Towards this end, educators could adopt the use of self-produced online videos as reflective journals in a bid to respond to the broad range of learning styles in their classrooms. The technique has been used to boost informal learning and active learning in teacher education (Clarke, 2009) as well as in hospital ICUs (Brandt & Hillgren, 2005)
Towards this end, educators could adopt the use of self-produced online videos as reflective journals in a bid to respond to the broad range of learning styles in their classrooms. The technique has been used to boost informal learning and active learning in teacher education (Clarke, 2009) as well as in hospital ICUs (Brandt & Hillgren, 2005)
, does not reinforce active learning; it only does when used in a manner that allows for student interactivity and hence, suits an individual learner's learning preferences/style. This perhaps explains why such techniques as the use of video in the delivery of lectures (Karns, 2006) and lecture webcasting, though quite popular, often have insignificant effects on learning outcomes
0 technologies have continued to gain prominence in learning settings. Worryingly, however, most of these have focused on bettering the academic domain (the teaching process), and have to a large extent ignored the students' domain (the learning process) (Kuhn, Russell-Bennett, and Rundle-Thiele, 2010)
Teaching Video-Journal to Adult Learners It is a widely-accepted fact that the process of reflection is a fundamental construct of transformative learning, allowing learners to make deeper meaning of their life experiences, attitudes, and assumptions by linking the same to the conceptual models and theories of their actual practice (Lamb, Lane & Aldous, 2013)
Journaling has conventionally been used to facilitate this process. Written journals have been commonplace in this regard, but video journals are fast gaining prominence, particularly in the context of adult learners, who, as research indicates, "prefer that their mode of reflection be verbal, rather than writing" (Parikh & Janson, 2012, p
However, the focus of andragogical measures is to engage the students, and to facilitate self-directed learning (Gibbons and Wentworth, 2001). This methodology assumes that the participants have a bevy of experience and information which they can contribute to a discussion about a certain subject that will actually enhance the facilitation of learning about it (Barton, 2007)
If doing so requires a different instructor, then the session will simply have two such educators. However, the focus of andragogical measures is to engage the students, and to facilitate self-directed learning (Gibbons and Wentworth, 2001)
Adults end up failing to excel in their careers without degree behind them. Life therefore seems to be very hard for the adult learner, (Lisa Ruffino, 2010)
Schedules are important for each week and an entire semester. The plan for the week's activities should contain only short-term goals that should be achieved in a particular week (Douglas, 2010)
Having a flexible mindset also means that one ensures that they build on extra time which will be used for the management of obstacles that are often unseen. On one's time there should be room for the unforeseen obstacle and therefore adequate planning is important as a time management tool (Dumbauld,2010)
The adult learners feel that they can not support their family while working and attending classes every day. This is a challenge as they find it difficult to keep up with school as to get good grades to ensure that they progress (William, 2003)
For the purpose of the literature review, the author reviewed foundational adult learning theories and models and believed the Update on Adult Learning series (Merriam et al., 2007) was the best choice; it was selected "for its comprehensiveness, scope, recentness, and focus on adult learning theories and models without the endorsement of a dominant framework" (Roessger, 2012, p
A second important teaching strategy for the adult facilitator is involves problem-based learning activities whereby students, presented with a unique anecdotal problem work collaboratively to reach viable solutions. The case study provides adult students with opportunities to work with various situations involving narratives to realize improved retention and recall (McKeachie, 2002)
(2006) identify several important strategies for facilitators when working collaboratively with adult learners. Firstly, as a knowledge transmission device, the lecture should present the course content and other important information, but should not exceed a 20 minute window; this helps learners focus on key concepts and ideas, but allows for some flexibility in scheduling (Ota et al
One of the most important things about these adult learners is their persistence in continuing to obtain higher education when, where, and how they can. This persistence pays off for some, but many also become discouraged and do not obtain credit in the classes that they want or need to take (Donaldson & Graham, 1999)
The difficulties that many adult learners face include spouses that do not think they need to return to college, bad study habits, mixed feelings about college from poor experiences early on, child-care issues, financial problems, and a lack of faith in their own abilities. Because of this, they have different needs and these needs should be addressed by both college faculty and the researchers that study these students (Justice & Dorman, 2001)
They should be well convinced of the fact of benefits of these changes to the organization as a whole. (Brockett, 1983, p
The rate of committing mistakes among adult learners is seemingly less and such one often strives to be more exact. (Brookfield, 1986, p
The formulation and solutions of problems require utilization of the information technology tools. (Caffarella, 2002, p