questions emerge and the group are able to define further common values, understandings and goals through processes of resolution. [source] Effectiveness of hypermedia annotations for foreign language readingJOURNAL OF COMPUTER ASSISTED LEARNING, Issue 1 2005Asim Sakar Abstract This study first explores intermediate-level English learners' preferences for hypermedia annotations while they are engaged in reading a hypermedia text. Second, it examines whether multimedia annotations facilitate reading comprehension in the second language. The participants were 44 adult learners of English as a foreign language studying English for Academic Purposes. Data were collected through a tracking tool, a reading comprehension test, a questionnaire, and interviews. Results indicate that learners preferred visual annotations significantly more than textual and audio annotations. On the other hand, a negative relationship was found between annotation use and reading comprehension. Especially, pronunciations, audiorecordings, and videos were found to affect reading comprehension negatively. However, the qualitative data revealed that the participants had positive attitudes towards annotations and hypermedia reading in general. [source] Age of Onset and Nativelikeness in a Second Language: Listener Perception Versus Linguistic ScrutinyLANGUAGE LEARNING, Issue 2 2009Niclas Abrahamsson The incidence of nativelikeness in adult second language acquisition is a controversial issue in SLA research. Although some researchers claim that any learner, regardless of age of acquisition, can attain nativelike levels of second language (L2) proficiency, others hold that attainment of nativelike proficiency is, in principle, impossible. The discussion has traditionally been framed within the paradigm of a critical period for language acquisition and guided by the question of whether SLA is constrained by the maturation of the brain. The work presented in this article can be positioned among those studies that have focused exclusively on the apparent counterexamples to the critical period. We report on a large-scale study of Spanish/Swedish bilinguals (n,=,195) with differing ages of onset of acquisition (<1,47 years), all of whom identify themselves as potentially nativelike in their L2. Listening sessions with native-speaker judges showed that only a small minority of those bilinguals who had started their L2 acquisition after age 12, but a majority of those with an age of onset below this age, were actually perceived as native speakers of Swedish. However, when a subset (n,=,41) of those participants who did pass for native speakers was scrutinized in linguistic detail with a battery of 10 highly complex, cognitively demanding tasks and detailed measurements of linguistic performance, representation, and processing, none of the late learners performed within the native-speaker range; in fact, the results revealed also that only a few of the early learners exhibited actual nativelike competence and behavior on all measures of L2 proficiency that were employed. Our primary interpretation of the results is that nativelike ultimate attainment of a second language is, in principle, never attained by adult learners and, furthermore, is much less common among child learners than has previously been assumed. [source] Museums: Adult education as cultural politicsNEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 127 2010Carmel Borg This chapter explores the potential of museums as sites for critical "public pedagogy." It foregrounds the role of adult educators as co-interrogators with adult learners of what is generally perceived as politically innocent and neutral knowledge. [source] (Re)membering: Excavating and performing uncommon narratives found in archives and historical societiesNEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 127 2010Amanda Kemp This chapter explores the engagement of adult learners with dramatic works based on primary source materials found in local archives and historical societies, a creative process that reclaims overlooked individual and community stories. [source] Narratives from popular culture: Critical implications for adult educationNEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 126 2010Robin Redmon Wright This chapter critically examines six political television narratives: The Weather Channel, The Fox News Channel, 24, The Rachel Maddow Show, The Daily Show, and Torchwood. The implications of those television narratives, their impact on adult learners, and suggestions for classroom practice are discussed. [source] Ethical issues in mentoring adults in higher educationNEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 123 2009Catherine A. Hansman This chapter examines practical problems encountered in mentoring adult learners in higher education through stories of ethical dilemmas. [source] Emotional challenges of adult learners in higher educationNEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 120 2008Carol E. Kasworm Through acts of hope, adults face four challenges of emotion in their pursuits of collegiate learning. [source] Old school crossings: Hip hop in teacher education and beyondNEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 115 2007Mary Stone Hanley This chapter discusses how to draw on hip hop as a culturally relevant tool for teaching educators and adult learners to read the word, the world, and the media. [source] Mentoring as holistic online instructionNEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 113 2007Kimberly R. Burgess This chapter focuses on the role of online educators as mentors and addresses the potential impact of a mentoring relationship on the development and persistence of adult learners in the online medium. [source] Enhancing adult learning through interdisciplinary studiesNEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 103 2004Daphne W. Ntiri This examination of the pedagogical and curricular characteristics and imperatives of an interdisciplinary studies program for adult learners, within a wider context of theory and practice, draws on the example of a general education course to demonstrate the vitality between interdisciplinary thinking and adult learning. [source] Gangsta rap and adult educationNEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 101 2004Talmadge C. Guy Adult education instructors and administrators, who typically are not members of the hip-hop generation, have little or no background, sensitivity, or understanding of the influence and significance of black popular culture and music for young African American and white adult learners. [source] Teaching All Learners As If They Are SpecialNEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 93 2002Nancy F. Gadbow This chapter considers special learning needs that adult learners may bring, along with effective strategies and accommodations that can make the difference between success and failure for many learners. [source] Adult Learners in the ClassroomNEW DIRECTIONS FOR STUDENT SERVICES, Issue 102 2003Jovita M. Ross-Gordon Theory and research provide insight into the characteristics, needs, and teaching preferences of adult learners in the college classroom. [source] Instructional Design and Powerful LearningPERFORMANCE IMPROVEMENT QUARTERLY, Issue 2 2001Gordon Rowland ABSTRACT Skillfully executed, instructional design can result in effective and efficient means to meet learning goals. However, more powerful learning experiences seem to go beyond effectiveness, efficiency, appeal, and even predetermined goals. This study sought to identify the key features of instructional design, to determine the nature of powerful learning experiences, and to explore how the two might relate. A survey of experts and a series of interviews with adult learners revealed overlap in some areas, for example, in the perceived importance of active engagement in authentic situations, and clear differences in others, most significantly the importance placed by learners on continual face-to-face personal interaction with a mentor/expert teacher. Speculations are offered on what similar results from additional studies might imply with regard to design actions and choices, and questions for further research are posed. [source] | ||||||||||||||||