Готові списки джерел за темами / Challenges that affect the adult learner

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  2. Дисертації
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Добірка наукової літератури з теми "Challenges that affect the adult learner"

Автор: Grafiati
Опубліковано: 4 червня 2021
Оновлено: 1 лютого 2022

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Статті в журналах з теми "Challenges that affect the adult learner"

1

Torrisi-Steele, Geraldine, and Guido Carim Jr. "An Adult-Learner Approach to the Learning Design of Safety Management System Training in Aviation." International Journal of Adult Vocational Education and Technology 10, no. 3 (2019): 39–53. http://dx.doi.org/10.4018/ijavet.2019070103.

Повний текст джерела
Анотація:
The goal of training is to improve employee performance, and ultimately support organizational success. However, training does not always effectively transfer to workplaces to positively affect work practices, particularly because of disconnect between behaviourist approaches and contemporary work arrangements. The transfer of training to the workplace remains problematic. The present article is motivated by the need to challenge the status quo of training design and draw greater attention to learning design, beyond the confines of behaviourism. The aim of the article is to provoke critical di
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2

Watorek, Marzena, Pascale Trévisiol, and Rebekah Rast. "The Emergence of Determiners in French L2 from the Point of View of L1/L2 Comparison." Languages 6, no. 2 (2021): 73. http://dx.doi.org/10.3390/languages6020073.

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Анотація:
The acquisition of determiners in French presents a significant challenge for both children in L1 and adults in L2. Research in L1 acquisition has found that French determiners, which are highly constrained, appear quite early relative to other languages. Using the conversational data of two beginning learners of French—a native speaker of Spanish and a native speaker of Arabic—in a natural setting (comparable to the L1 data), the present study seeks to understand how these constraints affect the acquisition of the determiner system in L2 French. Analyses reveal the following: (1) Unlike Frenc
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3

Baloyi, G. P. "Learner Support Challenges Faced by Adult Open and Distance Learning Students." Studies of Tribes and Tribals 13, no. 1 (2015): 59–65. http://dx.doi.org/10.1080/0972639x.2015.11886712.

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4

Hermans, Henry, Marco Kalz, and Rob Koper. "Toward a learner-centered system for adult learning." Campus-Wide Information Systems 31, no. 1 (2013): 2–13. http://dx.doi.org/10.1108/cwis-07-2013-0029.

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Анотація:
Purpose – The purpose of this paper is to present an e-learning system that integrates the use of concepts of virtual learning environments, personal learning environments, and social network sites. The system is based on a learning model which comprises and integrates three learning contexts for the adult learner: the formal, instructional context, the personal context for learning management, and the social peer context. The paper outlines how the Open University of the Netherlands (OUN) implemented this model in the OpenU system and has piloted this system within the field of a MSc Program
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5

Call-Cummings, Meagan, and Melissa Hauber-Özer. "Participatory Action Research as/in Adult Education." International Journal of Adult Education and Technology 11, no. 4 (2020): 21–33. http://dx.doi.org/10.4018/ijaet.2020100103.

Повний текст джерела
Анотація:
Participatory action research (PAR) is an embodied form of inquiry that engages those most affected by an issue or problem in creating knowledge and developing solutions. PAR epistemology intersects with the critical approach to adult education, particularly the belief that programs, methods, and content must be relevant to learner needs and challenges and ought to lead to greater social justice. The purpose of this paper is to offer a review of three critical, participatory inquiry methods that are anchored in three concepts foundational to PAR and to present readers with a useful description
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6

Adams, Rebecca. "L2 Tasks and Orientation to Form." Task-Based Language Teaching 152 (2006): 7–33. http://dx.doi.org/10.2143/itl.152.0.2017861.

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Анотація:
Abstract Task-based language teaching has been advocated as a means of promoting learning through learner interactions in the classroom. However, characteristics of the design and implementation of communicative tasks have been shown to influence learner orientation to form. One task characteristic that may affect learner attention to form, modality, is examined here to determine whether it influences learners' tendency to focus on second language form. Forty-four adult ESL learners engaged in information gap tasks targeted at specific second language forms that required the learners to collab
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7

Woolf, Beverly Park, H. Chad Lane, Vinay K. Chaudhri, and Janet L. Kolodner. "AI Grand Challenges for Education." AI Magazine 34, no. 4 (2013): 66–84. http://dx.doi.org/10.1609/aimag.v34i4.2490.

