Your search found 651 results.

Descriptors:
Tutoring; Open Universities; Preservice Teacher Education; Distance Education; Tutors; Research Tools; Andragogy; Reflection; Skill Analysis; Student Evaluation of Teacher Performance; Teaching Skills; Scaffolding (Teaching Technique); Student Attitudes; Questionnaires; Student Teacher Attitudes; Likert Scales; Interviews; Knowledge Base for Teaching; Participant Satisfaction; Teacher Effectiveness; Online Courses; Foreign Countries; Adult Education; Adult Students

Abstract:
The researcher conducted present study with the objectives to a). evaluate attitude of learners towards academic and tutoring skills of distance education tutors, b). assess the opinion of distance learners about assessment and evaluation skills of their tutors and c). examine reflection of learners on scaffolding skills of distance education tutors. The population of the study consisted of learners of pre-service teacher education (B.Ed semester spring 2010) programme of Allama Iqbal Open University Islamabad. The sample of the study was taken through the convenient sampling technique from three regions of Allama Iqbal Open University situated in the Punjab Province. A questionnaire was designed using a five-point (rating/Likert) scale to elicit the reflection of (600) learners. However, the response rate was 78% (468) of the total sample. Interview schedule was also used as a research tool for collecting qualitative data from (50) respondents in five groups. The researcher analysed data quantitatively and qualitatively. The study concluded that the overall reflection of distance learners on andragogical skills of their tutors was positive. Apparently they were satisfied with andragogical skills of their tutors. They asserted that their tutors had academic and tutoring skills (consisting of encouraging, guiding & facilitating--emboldening and enabling skills), assessment & evaluation skills, and technical and social skills. However, tutors needed training to use social websites, Skype and mobile phone conferences and online discussion. Keeping in view the conclusion of the study, the researcher recommended short and long term training of tutors to use information and communication technologies appropriately. (Contains 7 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Adult Education; Foreign Countries; Lifelong Learning; Religion; Ceremonies; Confucianism; Scholarship; Graduate Students; Professional Identity; Professional Development; Performance Contracts; Universities; Masters Degrees; Courses; Measures (Individuals); Readiness; Undergraduate Students; College Faculty; Administrators; Test Validity; Test Reliability; Study Abroad; Foreign Workers; Andragogy; Educational History; Educational Philosophy; Cognitive Style; Cultural Differences; Cross Cultural Studies; Adult Students; Older Adults; Coping; Theories; Aging (Individuals); Adult Programs; Program Effectiveness; Job Skills; Personnel Selection; Surveys; Research; English Only Movement; Bilingual Education; Labor Force; Productivity; Academic Libraries; Special Libraries; Adult Educators; College Programs; Nonformal Education; Womens Education; Rural Education; Geographic Regions; Differences; Regional Characteristics; Attitudes; Competence; Comparative Analysis; Focus Groups; Interpersonal Competence; Cultural Pluralism; Armed Forces; Measurement

