Reaching Adult Learners through the Entry Point Framework and Problem-Based Learning in a Croquet-Based Virtual Environment

2005 ◽  
Author(s):  
B. Dara-Abrams
Keyword(s):  
Adult Learners ◽  
Virtual Environment ◽  
Problem Based Learning ◽  
Entry Point

Adult Learning and Virtual Worlds Simulations

2010 ◽  
pp. 252-261
Author(s):  
Michele D. Estes ◽  
Randell Snow
Keyword(s):  
Adult Learners ◽  
Adult Learning ◽  
Public Space ◽  
Virtual Environment ◽  
Virtual Worlds ◽  
Future Research ◽  
Cultural Dissonance ◽  
Research Directions ◽  
Future Research Directions ◽  
Intellectual Skills

This chapter will explore conditions for meaningful adult learning and explain how virtual environments and in-world simulations enable or discourage the development of intellectual skills in adults. Adult learners possess particular characteristics that should influence instructional designs. Issues that affect learning in the real-world are also found in the virtual world. Particular problems of cognitive and cultural dissonance in the virtual environment, finding and creating meaningful simulations, and protecting the fidelity of authentic simulations in a public space are discussed. Recommendations and future research directions are provided.

scholarly journals IMPLEMENTASI METODE PROBLEM-BASED LEARNING (PBL) UNTUK OPTIMALISASI STUDENT-CENTERED LEARNING (SCL) DI PERGURUAN TINGGI

2017 ◽  
Vol 3 (1) ◽  
pp. 76
Author(s):  
Putu Santi Oktarina
Keyword(s):  
Adult Learners ◽  
Learning Styles ◽  
Learning Process ◽  
Teaching And Learning ◽  
Social Activity ◽  
Problem Based Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Concrete Experience ◽  
Definition Of

<p><em>Students at higher education institutions are definitely adults who should be encouraged and given motivation </em><em>to be</em><em> the 'adult' learners. Each student has diverse characteristics that will make them ultimately bring different perspectives to the class (different types of backgrounds, learning styles, experiences, and aspirations). Therefore, educators are no longer possible to use conventional methods in cultivating the values to students to get them to be adult learners. The psychological condition of adults will encourage the teaching and learning process to be more directed to the Student-Centered Learning. This method is built on the principles of active learning constructive, some social activity, mental reflection, implementation of prior knowledge, and so forth. The learning process is a reflection cycle (about what happened), the idea of a thing (or something that needs to be tested), action (trial to do something), and outcomes (concrete experience). Problem-Based Learning method is an option that can be used to support the activities of Student-Centered Learning for the use of problems in the learning process can trigger the curiosity of students that will lead them to be able to solve their own problems by giving a definition of a certain problem and specify the collected information. In this way, students will try to associate the information they have and be able to specify the topics they will learn more.</em></p>

scholarly journals Problem-based Learning and Theories of Teaching and Learning in Health Professional Education

2016 ◽  
Vol 4 (1) ◽  
Author(s):  
Rebecca E Gewurtz ◽  
Liliana Coman ◽  
Shaminder Dhillon ◽  
Bonny Jung ◽  
Patty Solomon
Keyword(s):  
Adult Learners ◽  
Health Professional ◽  
Prior Knowledge ◽  
Curriculum Design ◽  
Professional Education ◽  
Teaching And Learning ◽  
Problem Based Learning ◽  
Health Professional Education ◽  
Active Engagement ◽  
Education Programs