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Анотація:
This article focuses on contributions that AI can make to address long-term educational goals. It describes five challenges that would support: (1) mentors for every learner; (2) learning twenty-first century skills; (3) interaction data to support learning; (4) universal access to global classrooms; and (5) lifelong and life-wide learning. A vision and brief research agenda are described for each challenge along with goals that lead to access to global educational resources and the reuse and sharing of digital educational resources. Instructional systems with AI technology are described that
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8

Dhokai, Niyati, and Jatin Ambegaonkar. "Community Arts Programming Supports Personal Growth and Well-Being in Older Adults." Innovation in Aging 4, Supplement_1 (2020): 841–42. http://dx.doi.org/10.1093/geroni/igaa057.3085.

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Анотація:
Abstract Our research study examined how taking part in the arts compared to control affects older adults’ health and well-being. 64 older adults took part in dance, music, or control workshops 2 times/week for 10 weeks. We examined participants’ psychological health, social engagement, and personal growth outcomes using mixed methods during pre- and post-workshop assessments. Focus group and arts survey results revealed that participants felt ownership of new skills learned and felt engaged. Participants, especially for those in arts workshops, described having increased self-perception of cr
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9

BROOKS, PATRICIA J., VERA KEMPE, and ARIEL SIONOV. "The role of learner and input variables in learning inflectional morphology." Applied Psycholinguistics 27, no. 2 (2006): 185–209. http://dx.doi.org/10.1017/s0142716406060243.

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Анотація:
To examine effects of input and learner characteristics on morphology acquisition, 60 adult English speakers learned to inflect masculine and feminine Russian nouns in nominative, dative, and genitive cases. By varying training vocabulary size (i.e., type variability), holding constant the number of learning trials, we tested whether learners required a “critical mass” of vocabulary to generalize case marking patterns to new nouns. Cattell's Culture-Fair IQ Test mediated the effect of type variability on success in generalizing case marking to new vocabulary: only participants with above-media
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10

Ferriter, Mary E. "Editorial: The necessity of adult learning methods in programs of intensive study." Journal of Automatic Chemistry 13, no. 4 (1991): 123–28. http://dx.doi.org/10.1155/s146392469100024x.

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Анотація:
This article presents the educational methodologies that prove effective in adult educational programmes of intensive study. The many facets of a quality educational programme are discussed and I will focus on four topics that any adult educational programme must have: an adult learner, an instructor of adults, a curriculum, and a response to outside forces.These topics become increasingly critical when one examines the components of technical education and, especially, an intensive training programme in laboratory automation systems. The adult will be discussed as a learner and the associated
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Дисертації з теми "Challenges that affect the adult learner"

1

Mwiya, Namatama Loveness. "Impact of adult distance learning on teachers : a case study of Katete Day Secondary School, Zambia." Diss., 2019. http://hdl.handle.net/10500/26535.

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Анотація:
The study aimed at addressing the contribution adult distance learning in as far as personal growth and economic development is concerned through the acquisition of new skills. More so, the study addressed challenges that affected the adult learners in their learning process. By and large the teachers who were respondents undertook their training from various institutions across the country and beyond, thus having a broad spectrum of challenges. The study was largely qualitative in nature and used a case study design. However, some of the data were interpreted quantitatively, effectively maki
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2

Joshi, Namrata. "Adolescent environmental challenges affect adult function in male and female Long Evans rats." 2014. http://hdl.handle.net/10222/50415.

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Анотація:
Stress in adolescence is a putative risk factor for developing mental illnesses such as schizophrenia and mood disorders. Symptoms for these illnesses first emerge in late adolescence and early adulthood, with both incidence and severity being sexually dimorphic. Animal models can shed light on the neurobiological underpinnings of these disorders by allowing one to explore the relationship between a risk factor such as stress, and development of symptoms. In the current work the role of adolescent stress is explored in the development of biomarkers that are associated with adolescent-onset ill
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3

Rivombo, Alfred Mashau. "A study of the challenges of adult learning facilitation in a diverse setting with special reference to Soshanguve." Diss., 2014. http://hdl.handle.net/10500/14198.

Повний текст джерела
Анотація:
A critical cross-field outcome of Curriculum 2005 as introduced in South Africa is to work effectively with others as members of a team, group, organization, and community. This research aims at investigating challenges that impede adult learners from diverse backgrounds to work effectively as members of a team, group, organization and community. Informed by models of education in lifelong learning (intercultural, multicultural and anti-racist models of education which supplement andragogy), a qualitative inquiry which followed an active research approach was undertaken in selected adult learn
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4

Oyewo, Saheed Adekunle. "The challenges of teaching at-risk learners at a secondary school in Cape Town." Diss., 2021. http://hdl.handle.net/10500/27149.