Abstract:
The Commission on International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE) provides a forum for the discussion of international issues related to adult education in general, as well as adult education in various countries around the globe. The following purposes summarize the work of the Commission: (1) To develop linkages with adult education associations in other countries; (2) To encourage exchanges between AAACE and associations from other countries; (3) To invite conference participation and presentations by interested adult educators around the world; and (4) To discuss how adult educators from AAACE and other nations may cooperate on projects of mutual interest and benefit to those served. The Commission holds its annual meeting in conjunction with the AAACE conference. The following papers are presented at the 2012 CIAE Pre-Conference: (1) Religious Rites and Celebrations As Frameworks for Lifelong Learning in Traditional Africa (Mejai B.M. Avoseh); (2) A Confucian Model for Scholarly Development (Elizabeth Anne Erichsen and Qi Sun); (3) The Use of Learning the Contract Within a University Setting in an Italian University (Monica Fedeli, Ettore Felisatti, and Mario Giampaolo); (4) The Cross-Culture Readiness Exposure Scale (CRES) (Emmanuel Jean Francois); (5) International History and Philosophy of Andragogy: Abbreviated for 2012 with Newer Perspective and Insights (John A. Henschke); (6) Exploring Cross-Cultural Learning Styles Differences of African and American Adult Learners (Alex Kumi-Yeboah and Waynne James); (7) An Educational Preparatory Program for Active Aging: Preliminary Results Based on Proactive Coping Theory (Ya-Hui Lee, Hui-Chuan Wei, Yu Fen Hsiao, Liang-Yi Chang, and Chen-Yi Yu); (8) Global Work Competencies and the Identification and Selection of Candidates for Expatriate Assignments (Arthur Ray McCrory); (9) Adult Education/Learning in South Africa: Promises and Challenges (Matata Johannes Mokoele); (10) Cross-Cultural Use of Surveys and Instruments in International Research: Lessons Learned From A Study in Turkey and the United States (Claudette M. Peterson, Anita Welch, Mustafa Cakir, and Chris M. Ray); (11) English Only? English-Only Policies, Multilingual Education and its Ramifications on Global Workforce Productivity (Orlando A. Pizana and Alex Kumi-Yeboah); (12) Reflections On A Research Experience at an International Treasure: The Alexander N. Charters Library of Resources for Educators of Adults (Lori Risley); (13) Bridging Adult Education Between East and West: Critical Reflection and Examination of Western Perspectives on Eastern Reality (Qi Sun and Elizabeth Anne Erichsen); (14) The Challenges and Prospects of Adult Education Programmes in Nigerian Universities (Nneka A. Umezulike); (15) The Perceived Impact of Women for Women International (WFWI) Non-formal Learning Programmes for Rural Women in Nigeria (Loretta C. Ukwuaba and Nneka A. Umezulike); (16) Perceptions of Needed Attitudinal Competencies Compared by Geographical Region (Helena Wallenberg-Lerner and Waynne B. James); (17) Identifying Intercultural Sensitivity Competencies Through Focus Group Research (Melanie L. Wicinski and Arthur Ray McCrory); and (18) Measuring Intercultural Sensitivity at the Army Medical Department Center and School: The IRB Process--Challenges and Lessons Learned (Roberta E. Worsham and Melanie L. Wicinski). Individual papers contain figures, tables, references and footnotes. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Biology; Science Instruction; College Instruction; Adult Education; Higher Education; Learning Theories; Experiential Learning; Transformative Learning; Andragogy; Independent Study; Reflection

Abstract:
It has become apparent through the work of many researchers and practitioners that adults learn differently than their younger counterparts in the educational system. This is especially important to those educators teaching in colleges and universities in the sciences. Biology education in the post-secondary setting is inundated with teachers who know biology backward and forward but lack the skills to effectively teach that knowledge to others. By applying the theories of andragogy, transformational learning, and experiential learning, and by integrating practices of self-directed learning and critical reflection, we can improve the effectiveness of biology education in American colleges and universities. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Asynchronous Communication; Educational Environment; Open Universities; Learning Strategies; Distance Education; Metacognition; Time Management; Self Management; College Curriculum; Student Motivation; Learning Processes; Goal Orientation; Literature Reviews; Educational Resources; Andragogy; Instructional Materials; Adult Students; Educational Technology; College Instruction; Self Evaluation (Individuals); Help Seeking; Information Seeking; Self Motivation; Learning Motivation; Printed Materials; Computer Assisted Instruction