Although problem-based learning (PBL) has been linked to several theories of teaching and learning, how these theories are applied remains unclear. The objective of this paper is to explore how theories of teaching and learning relate to and can inform problem-based learning within health professional education programs. We conducted a scoping review on current theories of teaching and learning and considered their relevancy to the problem-based learning approach. The findings suggest that no single theory of teaching and learning can fully represent the complexity of learning in PBL. Recognizing the complexity of the PBL environment and the fluidity between theories of teaching and learning, we proposed eight principles from across 11 theories of teaching and learning that can inform how PBL is operationalised in university-based health professional education: 1) Adult learners are independent and self-directed; 2) Adult learners are goal oriented and internally motivated; 3) Learning is most effective when it is applicable to practice; 4) Cognitive processes support learning; 5) Learning is active and requires active engagement; 6) Interaction between learners supports learning; 7) Activation of prior knowledge and experience supports learning; and 8) Elaboration and reflection supports learning. These eight principles provide the foundation for curriculum design recommendations relevant to PBL within university-based education programs. Specifically, our findings suggest that active engagement and interactions should be encouraged, that students should be prompted to activate their prior knowledge and experiences, and that elaboration and reflection on learning is critical. The small group format of PBL can facilitate this engagement if students question each other, consider alternative perspectives, and are actively involved in setting learning objectives. Further research is needed to develop the empirical basis for these principles and examine if PBL is an effective approach for implementing these principles.

Problem Based Learning for US and Japan Students in a Virtual Environment

2012 ◽  
pp. 479-488 ◽  
Author(s):  
Dana M. Barry ◽  
Hideyuki Kanematsu ◽  
Yoshimi Fukumura ◽  
Toshiro Kobayashi ◽  
Nobuyuki Ogawa ◽  
...  
Keyword(s):  
Virtual Environment ◽  
Problem Based Learning

TEACHING URINARY SYSTEM ANATOMY AND PHYSIOLOGY IN AN INTEGRATED VIRTUAL ENVIRONMENT WITH A PROBLEM-BASED LEARNING (PBL)

2021 ◽  
Author(s):  
Jorge Navarro-Dorado ◽  
Belén Climent ◽  
Vítor Samuel Fernandes ◽  
Marina Hernández-Martín ◽  
Claudia Rodríguez-Prados ◽  
...  
Keyword(s):  
Virtual Environment ◽  
Problem Based Learning ◽  
Urinary System ◽  
Anatomy And Physiology

Adult Learning and Virtual Worlds Simulations

2011 ◽  
pp. 1270-1279
Author(s):  
Dr. Michele D. Estes ◽  
Mr. Randell Snow
Keyword(s):  
Adult Learners ◽  
Adult Learning ◽  
Public Space ◽  
Virtual Environment ◽  
Virtual Worlds ◽  
Future Research ◽  
Cultural Dissonance ◽  
Research Directions ◽  
Future Research Directions ◽  
Intellectual Skills

This chapter will explore conditions for meaningful adult learning and explain how virtual environments and in-world simulations enable or discourage the development of intellectual skills in adults. Adult learners possess particular characteristics that should influence instructional designs. Issues that affect learning in the real-world are also found in the virtual world. Particular problems of cognitive and cultural dissonance in the virtual environment, finding and creating meaningful simulations, and protecting the fidelity of authentic simulations in a public space are discussed. Recommendations and future research directions are provided.

Learn in Your Avatar

2013 ◽  
pp. 78-88
Author(s):  
Mimma Sayuti Mat Khalid ◽  
Raja Maznah Raja Hussain
Keyword(s):  
Adult Learners ◽  
Learning Curve ◽  
Virtual Environment ◽  
Virtual Worlds ◽  
Teaching And Learning ◽  
Lessons Learned ◽  
Learning To Learn ◽  
Steep Learning Curve ◽  
Self Reflection ◽  
Knowledge Framework

A Malaysian Smart School document has vividly described components that will make up future classrooms in 2020. Nonetheless, such components can currently be implemented using Virtual Worlds (VW), specifically Multi-User Virtual Environment (MUVE). Integrating virtual worlds effectively in teaching and learning can be very daunting, especially when the tool requires a steep learning curve on the part of the teacher. This chapter aims to describe a teacher’s journey of integrating Virtual Worlds or MUVEs in her teaching and learning, both for adult learners and Malaysian secondary school. The technology integration is based on continuous self-reflection of TPACK (Technological, Pedagogical and Content Knowledge) framework. The description will include the strategies used in learning to learn; learning to teach in virtual worlds; and also lessons learned during the learning process of using the technology.

Sign in / Sign up

Export Citation Format

Share Document