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Анотація:
The study focused on the challenges of teaching at-risk learners at secondary schools. A qualitative investigation based on interviewing and observation was conducted with sixteen teachers teaching at-risk learners. Findings revealed that pre-service teacher training does not prepare teachers adequately to teach learners at risk constructively. Findings also revealed that at-risk learners have no control over themselves due to lack of parental support as parents show no commitment and support for their children’s education. Interventions to counter challenges with teaching at-risk learners rel
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Книги з теми "Challenges that affect the adult learner"

1

Mikulincer, Mario, and Phillip R. Shaver. Adult Attachment and Compassion. Edited by Emma M. Seppälä, Emiliana Simon-Thomas, Stephanie L. Brown, Monica C. Worline, C. Daryl Cameron, and James R. Doty. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190464684.013.7.

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Анотація:
According to attachment theory (Bowlby, 1973, 1982), the optimal functioning of the attachment behavioral system and the resulting sense of security in dealing with life’s challenges and difficulties facilitate the functioning of other behavioral systems, including the caregiving system that governs the activation of prosocial behavior and compassionate acts of helping needy others. In this chapter, we focus on what we have learned about the interplay of the attachment and caregiving systems and their effects on compassion and altruism. We begin by explaining the behavioral system construct in
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2

Willer, Jan. Could it be Adult ADHD? Oxford University Press, 2017. http://dx.doi.org/10.1093/med:psych/9780190256319.001.0001.

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Анотація:
One out of every 10 adult psychotherapy clients—or more—probably has attention deficit/hyperactivity disorder (ADHD). When psychotherapists miss the ADHD, treatment is frustrating and less effective. This book is for the general mental health professional who wishes to learn how to recognize, assess, and treat adult ADHD. Adults with ADHD are very different, developmentally and symptomatically, from children. ADHD affects adults of all races, gender identities, and backgrounds, and obvious hyperactivity is rarely part of the adult clinical picture. This book provides a full description of adul
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3

Scott, Charlotte. ‘Never such Innocence’. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198828556.003.0002.

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Анотація:
This chapter focuses on the history plays. Ascertaining the dominant ways in which the child becomes a demonstrative figure of legacy, responsibility, and failure, Chapter 2 explores the prevalence of young children in Shakespeare’s chronicle history. Focusing on the diminutive figure of the child, this chapter examines how the idea of ‘littleness’ drives the representation of children as innocent, vulnerable, and emotive. Discussing how Shakespeare exploits as well as challenges contemporary and Christian symbols of childhood, the history plays demonstrate a profound investment in the figure
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4

McShane, Tony, Peter Clayton, Michael Donaghy, and Robert Surtees. Neurometabolic disorders. Oxford University Press, 2011. http://dx.doi.org/10.1093/med/9780198569381.003.0213.

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Анотація:
Various disorders result from genetically determined abnormalities of enzymes, the metabolic consequences of which affect the development or functioning of the nervous system. The range of metabolic disturbances is wide, as is the resultant range of clinical syndromes. Although most occur in children, some can present in adult life, and increasing numbers of affected children survive into adult life. In some, specific treatments are possible or are being developed. The last 20 years has seen a considerable expansion in our understanding of the genetic and metabolic basis for many neurological
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Частини книг з теми "Challenges that affect the adult learner"

1

Call-Cummings, Meagan, and Melissa Hauber-Özer. "Participatory Action Research in Adult Education." In Promoting Qualitative Research Methods for Critical Reflection and Change. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7600-7.ch010.

Повний текст джерела
Анотація:
Participatory action research (PAR) is an embodied form of inquiry that engages those most affected by an issue or problem in creating knowledge and developing solutions. PAR epistemology intersects with a critical approach to adult education in its belief that programs, methods, and content must be relevant to learner needs and challenges and ought to lead to greater social justice. The purpose of this chapter is to offer a review of three critical, participatory inquiry methods that are connected to the ontological and epistemological anchors of PAR. The authors present readers with a useful description of how to enact these onto-epistemological anchors through these methods in diverse contexts. They conclude that these methods have great potential for critical educators to live out their own onto-epistemological commitments, better understand and meet learner needs, and facilitate positive social change.
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2

Figueroa, Shabana, and Wanjira Kinuthia. "A Place for Culture in Instructional Design." In Cross-Cultural Online Learning in Higher Education and Corporate Training. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5023-7.ch011.

