Academic literature on the topic 'Principles of Adult Learning Scale (PALS)'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Principles of Adult Learning Scale (PALS).'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Principles of Adult Learning Scale (PALS)"
1
Wang, Victor X., and Vivian W. Mott. "From Politicized Adult Education to Market Oriented Adult Higher Education." International Journal of Adult Vocational Education and Technology 1, no. 1 (January 2010): 49–71. http://dx.doi.org/10.4018/javet.2010100904.
Full textAbstract:
This study investigated the general instructional modes of adult educators in Southeast China and Northeast China. The study utilized Conti’s (1983, 2004) Principles of Adult Learning Scale (PALS) to measure instructional modes of adult educators. Data were collected from 112 randomly selected participants engaged in teaching Chinese adult learners in Southeast China and Northeast China. The results of the study showed that adult educators in Southeast China were andragogical in their instruction while their counterparts in Northeast China were pedagogical although the difference (p>0.05) between the means of adult educators in Southeast China and Northeast China was not statistically significant.
2
Ismaiel, Nasrah Mahmoud. "Native and Non-native English Speaking Teachers’ Teaching Styles and Their Effect on Their EFL Saudi Students’ Achievement and Enjoyment of Learning English at Taif University." International Journal of English Linguistics 7, no. 6 (September 27, 2017): 148. http://dx.doi.org/10.5539/ijel.v7n6p148.
Full textAbstract:
The present research is going to assess the discrepancies between native and non-native instructors working at Taif University. The subjects have been 609 Saudi men and women EFL learners presenting themselves in a great English language plan at the preparatory year Science, Humanities and Health at Taif University. Moreover, 51 teachers (20) males and (31) females who are teaching staff members of the Taif University English Language Centre (TUELC) participated during the research. The research followed a descriptive analytical method. The Conti (1990) Principles of Adult Learning Scales (PALS) was used. Learning English Enjoyment questionnaire (LEEQ) that was developed by the researcher was used, too. Primary areas of investigation were teaching styles, students’ achievement and students’ enjoyment of learning English. Collectively, results provide some strong evidence that show a positive connection between native English speaking teachers’ styles and the students’ achievement and enjoyment. The effect of instruction experience, like the periods of instructing was considered in the present research. In addition, native and nonnative instructors who speak English are regarded also various in such domains as instruction strategies in the classes, levels of teaching tactical effectiveness.
3
Joshi, Mili, Ira Shrestha, and Shital Bhandary. "Evaluation of core faculty development workshop: experience from Patan Academy of Health Sciences, Nepal." Journal of Patan Academy of Health Sciences 3, no. 2 (December 1, 2016): 36–40. http://dx.doi.org/10.3126/jpahs.v3i2.20275.
Full textAbstract:
Introductions: Faculty development programs (FDP) is important to promote the core education principles/philosophies and instill the innovations planned and/or carried out in any educational program. Thus, Patan Academy of Health Sciences (PAHS) carries regular FDP in order to effectively implement and innovate curriculum, and assessment. Methods: Effectiveness of the workshop was assessed by validated questionnaire of FDP workshop on PBL in 2010 at School of Medicine PAHS. Paired t-test was used to test the differences between before and after scores on knowledge and application on various aspects of the program. Effect size was also calculated to determine the size of the difference between before and after the workshop. Results: There were 19 participants, 11 male and 8 female, mean age was 38.4 years. There was overall increase in mean scores for all 18 items. The overall mean score of knowledge and application increased after FDP. The knowledge and application scale among the participants in terms of their age, gender and discipline increased. The effect sizes were high (d>1.3) and moderately high (0.8<d<1.3) for most scores. Conclusions: The knowledge and application of participants after FDP increased on various aspects of health professions education in the areas of adult teaching-learning, feedback cycle and assessment as part of the formal curriculum.Journal of Patan Academy of Health Sciences. 2016 Dec;3(2):36-40
4
Isaksson, Raine, Rickard Garvare, Mikael Johnson, Christer Kuttainen, and Jörg Pareigis. "Sustaining Sweden’s competitive position: lean lifelong learning." Measuring Business Excellence 19, no. 1 (March 16, 2015): 92–102. http://dx.doi.org/10.1108/mbe-11-2014-0045.
