scholarly journals Empowerment Online: Feminist Adult Learning Strategies

2014 ◽  
Vol 05 (03) ◽  
pp. 141-144
Author(s):  
Regina Juchun Chu
Keyword(s):  
Adult Learning ◽  
Learning Strategies ◽  
Adult Learning Strategies

Leveraging the Power of Diversity in Workplace Learning Strategies

2012 ◽  
pp. 225-243
Author(s):  
Rita C. McNeil
Keyword(s):  
Adult Learning ◽  
Learning Strategies ◽  
Workplace Learning ◽  
Learning Strategy ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Objectives ◽  
Metacognitive Processes ◽  
Personal Skills ◽  
Adult Learning Strategies

Just as adult learning strategies can be categorized into three major learning strategy preference groups (Conti & Kolody, 1998), workplace learning events can also be similarly categorized into a spectrum containing three major clusters: (a) the Navigation Cluster, containing those tasks that require planning, organizing, and structuring of content; (b) the Problem-Solving Cluster, containing those tasks that require innovative creativity or critical thinking skills; and (c) the Engagement Cluster, containing those tasks that require inter- and intra-personal skills required when working in situations that involve others. The purpose of this chapter is to propose an emerging 4-step framework that can be used to guide individuals, educators, and workplace trainers through a process to assist learners in identifying their learning strategies preferences and in leveraging these individual metacognitive processes in order to achieve specific workplace learning objectives.

scholarly journals How female principals nurture adult learning opportunities in successful high schools with challenging student demographics

2020 ◽  
Author(s):  
◽  
Dana Moad Woodward
Keyword(s):  
High Schools ◽  
School Improvement ◽  
Adult Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Performance Standards ◽  
Learning Opportunities ◽  
Missouri School Improvement Program ◽  
Improvement Program ◽  
Female Principals

Based on Cueva's (2010) learning strategies, this study investigated adult learning strategies successful high school female principals use to nurture adult learning opportunities at their schools in the state of Missouri. Public high schools were selected based on their 2019 Missouri School Improvement Program (MSIP 5) performance standards and indicators. Their principals were asked to complete a survey online and self-select to be interviewed. The findings indicated that principals take their role as instructional leaders seriously and seek to use learning strategies for understanding, conversation, and action. The most frequently used adult learning strategy is Nurturing Place while the least used is Creative Expressions. The principals desire more time and resources to help their teachers learn.

Philosopher or Philistine?

2010 ◽  
pp. 23-43 ◽  
Author(s):  
Kerry Lee
Keyword(s):  
Adult Learning ◽  
Learning Strategies ◽  
Adult Educators ◽  
Adult Educator ◽  
Teaching Approaches ◽  
Easy Task ◽  
The One

Integrating adult learning and technology is exceptionally challenging. The one certainty present for adult educators is that they can rely on change and therefore catering for learners’ needs, interests and abilities is no easy task. In order to be effective, an adult educator must be aware of their own philosophy to cater for this ever increasing diversity. Delivery styles and activities need to be reflective of the philosophy held by the educator and their institution. Although a philosophy may be an eclectic mix, there is usually a key underlying belief which is held by the educator and or institution. Learning will occur most naturally when discussion, activities and direction sit comfortably within their identified philosophy. When teaching approaches are contrary to an educator’s philosophy learning cannot be optimized. This chapter outlines well-known philosophies, and teaching approaches which are commonly utilized. By becoming aware of one’s philosophy an educator is thus better able to devise learning strategies and situations which cater for the ever changing learners’ needs.

scholarly journals “Pisando Fuerte”: an evidence-based falls prevention program for Hispanic/Latinos older adults: results of an implementation trial

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Maria Mora Pinzon ◽  
Shannon Myers ◽  
Elizabeth A. Jacobs ◽  
Sherri Ohly ◽  
Militza Bonet-Vázquez ◽  
...  
Keyword(s):  
Adult Learning ◽  
Learning Strategies ◽  
Prevention Program ◽  
Falls Prevention ◽  
Behavioral Risk ◽  
Evidence Based ◽  
Post Intervention ◽  
The Mean ◽  
Leader Training ◽  
Risk Scale