Повний текст джерела
Анотація:
The purpose of this chapter is to discuss the macro and micro challenges instructional designers face when designing Web-based instruction for adult learners. Macro level challenges like institutional and infrastructural requirements are those outside the design process that directly affect teaching and learning outcomes. Micro level challenges, on the other hand, are those inside the design process that directly impact teaching and learning outcomes (e.g. cultural biases of the designers and instructors). The authors discuss the effects of these challenges for instructional designers in higher education. Since the population of focus is adult learners, a brief overview of adult learning and characteristics of adult learners is provided. A variety of models and frameworks have been developed within the field, with only a handful that are constructed to explore diverse learners and learning. The chapter also includes introspection of the authors’ experiences as instructors, instructional design professionals, and students in the field. It concludes with strategies instructional designers can use to overcome the challenges discussed.
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3

Chai, Meei Tyng, Aamir Saeed Malik, Mohamad Naufal Mohamad Saad, and Mohammad Abdul Rahman. "Application of Digital Technologies, Multimedia, and Brain-Based Strategies." In Research Anthology on Adult Education and the Development of Lifelong Learners. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8598-6.ch042.

Повний текст джерела
Анотація:
Teaching adult learners is challenging because the characteristics of adult learners and their expectations are different from children/early adolescence. Recent advances in digital technology offer various opportunities that are particularly useful in fostering adult learning by transforming traditional “live” classroom-based into “virtual.” This chapter aims to explore how the digital technologies affect the way the brain learns and memorizes, including cognitive, emotional, and behavioral dimensions to promote personal and professional development. First, this chapter presents the application of digital technologies that support and engage adult learners in enhancing knowledge acquisition and retention, discusses the specific engagement techniques for adult, along with the research on multimedia learning. This chapter also covered neuroscience studies related to brain-based learning and strategies. The opportunities and challenges of the use of digital technology and multimedia platform to be effective learning tools for academic context and lifelong learning are also presented.
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4

Torrisi-Steele, Geraldine, and Guido Carim Jr. "An Adult-Learner Approach to the Learning Design of Safety Management System Training in Aviation." In Research Anthology on Reliability and Safety in Aviation Systems, Spacecraft, and Air Transport. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5357-2.ch030.

Повний текст джерела
Анотація:
The goal of training is to improve employee performance, and ultimately support organizational success. However, training does not always effectively transfer to workplaces to positively affect work practices, particularly because of disconnect between behaviourist approaches and contemporary work arrangements. The transfer of training to the workplace remains problematic. The present article is motivated by the need to challenge the status quo of training design and draw greater attention to learning design, beyond the confines of behaviourism. The aim of the article is to provoke critical discussion around learning theories and training design. We propose Knowles' adult learning principles and Mezirow's transformative learning theory, useful guide for the learning design of training. The learning design of a university-based safety management systems training course in aviation is discussed from the vantage point of the proposed guiding philosophy. Six specific strategies are presented supported by the evaluation of the course effectiveness conducted after the first iteration.
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5

Bamba, Priscilla. "Framing the Role of Culture Reflecting on How Culture Affects Learners in Transformative Learning Settings." In Research Anthology on Adult Education and the Development of Lifelong Learners. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8598-6.ch068.

Повний текст джерела
Анотація:
From the simplest cell phone to virtual reality headsets, students today are bombarded by technology, so this is bound to affect their expectations in the learning environment and the way they relate to cognitive challenges. Today's culture is an immersion of advanced methods of communicating with each other and with their instructors. Adult learners who return to the world of higher education after having been away for some time have often felt the need to strive harder to show they fit into that world. With a broader worldview, more responsibilities, and often more wisdom gained from having held jobs, sometimes for years, they also bring a richer way of relating to the academic world. At the same, time, though, sometimes responsibilities, including full family lives, limit their time and energy they are capable of devoting to studying and completing assignments.
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6

Bamba, Priscilla. "Framing the Role of Culture Reflecting on How Culture Affects Learners in Transformative Learning Settings." In Multicultural Andragogy for Transformative Learning. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-3474-7.ch003.

Повний текст джерела
Анотація:
From the simplest cell phone to virtual reality headsets, students today are bombarded by technology, so this is bound to affect their expectations in the learning environment and the way they relate to cognitive challenges. Today's culture is an immersion of advanced methods of communicating with each other and with their instructors. Adult learners who return to the world of higher education after having been away for some time have often felt the need to strive harder to show they fit into that world. With a broader worldview, more responsibilities, and often more wisdom gained from having held jobs, sometimes for years, they also bring a richer way of relating to the academic world. At the same, time, though, sometimes responsibilities, including full family lives, limit their time and energy they are capable of devoting to studying and completing assignments.
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7

Witte, Maria Martinez, James E. Witte, and Iris M. Saltiel. "Barriers to Adult Learning." In Handbook of Research on E-Learning Applications for Career and Technical Education. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-739-3.ch027.

