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Diversity of learning styles
Diversity of learning styles
Literature review on learning styles
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In my interview I had the pleasure of conversing with an individual that was not only an adult learner but now also operates as an adjunct professor for adult learners at a university. Some might not realize the parallels of adult learners and yet still there are vast differences that impact both. It was refreshing to find an individual that was able to succeed as a professional, a student and most recently a professor at the same time. My goal is to introduce you my amazing interviewee and paint a vivid picture of his journey, his growth and through his challenges along the way. Surprisingly this interaction was able to take a lot of excuses and reasons of why a person would be to busy to go back to school.
After a 60 minute interview with Dr. Rob Geis, Director of Procurement at BayCare Health System, I was ready to take on the world. Dr. Geis completed his Masters and Doctoral degree at State University while working at BayCare. After completing the two advanced degrees he was promoted to Director. Currently he teaches two online classes at The University of Phoenix on Health Care management and procurement. As a director at BayCare Health System he has to hold trainings for potential vendors and current vendors along with the training sessions for employees that will directly intervene with the vendors of the behalf of the Health System. It was inspiring to see someone who has successfully blended three different adult learner experiences together; a student, corporate trainer, and adjunct professor.
Adult learning environments are quite different in the corporate world vs. an educational setting. Both can be in found in a lecture hall settings and both can have distracted learners; however there are ...
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After my time with Dr. Geis several questions and personal reflection of his journey began to rise. What pushes a man in his early 50s to go back to school to pursue a masters and then a Ph.D. while maintaining a successful career at a large corporation. Our lives are filled with excuses, disguised as reasons, why we can’t do or complete something. When in reality we only need one motivating force to overcome them all and accomplish our goals. Sometimes the fear of starting something again that we haven’t done for sometime causes us not revisit out past failures or incomplete goals in our lives. In one meeting with an exceptionally driven individual my commitment to overcoming obstacles is at an all-time high. Knowing that I only need one reason to succeed and an uncompromising commitment to overcome I am excited to see my future and reflect on my own journey.
There have been many factors that have led Coastal Medical Center to their current position, however, most of these problems stem from the former chief executive officer, Ron Henderson. During Mr. Henderson’s...
What did you find helpful about her process of “waking up” and self-education? How is your process of “waking up” similar and different from hers? What are some next steps for you? Be sure to refer to things you’ve learned this semester that have impacted you in this process of “waking
“It always seems impossible until it’s done”. This quote from Nelson Mandela comes to mind when describing why I aspire to become a Physician Assistant. It has always been a great motivation and inspired me not to get discouraged with failure; rather look forward for your goals. Frequently, it takes many trials and lack of success as well as achievements, for one to truthfully discover him/herself. I instinctively progressed through the motions of life. Many options were available and choosing a career as I grew up kept altering, until one day when I saw how helping other people is my sole purpose of life. Getting to know more of physician assistant drove me into the thoughts of pursuing it as a career.
In the early 1940’s Marie was born into a small tight knit family living in a small rural Kentucky town. Marie is now in her seventies and has led a very interesting life traveling the country, raising four children, and shaping her chosen profession. Our interview sessions were conducted over a period of time, as Marie is very active and has little “free time” to spare.
Adult learner retention continues to hold the attention of adult educators in every type of program. Although the reasons students leave and the strategies for keeping them may differ from adult basic education (ABE) to higher education, the goal of retention is the same: to keep learners in programs until they achieve their goals (Tracy-Mumford et al. 1994). In any program, adults are largely voluntary participants, but the student role is just one of many roles and responsibilities competing for their time and attention. In fact, personal reasons such as family problems, lack of child care, and job demands are often cited as the cause of withdrawal. At the same time, adults usually have pragmatic, focused reasons for participating and will leave whenever they feel their goals have been met or if they feel the program will not satisfy their goals. Personal/job factors may seem to be beyond institutional control, whereas program satisfaction is something educators can improve. This Digest provides an updated look at research on retention in adult education and suggests effective practices for different settings.
In order to build any solid structure, a good foundation is required. According to the Merriam Webster dictionary, a foundation is “an underlying base or support, especially the whole substructure of a building, a body or ground upon which something is built” (www.m-w.com). Foundations must be durable to support the structure that is built above. For this reason, the Foundations of Adult Education course delves into various philosophical approaches to adult education and learning. Investigation of behavior theories helps the adult education instructor or trainer develop his or her approach to methods of instruction. In this foundational course on adult education, it is important to discuss the definition of what exactly is meant by ‘adult education’ as well as its purpose and how that has changed throughout its history.
...lings that overcame me: it was the first time I felt as though I was important, the first time I felt as though I was a scholar, and most importantly, the first time I felt as though I belonged. I want to be an active voice on campus and in the classrooms; I want to be a role model to the diverse student body; I want to branch out with the opportunity given by GS; and most of all, I want to grow into the leader I dream to become.
The healthcare industry offers a lot of opportunities. Like mentioned above, anyone can choose to be a doctor, a physician, a chief executive officer, a chief financial officer, a nurse supervisor, just to name a few (Princeton, 2013). But particularly, there is a field that is filling a lot of us with excitement today, a field that was so secluded only few find themselves in it; a field which we believe is
Aging and being old was dominated by negative characteristics and conditions such as illness, depression, and isolation for a long time (Eibach, Mock, & Courtney, 2010). At first glance the terms “success” and “aging” seem to be in conflict to each other. When asking people about aging, their answers have many facets that are also found in psychological definitions: successful aging is seen as health, maturity and personal growth, self-acceptance, happiness, generativity, coping, and acceptance of age-related limitations. In the psychological sense successful aging is also often seen as the absence of age-associated characteristics (Strawbridge, Wallhagen, & Cohen, 2002). It seems that successful aging means is not aging.
The facilitation of this model allows adult learners to be active and self-directed in their learning.
...of adult students increases, it is critical to understand the importance of the philosophies of adult learners. Adult learners have more responsibilities than the traditional student and many have different motives for pursuing an education. For example, many jobs require adults to return to college to receive a promotion. Some require this for additional job training while others may require this because the position requires a specific degree. While learning theories have been the primary focus of discussion thus far, it is time take a closer look at teaching philosophies. For the purposes of this section, we will examine the results of the Principles of Adult Learning Scale survey, and how it relates to personal teaching styles. In addition, the paradigms of liberal and behaviorist teaching styles will be discussed as it relates to teaching philosophies.
An effective mentorship program and succession plan are crucial because the leaders in the health care industry are faced with high demands to make significant transformations in their organizations so as to match the pressures of providing cost-effective and high-quality care (Shanbhag, et al.,2016).
This education program was created using Benner’s (1984) Novice to Expert Theory as its framework. This theory was selected as it incorporates both the complexity and responsibility of nursing, which necessitates continuing career development. This theory also offers a way to recognize and measure the differences between the experienced nurse and the novice nurse (Benner, 1982).
Passion for learning and helping other to learn have been with me through various stages of my personal and professional life. Continuing education is my lifestyle. Therefore, I chose a career path that adult is leaning as its heart. I am talking here about my role as training and development specialist in my organization who should facilitate learning and educational activities to help my colleagues perform their work better and progress in their career. However, there are a number of challenges assorted with my job as a trainer or educator dealing with adult learners, and I should be aware of the most common ones and think of the best strategies to deal with and get the desired learning results.
In addition, there is the issue of delivering flexible learning arrangements that can fit into working adults’ lives. Most adults have limited time to invest in after-working-hours formal learning, as they find themselves already over-scheduled with family obligations on top of work. According to a recent OECD study on adult learning policies and procedures (2005), “shaping delivery of learning programs to match adult learners’ specific needs … can improve the motivation of those who find either no reason for or obstacles to participation.” In light of this, I have ...