Abstract Background We previously developed Pisando Fuerte (PF), a linguistically and culturally appropriate version of “Stepping On”, an evidence-based fall prevention program building on self-efficacy and adult learning principles. The purpose of this study is to describe the implementation of PF at two community organizations in Wisconsin. Methods PF consisted of 2 h sessions delivered in Spanish over the course of 8 weeks by two trained leaders, at two community sites in Wisconsin. Participants identified strategies for falls prevention and practiced progressive balance and strength exercises. The RE-AIM framework guided the mixed-methods evaluation. Falls Behavioral Risk Scale (FaB) (Outcomes), and uptake of protective behaviors (Individual Maintenance) were evaluated 6 months after completion. Fidelity of delivery (Implementation) was evaluated by an independent assessor for three sessions at each site using a-priori criteria based on key elements of Stepping On. Results Twenty-four Hispanic/Latino individuals, whose primary language is Spanish, were enrolled in two workshops. The mean age was 70.5 years; 71% were female, and five reported a fall in the year prior. Outcomes: There was a non-statically significant decrease in the number of falls per person [RR: 0.33 (95%CI: 0.096–1.13)] at 6 months. There was a statistically significant improvement of the mean Falls Behavioral Risk Scale (FaB) (baseline = 2.69 vs. 6-months post-intervention = 3.16, p < 0.001). Adoption: Barriers to adoption included leader training in English, time to identify Spanish-speaking guest experts, and time to prepare for each session. Implementation: Satisfactory fidelity of delivery was achieved in 69% of the elements; fidelity lapses were more common in the use of adult learning strategies and programmatic aspects. Eighty eight percent of participants completed the program, and 95% of them adequately demonstrated the exercises. Maintenance: At 6 months, 57.9% of participants continued doing exercises, 94% adopted safer walking strategies, and 67% executed at least one home safety recommendation. These results are similar to those seen in the original Stepping On program. Conclusions Our study shows good fidelity of delivery with implementation of “Pisando Fuerte”. Pre-post data demonstrate a significant reduction in falls behavioral risk among Hispanic/Latino participants, similar to results with “Stepping On”. Trial registration ClinicalTrials.gov, NCT03895021. Registered March 29, 2019.

Adult Learning Influence on Faculty Learning Cycle

2014 ◽  
pp. 1252-1280
Author(s):  
Karen Skibba
Keyword(s):  
Adult Learners ◽  
Adult Learning ◽  
Adult Students ◽  
Learning Strategies ◽  
Teaching Practice ◽  
Faculty Members ◽  
Pedagogical Strategies ◽  
Teaching Online ◽  
Qualitative Research Study ◽  
Online Laboratory

The purpose of this chapter is to share results of a qualitative research study that investigated how faculty members learn to teach adult learners using online course delivery. In this study, experienced faculty members needed to learn anew and rethink pedagogical strategies when designing and teaching online delivery formats. Faculty members who are learning to teach are also adult learners who learn through experience. Research themes emerged from interviews regarding how instructors learned to teach adult learners online: (a) adapted to market demand, (b) anchored by adult learning strategies, (c) experimented in online laboratory, (d) evolved from trial and error to collaboration, and (e) rethought pedagogical possibilities. Understanding how faculty members learn to teach adult students online offers great potential to identify the challenges that faculty members face and how they meet these challenges to improve teaching practice. Implications for online professional development practices are discussed.

scholarly journals Strategi Belajar Mahasiswa Tingkat Satu Program Studi Kedokteran Fakultas Kedokteran Universitas Sebelas Maret

2019 ◽  
Author(s):  
Maria Sekar Cahyaningrum
Keyword(s):  
Medical Education ◽  
Adult Learning ◽  
Learning Strategies ◽  
Teaching Methods ◽  
Learning Approach ◽  
Pedagogical Approach ◽  
New Learning ◽  
Long Time ◽  
The Right ◽  
Pedagogical Learning

Universities and lecturers had been applying pedagogical approach for a very long time before it was decided that medical education should use the adult-learning approach a few decades ago. Applying adult-learning approach in medical school comes with a consequence: students must adapt to the new learning methods because they had only experienced pedagogical learning in elementary, middle school, and high school. This is a task for the educators – to help students’ transition from pedagogical learning to adult learning. To accomplish this task, the educators must know what are the students’ preferred learning strategies. This research aims to determine students’ most preferred learning strategies so that the educators can choose the right teaching methods to help the transition.

Adult Learning Influence on Faculty Learning Cycle

2012 ◽  
pp. 263-291
Author(s):  
Karen Skibba
Keyword(s):  
Adult Learners ◽  
Adult Learning ◽  
Adult Students ◽  
Learning Strategies ◽  
Teaching Practice ◽  
Faculty Members ◽  
Pedagogical Strategies ◽  
Teaching Online ◽  
Qualitative Research Study ◽  
Online Laboratory

The purpose of this chapter is to share results of a qualitative research study that investigated how faculty members learn to teach adult learners using online course delivery. In this study, experienced faculty members needed to learn anew and rethink pedagogical strategies when designing and teaching online delivery formats. Faculty members who are learning to teach are also adult learners who learn through experience. Research themes emerged from interviews regarding how instructors learned to teach adult learners online: (a) adapted to market demand, (b) anchored by adult learning strategies, (c) experimented in online laboratory, (d) evolved from trial and error to collaboration, and (e) rethought pedagogical possibilities. Understanding how faculty members learn to teach adult students online offers great potential to identify the challenges that faculty members face and how they meet these challenges to improve teaching practice. Implications for online professional development practices are discussed.

Sign in / Sign up

Export Citation Format

Share Document