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Анотація:
There is a growing need for an educated, skilled workforce that is able to learn and adapt to new challenges. Expecting this need to be met by those graduating from high school is not realistic as the current educational system has not adequately served the non-traditional student. This chapter reaffirms that Career Technical Education programs are excellent ways to meet adult learning and workforce development needs. The challenge, as described in the chapter, is to engage adults in becoming lifelong learners. This will require removing barriers to adult learning that relate to cost, accessibility, and interest. State and federal leaders also have a stake in addressing this need as it affects the nation’s ability to compete on a regional and international level.
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8

Leasure, David E., Daniel K. Apple, Amy P. Fulton, and Lucas B. Kavlie. "Adult Learner-Centered and Scalable Online Competency-Based Education." In Handbook of Research on Student-Centered Strategies in Online Adult Learning Environments. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5085-3.ch004.

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Анотація:
The challenges of educating a shifting demographic for a shifting job market, with a solution that enhances educational equity and effectively develops competence, has been demonstrated by WGU's implementation of competency-based education (CBE). WGU's model is scalable and maintains affordability. The chapter presents an idealized model of CBE that extends the practice and analyzes its and WGU's contribution to equitable education, affordability, and scalability. The analysis of the model's contribution to equity highlights the importance of explicitly including identity and personal factors in assessment and evaluation. The idealized model is recommended to improve equity through encouraging self-growth, identity formation, evaluation, and assessment for improvement.
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Witte, Maria Martinez, Azzam Abd-El Naby Ahmed, and James E. Witte. "Partnerships between University and Adult Education Providers." In Adult and Continuing Education. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch081.

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Анотація:
Lifelong learning can be enhanced through the establishment of academic and societal community partnerships. Adults face a multitude of challenges and roles that impact their ability to succeed in a teaching and learning environment. The motivation to pursue learning experiences will also vary and needs to be accounted for when working with the individual adult education learner. Post-secondary institutions can serve to bridge education, research, training, and service to the community. This chapter discusses current practices and advances within partnerships that have been established between university and adult education providers.
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Siarzynski-Ferrer, Kristina, and Greg D. Pillar. "The Importance of Student Services for Adult Learners." In Ensuring Adult and Non-Traditional Learners’ Success With Technology, Design, and Structure. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6762-3.ch010.

Повний текст джерела
Анотація:
Institutions of higher education provide numerous support services to undergraduate students. However, it is debatable that those services assist the adult learner population because most services are structured to assist traditional undergraduate students. Gathering an understanding of factors such as the student's individual needs, age/experience, course modality preference, work, and familial obligations will allow higher education administrators and faculty to provide resources specific to the adult learner. The development of key student services such as tutoring, advising, career development, library services, and counseling with post-traditional adult learners in mind will contribute to the success of all students regardless of demographic and/or individual challenges or situations. This chapter explores how higher education institutions can best support academic success for adult learners in an environment typically designed for traditionally aged students.
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Тези доповідей конференцій з теми "Challenges that affect the adult learner"

1

Jekabsone, Inga, and Ina Gudele. "Challenges of the adult learning sector in context of COVID-19 in Latvia." In 22nd International Scientific Conference. “Economic Science for Rural Development 2021”. Latvia University of Life Sciences and Technologies. Faculty of Economics and Social Development, 2021. http://dx.doi.org/10.22616/esrd.2021.55.012.

Повний текст джерела
Анотація:
The COVID-19 pandemic has affected the way people work and learn in unprecedented ways. Also, the pandemic has moved more business activity online, increasing the need for training and prompting them to build more online trainings. In this time of crisis, a suitable response requires novel ways to enable interaction between adult learners, adult learners and teachers, adult learners and content using online tools so that no one is left behind. In the context of regional development, online adult learning provides economic active inhabitants with wide opportunities since employees are able to a
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2

McGovern, Terry. "Exploratory Study: Digital Badging." In InSITE 2020: Informing Science + IT Education Conferences: Online. Informing Science Institute, 2020. http://dx.doi.org/10.28945/4556.

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Анотація:
Aim/Purpose: To inform educational stakeholders about of the emerging digital educational badging technology, the industry, and how it applies to adult learning. Background: An overview of the developing badging system, concepts, key terminology, advantages, challenges, and examples of badge utilization. Methodology: Exploratory study. Contribution: Makes known how the current state of the badging system, its fit with adult learning theories, its features, its issues, and offers avenues for future research. Findings: Digital badges align well with adult learning theories. Badges can improve ad
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