Abstract:
In distance education both the physical separation between learner and instructor, and the use of technology create an educational environment that is characterized by learning autonomy and the learner's active involvement. Because of these, self-regulated learning constitutes an inseparable concept of distance education. This study explores the support and promotion of self-regulated learning in the educational environment of the Hellenic Open University. In particular, this paper examines how the educational material, as it is described in its institutional level of function, supports specific self-regulating strategies of learning in the curriculum provided by the Hellenic Open University. For this purpose, the study is based on literature review of distance education and self-regulated learning. Thus, the cognitive strategies of elaboration and organization, the metacognitive strategies of goal-setting, self-monitoring and self-evaluation, the resource management strategies of seeking help, seeking information and time management, as well as, the motivation are all included in the self-regulated aspects that are examined. The results of the study indicate that the self-regulated learning is considerably supported and promoted by the printed educational material at the Hellenic Open University due to its interactive pedagogical structure. However, it is pointed out that it is possible to maximize the support provided through the improvement of the present structures' function. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Adult Learning; Lifelong Learning; Adult Students; Andragogy; Foreign Countries; Blended Learning; Business Communication; Student Attitudes; Instruction; Teaching Methods; Case Studies; Workplace Learning; Technological Advancement; Student Centered Curriculum; Qualitative Research; Learning Experience; College Students; Barriers; Teacher Education; Interviews

Abstract:
Globally, blended learning (BL) technologies have been increasingly applied in a variety of fields, both public and private sectors. In recent years, universities, public and private businesses and organizations are among those employing blended learning methods and technologies in training and re-training of professionals in the workforce. In Malaysia, the increasing use of blended learning to enhance learning and enriching of soft skills among professionals and individuals in the work place is evident. The advancement of technology is an onset to many new avenues and tool for learning and teaching, and it is the coalescing of these various technologies with particular pedagogy or andragogy has helped to popularize BL. However, when an institution makes the critical choice of delivery methods, it is pertinent that the university needs to consider various success factors. One in particular is "student-centered" approach that entails the need to understand the students as the beneficiary of learning, and the support system they need to help them learn. This qualitative study reports in detail the experience of a small group of students undertaking Executive Diplomas at Executive Development Centre (EDC), Universiti Utara Malaysia as they progress through their Executive program. This paper looks at learning experiences as described by the learners--it is "their story", "their experience", and "their perspective". This study suggests that BL offered a comfortable middle ground, and has lots of potential in higher education in Malaysia. It is a pedagogical alternative that could play a significant role not only for teaching Business Communication, but has the potential to promote lifelong learning initiatives in Malaysia in a much meaningful and inviting way. Although this study shows that BL contributed a significant and meaningful learning particularly for adult learners, it needs more definitive studies. Such information can be used to guide policy makers and educators as they plan national, regional, state, and local trainings and higher education programs for working professionals in Malaysia. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Adult Learning; Adult Students; Andragogy; Best Practices; Mental Retardation; Young Adults; Adolescents; Developmental Disabilities; Independent Living; Self Determination; Lifelong Learning; Cognitive Style; Attention Span; Retention (Psychology); Memory; Task Analysis; Career Development

Abstract:
Teens and young adults with Intellectual Disabilities (ID) meet the criteria of teen and adult learners chronologically, but may be deficient in many other areas of teen and adult learning. The spectrum of intellectual and adaptive capabilities among teens and adults with ID is vast, with each individual being unique. There are specific teaching and learning approaches that have been proven to be effective when working with teens and adults with ID. The purpose of this paper is to provide a very basic and general understanding of the topic and to suggest specific "best practices." Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Thinking Skills; Teacher Effectiveness; Experiential Learning; Adult Learning; Andragogy; Teaching Methods; Creativity; Best Practices; Critical Thinking; Cognitive Development; Adult Education; Mathematics Anxiety; Adult Students; Curriculum Design; Context Effect; Mathematics Instruction; Student Needs; Learning Motivation; Learning Theories

Abstract:
This paper describes application of innovative practice and procedures in relationship to recognized principles and theory of adult education used in college math instruction. Adult learning principles provide the theoretical constructs and foundation of the practice supporting a learner-centered approach to learning. The purpose was to explore the needs of learners and the learning contexts that would help them achieve higher dimensions of critical thinking and cognitive development. Based on Knowles' six assumptions of andragogy, curriculum was designed to provide college math students meaningful learning experiences, critical thinking skills, and application within the context of the classroom. Creativity and hands-on learning proved to be beneficial not only to tactile and kinesthetic learners but to others in the classrooms as well. Additionally, math anxiety is addressed and how such anxiety can and does have a debilitating impact on learning math in the classroom. Using adult learning principles and best practices in undergraduate math education, keys to opening the door for student success are application, recognizing math anxiety in students, creativity, hands on learning, and incorporating characteristics of effective teachers. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Adult Learning; Adult Students; Andragogy; Summer Programs; Professional Development; Science Teachers; Sustainability; Graduate Study; Teachers; Instruction; Child Development; Nutrition Instruction; Foods Instruction; Science Education; Science Instruction; Standards