Full textAbstract:
Purpose – The purpose of this paper is to explore what options the adult learner has for continued learning and what role universities are playing in providing net-based education. Current options for lifelong learning and improvement opportunities in the educational process are described based on an assessment inspired by principles of lean management. Design/methodology/approach – Sweden is chosen as an example. The current level of net-based university education and the demand for it is assessed using official Swedish data. Lean management principles are used as a starting point to define parameters for interest for the adult learner. These parameters are then converted into a five-level scale for assessing current performance with focus on university courses. The authors also study how Swedish County Councils manage their employee education and carry out a check of courses offered by massive open online course providers. Findings – Lean management principles in combination with customer focus seem to present relevant parameters for assessing distance education. Preliminary results indicate that lean lifelong learning has a considerable improvement potential. The main reasons for this potential seem to be more of a bureaucratic and political nature, whereas technology and resources appear to be less of an issue. Practical implications – The results have implications for both universities and organisations. The pressure on universities to become more customer-focussed, while at the same time, cost-effectiveness is likely to increase. Originality/value – Using the customer perspective for educational services and applying lean principles to education.
5
Lawrence, Joanna, Sharman Tan Tanny, Victoria Heaton, and Lauren Andrew. "Adult Learning Principles and Peer Delivery Improve Satisfaction of Electronic Medical Record Onboarding Education." ACI Open 04, no. 02 (July 2020): e114-e118. http://dx.doi.org/10.1055/s-0040-1716747.
Full textAbstract:
Abstract Objectives Given the importance of onboarding education in ensuring the safety and efficiency of medical users in the electronic medical record (EMR), we re-designed our EMR curriculum to incorporate adult learning principles, informed and delivered by peers. We aimed to evaluate the impact of these changes based on their satisfaction with the training. Methods A single site pre- and post-observational study measured satisfaction scores (four questions) from junior doctors attending EMR onboarding education in 2018 (pre-implementation) compared with 2019 (post-implementation). An additional four questions were asked in the post-implementation survey. All questions employed a Likert scale (1–5) with an opportunity for free-text. Raw data were used to calculate averages, standard deviations and the student t-test was used to compare the two cohorts where applicable. Results There were a total of 98 respondents in 2018 (pre-implementation) and 119 in 2019 (post-implementation). Satisfaction increased from 3.8/5 to 4.5/5 (p < 0.0001) following implementation of a peer-delivered curriculum in line with adult learning practices. The highest-rated factors were being taught by other doctors (4.9/5) and doctors having the appropriate knowledge to deliver training (4.9/5). Ninety-two percent of junior doctors were motivated to engage in further EMR education and 90% felt classroom support was adequate. Conclusion EMR onboarding education for medical users is a critical ingredient to organizational safety and efficiency. An improvement in satisfaction ratings by junior doctors was demonstrated after significant re-design of the curriculum was informed and delivered by peers, in line with adult learning principles.
6
Burkhammer, Michele, Benjamin Lawner, and Zane Berge. "Utilizing Technology Based Learning for Disaster Preparedness." International Journal of Information and Communication Technology Education 8, no. 1 (January 2012): 26–34. http://dx.doi.org/10.4018/jicte.2012010103.
Full textAbstract:
Preparing for disasters can be a grueling, although necessary, exercise for those involved in emergency response. The large scale nature of disaster response poses many obstacles to executing an effective disaster preparedness drill that incorporates hospitals, fire and rescue personnel, and police. Cooperation and effective communication during these incidents is imperative. Simulation technology is a realistic alternative to a large, multi-disciplinary, one- time effort. Each discipline may be able to practice and reinforce their roles in a disaster with the aid of various emerging technologies. This paper examines some of the technologies already being implemented in the area of disaster preparedness. Technology based learning (TBL) strategies are analyzed for consistency with accepted principles of adult education.
7
Abraham, RR, V. Pallath, C. AM, K. Ramnarayan, and A. Kamath. "Avenues for Professional Development: Faculty Perspectives from an Indian Medical School." Kathmandu University Medical Journal 10, no. 4 (September 3, 2014): 60–65. http://dx.doi.org/10.3126/kumj.v10i4.10997.
