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¶ … Adult Learning Theory: Applications to Non-Traditional College Students" presents a number of important factors that are intrinsic to the propagation of adult education. The authors take a decidedly comprehensive approach to characterizing key distinctions between adult learners and those who are non-adults. As such, the pair make a number of astute observations that directly affect the way that the curriculum and program content should be facilitated for these learners, in order to maximize the didactic process. A thorough review of this article reveals that by choosing to emphasize various aspects of the adult learning experience, the curriculum can be significantly tailored in order to curb the rate of attrition and help adult learners thrive.
The first several pages of this article are concerned with identifying and discussing the ramifications of attributes that are intrinsic to adult learners. Oftentimes, these learners are distinct from others in the fact that the former have substantial familial...
What is perhaps most integral about the life experience that adults have is the ways in which their occupations and specific work duties may influence their learning processes (Kenner and Weinerman, 2011, 88-89). Additionally, adult learners are usually characterized by a degree of motivation and task-orientation that is difficult to match among non-adults. Their educational goals may be directly related to their jobs.
All of these factors influence how the prudent adult educator determines the manner in which he or she will facilitate the curriculum for these educational programs. This article actually presents a four-step process for aiding in instructors in tailoring their curricula, which requires awareness, framing, competition and repetition (Kenner and Weinerman 2011, p. 90). Instructors are encouraged to become…
References
Kenner, C., Weinerman, J. (2011). "Adult learning theory: applications to non-traditional college students." Journal of College Reading and Learning. 41(2) 87-96.
Adult learning theory Twenty-First Century 9(chapter 9 book Sharan Merriam - New The primary purpose of Cari Kenner and Jason Weinerman's "Adult learning theory: applications to non-traditional college students" and Sharan Merriam's "Adult learning theory for the twenty-first century" is to denote differences in adult learners from conventional higher education learners, and to accommodate those differences to maximize learning potential for the former students. The authors achieve these goals by discussing
Pantages and Creedon (1978) have reported that the greatest attrition rate occurs among first-year students, and this group is not very likely to return to college at a later date. Even if they do drop out, the longer a student persists in a university or college setting the more likely it is that they will perceive attaining a degree as beneficial (Tinto, 1975). Additionally, retention studies have emphasized that
Psychodynamic Theory, Learning Theory, and Social Exchange Theory in Group Settings Some groups seem to hit it off right from the start and achieve their goals in good order, while other groups tend to become mired in personality conflicts and infighting to the extent that nothing is ever achieved. To determine the differences, this paper provides a review of the relevant literature concerning three different types of theories, psychodynamic theory,
Adult Learning: Facilitation Observation Paper Adult learning involves adults engaging in systematic educational activities so as to gain new skills, values, attitudes and knowledge. This is normally done after the years of traditional schooling have passed. The adults may have never had the opportunity to undertake learning in their early stages of life, or a number of circumstances may have forced them not to go to school. Thus, the adults engage
Teaching Philosophy, Teaching Style I teach in such a way that students can gain the tools and experience to help them successfully contribute to the world today. In that respect, my teaching philosophy is based on empowering students so that they are equipped to both have aspirations and fulfill them in a way that is socially productive. Subsequently, one of the fundamental characteristics of my teaching philosophy is to encourage students,
Psychosocial factors, such as depression, anxiety and social support, also induce drinking. This study confirmed that social cognitive factors drove college students to report on their own drinking. Psychosocial motives drove them to do so only at 1%. Social support was the only significant psychosocial predictor. The awareness of both the positive and negative consequences of drinking was quite likely behind the willingness of college students to report on