Abstract:
The foundation and impetus for a sustained professional development program offering 44 graduate courses serving 641 FCS educators (approximately 50% returning participants) in Pennsylvania and the surrounding area were the six assumptions of Knowles related to the motivation of adult learners. Education researcher Malcolm Knowles asserts that andragogy (adult-leading learning) should replace the more commonly used pedagogy (child-leading learning) when providing professional development for adult learners. His theory includes the process of engaging adult learners with the structure of their learning experiences (Knowles, Holton, & Swanson, 1998). The purpose of this article is to explore this summer professional development series linking Knowles principles of adult learners with relevant FCS topics and learning experiences as they contribute to the program's sustainability. (Contains 2 tables and lists 1 resource.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Andragogy; Self Determination; Independent Study; Learning Theories; Problem Solving; Holistic Approach; Feedback (Response); Cooperative Learning; Lifelong Learning; Role; Distance Education; Web 2.0 Technologies

Abstract:
Heutagogy, a form of self-determined learning with practices and principles rooted in andragogy, has recently resurfaced as a learning approach after a decade of limited attention. In a heutagogical approach to teaching and learning, learners are highly autonomous and self-determined and emphasis is placed on development of learner capacity and capability with the goal of producing learners who are well-prepared for the complexities of today's workplace. The approach has been proposed as a theory for applying to emerging technologies in distance education and for guiding distance education practice and the ways in which distance educators develop and deliver instruction using newer technologies such as social media. The renewed interest in heutagogy is partially due to the ubiquitousness of Web 2.0, and the affordances provided by the technology. With its learner-centered design, Web 2.0 offers an environment that supports a heutagogical approach, most importantly by supporting development of learner-generated content and learner self-directedness in information discovery and in defining the learning path. Based on an extensive review of the current literature and research, this article defines and discusses the concepts of andragogy and heutagogy and describes the role of Web 2.0 in supporting a heutagogical learning approach. Examples of institutional programs that have incorporated heutagogical approaches are also presented; based on these examples and research results, course design elements that are characteristic of heutagogy are identified. The article provides a basis for discussion and research into heutagogy as a theory for guiding the use of new technologies in distance education. (Contains 1 table and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Music Education; Role; Adult Learning; Andragogy; Aging (Individuals); Developmental Stages; Music; Lifelong Learning

Abstract:
Music learning among adults is witnessing rapid escalation as an important area of research and practice among music education professionals. In contrast to the years encompassed by childhood and adolescence, a significant challenge in teaching adults is that average life expectancies in developed countries include some 55 to 65 years beyond age 18. Historically, changes during middle and older adulthood have been characterized as slow declines in one's faculties and a diminishing capacity for learning and growth. In recent decades, however, researchers and practitioners have reevaluated such assumptions in concert with data revealing that most adults remain capable of acquiring and using new knowledge and skills well into older adulthood. As with children, nurturing music learning and growth within an understanding of the traits of adulthood can be richly fulfilling for both teachers and students. K. Patricia Cross's seminal work, "Adults as Learners" (1981), suggested that educators need to become more sensitive to the complex nature of learning through adulthood and to the "physical/psychological/sociocultural characteristics of older learners". In support of such awareness among music educators, this paper frames issues of adult music learning within a "lifespan perspective". A lifespan perspective envisions seamless relationships among music learning in educational settings, people's self-initiated lifelong music experiences outside such settings, and the assurance of richly diverse and developmentally appropriate opportunities for continued music learning through adulthood. (Contains 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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