Full textAbstract:
Background Medical school faculty in India are challenged to balance teaching and professional development. Melaka Manipal Medical College (MMMC), Manipal Campus, Manipal University, India offers the Bachelor of Medicine and Bachelor of Surgery (MBBS) program. The institution incorporates certain effective practices based on adult learning principles which are aimed at fostering the professional development of faculty members. Objectives The present study was undertaken to explore the perceptions of faculty members regarding the scope for professional development at Melaka Manipal Medical College, Manipal Campus. Methods In September 2009, a questionnaire comprising items (23) focusing on five adult learning principles (active participation, relevant learning, constructive feedback, safe, non-threatening environment and previous experiences) was designed and faculty members (n=23) were asked to respond to it on a 5-point Likert scale. Additionally, a force field analysis was conducted by asking the faculty to identify three factors which facilitated them to consciously get involved in professional development activities. They were also asked to identify three unfavorable factors that hindered their professional development. Results Among the five characteristics, relevant learning was found to have a high mean score. Frequency analysis of responses revealed that at Melaka Manipal Medical College, there was ample scope for relevant self-learning that fosters professional development (91.3%). Force field response analysis revealed Melaka Manipal Medical College offered considerable flexibility and opportunities for continuing professional development along with faculty members’ prevailing role as teachers. Nevertheless, the need for more research facilities and funds was highlighted. Conclusions Adherence to adult learning principles may provide avenues for professional development in medical schools. An organized attempt to make the medical school faculty aware of the scope of these practices appears to be necessary to nurture professional development in settings where there are resource constraints. DOI: http://dx.doi.org/10.3126/kumj.v10i4.10997 Kathmandu Univ Med J 2012;10(4):60-65
8
Fine-Smilovich, Elizabeth, Diana L. Morris, David M. Rosenberg, Elizabeth O’Toole, Cynthia Booth-Lord, Klara K. Papp, and Patricia A. Thomas. "AGING IN PLACE: EFFECTIVE INTERPROFESSIONAL COLLABORATION AND ENGAGEMENT WITH OLDER ADULTS." Innovation in Aging 3, Supplement_1 (November 2019): S134. http://dx.doi.org/10.1093/geroni/igz038.487.
Full textAbstract:
Abstract Background: An innovative educational program addresses two gaps in health professions education: lack of an emerging workforce comfortable caring for older adults and proficiency in working in an interprofessional (IP) setting. We sought to explore whether AIP provides grounding in pillars of IPE and geriatric competencies through experiential learning in IP teams with older adults in a community setting. Methods: Early health profession students n=37 (MD, MSN, PA, SW), working in teams of 3, made monthly visits to older adults’ residences over a one-year period. Workshops on core geriatric and IPE principles defined expected learning goals for client visits. Visits were followed by: 1) written field notes; 2) reflections based on pre-determined learning prompts; and 3) debriefing sessions with faculty members. Students completed pre and post program questionnaires including Attitudes Towards Social Issues in Medicine, Geriatrics Attitude Scale, ICCAS, and RIPLS. Pre-post results were analyzed using t-tests and qualitative analysis of comments. Results: 25 (68%) students completed pre-post questionnaires. Responses on the interprofessional collaboration scale significantly increased following the program (t=2.09; p = 0.047) and 94% responded that they could “well” or “very well” describe issues that impact older adults’ health, quality of life, and convey appreciation toward older adults. Discussion: Students, engaging with older adults longitudinally in a community setting learned pillars of IPE, geriatric care competencies, and gained insights into this population. An interprofessional, experiential learning program is feasible and effective way to increase interest and self-efficacy in working with older adult populations.
9
Varina, H. "PSYCHOLOGICAL FEATURES OF THE DEVELOPMENT OF SANOGENIC POTENTIALAS A FACTOR IN THE PROFESSIONAL SUSTAINABILITY OF THE PERSONALITY OF THE FUTURE PSYCHOLOGIST." Bulletin of Taras Shevchenko National University of Kyiv. Series “Psychology”, no. 2 (9) (2018): 9–13. http://dx.doi.org/10.17721/bsp.2018.2(9).2.
Full textAbstract:
The scientific article is devoted to the problem of determining the characteristics of the sanogenic potential as a factor in the professional stability of the personality of a future psychologist-practitioner. The urgency of the problem is determined by the conditions for optimizing the personality-professional development of future practicing psychologists, personal maturity, the integration of self-concept and the development of a person’s sanogenic potential as aspects of professional stability, effective professional self-realization and the factors of preserving a person’s mental health. In order to develop the sanogenic personality potential of future psychologists, a training program "Development of the sanogenic personality potential: stress resistance and time management" was developed on the basis of a stress model. The purpose of the program is to increase the overall level of sanogenic potential of the individual. Particular attention is paid to forming a positive image of a stressful situation, learning to cognitively analyze the situation, predicting behavior as appropriate, updating the skills of arbitrary relaxation and developing experience in applying techniques and formulas for constructive response in solving professional problems. The program is created in accordance with the principles of the concept of accelerated learning (Accelerated Learning Theory) and uses all the latest developments in the field of adult learning methodology. Analyzing the results, we can say that the psycho-correction program has helped to increase the level of emotional stability and sanogenic potential of future psychologists. Students have decreased levels of situational and personal anxiety, decreased levels of feelings of insecurity, anxiety, inferiority, anxiety about work, sensitivity to failure (reflects the scale of "emotional"), increased the level of flexibility of thinking and behavior, ability to change shows the plasticity scale).
