What about adult learners?

1983 ◽  
Author(s):  
Morris T. Keeton
Keyword(s):  
Adult Learners

Socio-demographic influences on language structure and change: Not all learners are the same

2016 ◽  
Vol 39 ◽  
Author(s):  
Till Bergmann ◽  
Rick Dale ◽  
Gary Lupyan
Keyword(s):  
Adult Learners ◽  
Large Share ◽  
Demographic Differences ◽  
Language Structure

AbstractThe Now-or-Never bottleneck has important consequence for understanding why languages have the structures they do. However, not addressed by C&C is that the bottleneck may interact with who is doing the learning: While some languages are mostly learned by infants, others have a large share of adult learners. We argue that such socio-demographic differences extend and qualify C&C's thesis.

Learning Motivation of Adults Involved in AAC Intervention

2011 ◽  
Vol 20 (2) ◽  
pp. 69-74 ◽  
Author(s):  
Amber Thiessen ◽  
Christy Horn ◽  
David Beukelman ◽  
Sarah E. Wallace
Keyword(s):  
Adult Learners ◽  
Augmentative And Alternative Communication ◽  
Learning Motivation ◽  
Alternative Communication ◽  
Key Characteristics

Abstract The augmentative and alternative communication (AAC) personnel framework identifies the various types of people involved in successful AAC interventions. The purposes of this article are to summarize information in the AAC intervention literature that documents the role and impact of various AAC personnel, describe key characteristics of adult learners, and review research that focuses on learning motivations and preferences of adults within the AAC framework.

Television Viewing Behavior Among Adult Learners

2011 ◽  
Vol 3 (10) ◽  
pp. 1-2
Author(s):  
G.umapathi G.umapathi ◽  
◽  
Prof. K. Sudharani Prof. K. Sudharani
Keyword(s):  
Adult Learners ◽  
Television Viewing

Basic Andragogy-Oriented Strategies and Communication in Online Education

2020 ◽  
Vol 26 (2) ◽  
pp. 350-356
Author(s):  
Anca Sîrbu
Keyword(s):  
Adult Learners ◽  
Online Education ◽  
Social Status ◽  
Rapid Onset ◽  
Learning Goals ◽  
The Novel ◽  
Academic Education ◽  
Online Instructors ◽  
New Methods ◽  
The World

AbstractWith the rapid onset of an unprecedented lifestyle due to the new coronavirus COVID-19 the world academic scene was forced to reform and adapt to the novel circumstances. Although online education cannot be regarded as a groundbreaking endeavour anymore in the21st century, its current character of exclusivity calls for deeper understanding of, and a sharper focus on the “end-consumer” thereof as well as more cautious procedures to be exercised while teaching. While millennials are no longer thought of as being born with a silver spoon in their mouth but with an iPad or any sort of device in their hand (irrespective of their social status), adults are more hesitant when coerced to alter course unexpectedly and turn to new methods of attaining their learning goals. This is why proper communicative approaches need to be thoroughly considered by online instructors. This article aims at presenting teachers with a set of strategies to employ when the beneficiaries of online academic education are adult learners.

Article Review: The Impact of Fun and Enjoyment on Adult Learning

2019 ◽  
Vol 1 (2) ◽  
pp. 96
Author(s):  
Laily Yahya
Keyword(s):  
Adult Learners ◽  
Adult Learning ◽  
Teaching And Learning ◽  
Educational Programme ◽  
Continuous Quality ◽  
Teachers Beliefs ◽  
Critical Issues ◽  
Affective Experiences ◽  
The Impact

The article review of ‘The Impact of Fun and Enjoyment on Adult Learning’ (Lucardie, 2014) opens doors to the kaleidoscope of fun and enjoyment amongst adult learners. The essence of this review is an informative snapshot on the critical issues of how fun and joy have impacted adult learning through a qualitative research drawing upon traditions of phenomenology. It aims to explore the affective experiences of fun and enjoyment. This article review attempts to highlight an insightful assessment of the ideas and the arguments that are being discussed by the author. The different interpretation of this concept draws out contrasting elements between learners and teachers’ beliefs. A twist to this review is a reflective stance procured to address central issues emerging in the article related to the Malaysian context. It is through the lens of the reader, Continuous Quality Improvement (CQI):4R is proposed. This refers to the process of continuously improving the quality of teaching and learning of an educational programme. This review concludes with the framing of CQI:4R to illustrate reflect, revisit, realign and reconstruct processes that could possibly navigate the architectural landscape of the Malaysian Teacher Education.

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