Functional Communication in Adult Education: A Learning Community Method.

Autor/in	White, Ken W.
Titel	Functional Communication in Adult Education: A Learning Community Method.
Quelle	(1989), (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Education; Communication Skills; Daily Living Skills; Information Dissemination; Learning Processes; Learning Theories; Teacher Student Relationship; Teaching Methods; Theory Practice Relationship + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Kommunikationsstil; Alltagsfertigkeit; Informationsverbreitung; Learning process; Lernprozess; Learning theory; Lerntheorie; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Theorie-Praxis-Beziehung
Abstract	Functional communication emphasizes the uses that communication serves in everyday interaction and places particular importance on the context in which the functions are performed. A practical means for integrating functional communication instruction into adult education environments is the learning community method. Learning community students synthesize knowledge and information from a spectrum of different points of view, concentrate on dialogue and collaborative learning with their instructors and peers, and experience the dominant functional uses of communication in daily life. The general goal of the learning community is to provide a holistic structure through which students can synthesize different subject areas and/or courses and give coherence to their general learning experience. Distinctive features of learning communities include: common themes, a sense of purpose, reduced isolation of faculty members from one another and from students, relating of faculty members to one another as specialists and educators, continuity and integration in the curriculum, and group identity and cohesion. Learning communities also encourage greater intellectual interaction between students, between students and faculty, and between faculty members. Interaction is active and vocal in a learning community setting, not limited to the often mechanical and routinized interaction of traditional lectures, term papers, and examinations. (Sixteen references are attached.) (MG)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC