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The advantages and disadvantages BETWEEN online and traditional learning
The advantages and disadvantages BETWEEN online and traditional learning
Disadvantages of online learning
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Courtney I have to agree with your first characteristic, the adult learners have “readiness to learn things that are relevant to their job and personal life”. We are more motivated to learn something when we are sure that we would have a used for it. As we become older, time is more valuable and we are more motivated to use it more wisely.
In regard of your past experience with classes that you have taken in the past and how your performance was different when the information your learning were relevant to your interest or career, According to David Crawford, “Adult learners view learning as most desirable when it is relevant and can be used currently rather than as something to be accessed in the distant future” Crawford, D. L. The Role of Aging in Adult Learning: Implications for Instructors in Higher Education (2004,December)
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Learning in general in fund but it is more interesting when we are certain that we are will utilize the information in the near future Crawford, D.
L. The Role of Aging in Adult Learning: Implications for Instructors in Higher Education (2004,December)
http://education.jhu.edu/PD/newhorizons/lifelonglearning/higher-education/implications/
Merriam, S.B., Caffarella, R.S. &Baumgartner (2007) Learning in Adulthood: A comprehensive guide, san Francisco, CA:Jossey-Bass
[According to a cohort participant,] cohorts are created not born. They are successful when everyone works collaboratively and collectively on improving their own and others' learning experiences. It takes self-responsibility, patience, courage, humor, commitment, sensitivity, and a lot of hard work to create such an enriching learning experience for everybody. (Nesbit 2001, p. 3)
How to attract and retain adult students is an enduring question for providers of adult education. Adult students must juggle competing demands on their time from study, family, work, and other commitments; their learning goals are often different from those of educational institutions and providers; and their needs and aspirations may change during the education process, sometimes as a result of it. This Brief reviews recent research related to adult student recruitment and retention and provides guidelines for recruiting and retaining adult learners.
Adults are self-motivated. They learn best by building on what they already know and when they are actively engaged (Lindeman, 2010). The approach of adult education revolves around non-vocational ideals and is based on experience rather than subjects (Lindeman, 2010). It helps adults gain knowledge about their powers, capacities, and limitations (Funnell et al, 2012).
Many students, including myself are entering college for the first time in our lives. They experience things alien to them and have to deal with an exorbitant amount of anxiety and stress. A major stressor that stands out is learning the academic way of thinking. Reading rhetorically and writing in a formal and academic manner are terms that, until now, were entirely foreign to me. At the high school level, many students are not exposed to these processes. Plain and simple, they just don’t experience this type of thinking and learning. This in turn causes an almost fight and flight response on the student’s part. Many students that struggle through these concepts give themselves the opportunity to stand or fall on their own accord, while others shut down and leave their education in the hands of chance. Students who experience this form of struggle are usually faced with the fear of asking for help.
Mirriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A
Edward Lindeman is thought by many to be the founder of contemporary adult education. His work in the area of adult education included the writing of articles, books, public presentations, assistance in the collegiate system as a lecturer of social work and as an associate pastor in the church (Brookfield 1986). Lindeman and Martha Anderson traveled to observe and analyze the German Folk High School system and the worker’s movement. Consequently, Lindeman and Anderson’s comparative research lead to the breakthrough of the German perception of andragogy. Their studies define andragogy as the “true method of adult learning” (1986). In 1968 at Boston University, the initial use of the term “andragogy” to attain prevalent notice of adult instructors occurred when Malcolm Knowles who at the time was an instructor of adult education, presented the term via journal article. In his 1970 book publication, he defined “andragogy” as the art and science of helping adults learn. The concept of self-directed learning, or SDL, maintained below reveals Knowles’ definition of SDL:
One theorist that is relevant to this study is Malcolm Knowles’s theory of adult learning. Though Malcom Knowles may not be the first one to introduce adult learning, he was the one that introduced andragogy in North America. (McEwen and Wills 2014). Andragogy means adult learning. The core concept of Knowles’s Adult learning theory is to create a learning environment or awareness for adults to understand why they learn .Knowles developed six main assumptions of adult learners. Those assumptions are the need to know, self- concept, experience, readiness to learn, orientation to learning and motivation. (McEwen and Wills, 2014)
The learning process for adults is never ending and can be very challenging. As an adult educator, teaching adult learners you will face many challenges in the learning process. It is our responsibility to keep the learners engaged, and to help them to realize their full learning potential.
Adult learners need their learning to be timely and relevant. 5. What is the difference between a'smart' and a'smart'? Orientation to learn- It is life centered and focuses on tasks and problems, not subjects.
...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.
As Wlodkowski (2008) contends, most people show consistency throughout adulthood. Traits, habits, modes of thinking, and the ways by which people cope and interact remain stable through old age. In other words, motivations seems stabilize in adult learning which may lead to future participation in education (Gorges & Kandler, 2011). In order to see their values on learning, classifying the four beliefs suggested by Wigfield et al. (2011) is required. Firstly, the attainment value which refers to the importance of activity could be seen from students rational in taking English course. Secondly, the intrinsic value which refers to the enjoyment in doing the activity could be seen on how they respond to the task given by the teacher and their engagement in the classroom activities. Thirdly, utility value which refers to the usefulness of activity for the future can also be seen from their reasons why taking this course. It is assumed that some of them might want to take a higher degree in education, while others want advance in their job. Finally, cost value which refers to effort to finish the activity could be seen from their commitment in learning. Attending class on time is an evidence that they value this English
Teaching the adult student is a great and unique responsibility; Andragogy preaches that teaching the adult learner takes a certain skill set and approach in order to be highly effective. The adult teaching theory and approach is based off the characteristics of the adult student. Andragogy views the adult learner as a very highly motivated student, a student ready and prepared to learn, and a student that comes to class with expectations of learning (Knowles 1984, pg12). With such a capable learner in the classroom the teacher must make the necessary adjustments. When teaching the adult learner, the teacher will have respect for their students and respect the fact that each student will have their own individual learning style. The teacher will also allow the adult student to experie...
As we know, human being keep learning though all their lives, Sometimes I am thinking how we adult learning. In this book, I found them--some related concepts about adult learning and ways to Self-Direct Learning(SDL). Before reading this book. I already knew what is the adult learner is. In China, students who are over 18 years old are the adult in General Principles Of the Civil Law. In some perspectives, University education can be called adult education. It is new for me to learn this knowledge, so I chose the first eight chapters of the textbook.
Children differ from one another. Their ability, skills and potentiality vary; this is because they are unique. According to Henson and Eller (1999),