Adult learners

Computer-based instruction, or CBI, is widely used to deliver content to learners of all ages. Although this form of instructional delivery has become nearly ubiquitous, levels of effectiveness of CBI vary, particularly when considering computer-based instruction for adults. In 2005, researchers Janis Lowe and Elwood Holton, III developed a theory regarding the elements necessary for an effective CBI experience with adult learners and then drew five conclusions based on their investigation. Lowe and

teacher transmits knowledge to receptive but passive children, andragogy offers an alternative for adult learners. Malcolm Knowles (1970), andragogy 's most famous proponent, argued that adults are self-directed, problem-solving learners whose life experience constituted a significant learning resource. Instead of the traditional hierarchical relationship between the student and teacher, the adult learner acts as a full participant in his or her education. Thus, influencing the curriculum and learning

Engaging the Adult Learner Jeffery Collins COLL100 B100 Fall 14 American Military University Dr. Gibson Engaging the Adult Learner Engaging adults during the learning process is an action that encompasses the use of skills to conquer their concentration and interest. The engagement is performed to ensure the adult learners will immediately identify with the information and the objective of the teaching. Once the identification and objectivity is formed learning is able to proceed. Therefore,

young adults are capable of today. The gadgets and gizmos available now would only be dreams then. Technology, and the ever growing availability of mobile technology, has moved us light years ahead from the days of learning solely by experience, hardbound books and in brick-and-mortar learning establishments. However, there seems to be a growing gap between the knowledge necessary to succeed in life, and the things learned and available yesteryear. Today more than ever, adult learners

and uncritical acceptance of experience. Learning to re-evaluate and re-story prior learning experiences can lead adults to make sense of their experience and find a new awareness of identity. Transformative learning or a transformative shift happens to many adult learners, but not all. The problem for many adult learners is that transformational learning, narrative learning, frame adult experiences in ways that they may be unfamiliar. These types of learning can involve a simple transformation of

This paper will discuss the program goals and learning outcomes aligned to the goals that meet the instructional-level needs of adult learners; subsequently, it will provide insight into contextual application designed to increase retention. It will display the instructional content and identify resources utilized in the face-to-face delivery method with the justifiable reason for the method; henceforth, there will be the inclusion of relevant examples contained in the paper. A presentation of the

computer (Jones, 1997). Although the motivation for enrollment and retention in an online program for adult students is discussed in the literature review, the types of instruction may vary from simple correspondence or asynchronous communication through electronic mail, chat rooms for classroom discussion, and video-taped classes. Online programs and virtual universities are an answer to adult students who are very busy with their lives in their careers and family life and cannot or will not attend

asked the participants to respond with a number valued 0 to 10; 0 meaning total disagreement and 10 was total agreement. The interviews were audio recorded on my laptop computer and I obtained consent from the participants. Findings Theme Among adult learners engaged in purposeful learning activities, prior successful experiences led to a strong sense of self-efficacy in their learning that enabled them to overcome situational barriers to learning that arose. Supporting Data Alyse shared what prompted

the needs of adult students and hold their interest. Engaging an adult learner with programming modifications isn’t the only challenge faced. The time involved in acquiring a degree plays heavily on how long an adult stays engaged. Multiple demands on an adult learner make it difficult to juggle everything and stay motivated. Jovita Ross-Gordon states that “courses, certificates & degrees should be designed to be completed in a time frame [which are] more responsive to adult learners lives “(Ross-Gordon)

Adult Learners 1 Characteristics of Adult Leaners Roles and Characteristics Analysis W. Shawn Bain EAD 510 Professor Singleton, C. October 27, 2015 Adult Learners 2 Introduction Malcolm Knowles pioneered the study of adult education. In Lee’s book, The adult learner: Neglected no more. Training. (Lee, 1998). The term Malcolm used to describe this form of study of adults is called androgyny. Some of the assumptions that Knowles studied were self-concept, experience, readiness