10
Burton, Amy M., April A. Agne, Stephanie M. Lehr, Nichola J. Davis, Lisa L. Willett, and Andrea L. Cherrington. "Training Residents in Obesity Counseling: Incorporating Principles of Motivational Interviewing to Enhance Patient Centeredness." Journal of Graduate Medical Education 3, no. 3 (September 1, 2011): 408–11. http://dx.doi.org/10.4300/jgme-03-03-34.
Full textAbstract:
Abstract Background The US Preventive Services Task Force and the American Academy of Pediatrics recommend that physicians screen patients for obesity and practice counseling interventions to achieve modest (4%–8%) weight loss. Despite this, physicians frequently do not document obesity and/or counsel on weight loss. Our goal was to develop an innovative, easily disseminated workshop to improve resident physicians' skills and confidence in weight-loss counseling. Methods We developed a tailored 3-hour interactive Obesity Counseling Workshop. The approach incorporates principles of motivational interviewing, a set of listening and counseling skills designed to enhance patient centeredness and promote behavior change. Adult learning theory served as the foundation for program delivery. The half-day session is administered monthly to internal medicine and pediatric residents on outpatient rotations. Key Results To date 77 residents (44 internal medicine and 33 pediatric) have completed the workshop, with approximately even distribution of postgraduate year (PGY)–1, PGY-2, and PGY-3 level residents. Forty-two were women and less than half planned to pursue a primary care–oriented career. Residents completed a 10-item workshop evaluation, with each category scoring an average of 3.5 or greater on a 4-point Likert scale. Residents reported the workshop was well organized and addressed an important topic; they enjoyed the role-playing with observation and feedback. Conclusions Residents welcomed the opportunity to participate in an interactive workshop focused on obesity counseling and behavior change, and particularly liked putting new skills into practice with role-playing and receiving real-time feedback. Future analyses will determine the workshop's effect on knowledge, skills, and self-efficacy.
Dissertations / Theses on the topic "Principles of Adult Learning Scale (PALS)"
1
Mukenge, Tshimpo C. "Suburban High School Teachers' Teaching Styles, Teaching Experiences, and Acceptance of Edmodo." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7411.
Full textAbstract:
Southern U.S. teachers at suburban high schools can use Edmodo; however, teachers prefer traditional teacher-centered teaching methods. This quantitative correlative study explored teachers' technology acceptance in relation to teaching styles and experiences. Framing acceptance by Davis's technology acceptance model (TAM), research questions addressed the direct and moderating relationships between teaching style and the TAM variables related to using Edmodo and the direct and moderating relationships between teaching experiences and TAM variables. From 240 teachers at the high school, 45 completed an online survey (response rate of 18.75%). Descriptive statistics, ANOVA, and regression analyzed data. TAM could be verified for the entire sample; however, no significant direct relationship between teaching style and the TAM variables was found. Teaching style moderated the relationships within the TAM; these were stronger for teachers with a teacher-centered teaching style. No significant direct relationship existed between teaching experiences and TAM variables; a moderating effect on the relationships existed within the TAM. Among experienced teachers, ease of use was the strongest acceptance predictor, whereas perceived use was the strongest predictor among less experienced teachers. Results indicated teachers might develop a more student-centered teaching style, thus concentrating on technology's ease of use, rather than its potential utility. A policy recommendation could ensure teachers efficiently used technology to support student-centered learning. The application of the recommended policies might lead to teachers' more effective use of instructional technology, which might affect student learning and motivation.
2
Ervin, Beverly Jo. "Learner-centered Education: Bridging the Gap Between Ideal and Actual Practice." University of Dayton / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1354295092.
Full text
3
Elliott, Dennis L. "The teaching styles of adult educators at the Buckeye Leadership Workshop as measured by the Principles of adult learning scale /." Connect to resource, 1996. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1243019948.
Full text
4
Elliott, Dennis L. "The teaching styles of adult educators at the buckeye leadership workshop as measured by the principles of adult learning scale." The Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1153344917.
Full textBook chapters on the topic "Principles of Adult Learning Scale (PALS)"
1
Wang, Victor X., and Vivian W. Mott. "From Politicized Adult Education to Market Oriented Adult Higher Education." In Adult and Continuing Education, 1645–59. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch094.
Full textAbstract:
This study investigated the general instructional modes of adult educators in Southeast China and Northeast China. The study utilized Conti's (1983, 2004) Principles of Adult Learning Scale (PALS) to measure instructional modes of adult educators. Data were collected from 112 randomly selected participants engaged in teaching Chinese adult learners in Southeast China and Northeast China. The results of the study showed that adult educators in Southeast China were andragogical in their instruction while their counterparts in Northeast China were pedagogical although the difference (p>0.05) between the means of adult educators in Southeast China and Northeast China was not statistically significant.