Addressing the Neglected Needs of Rural Learners.

Autor/inn/en	Bloodsworth, Gaston; Fitzgerald, Doris
Titel	Addressing the Neglected Needs of Rural Learners.
Quelle	(1994), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Classroom Environment; College Instruction; College Students; Educational Change; Educational Needs; Educational Strategies; Higher Education; Learning Strategies; Rural Education; Rural Urban Differences; Teaching Methods; Urban Education; South Carolina + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Hochschullehre; Collegestudent; Bildungsreform; Educational need; Bildungsbedarf; Lehrstrategie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Ländliche Erwachsenenbildung; Stadt-Land-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Stadtteilbezogenes Lernen
Abstract	This paper examines the educational needs of rural students and suggests ways that college programs can be adapted to the learning characteristics of rural students. Rural students are likely to be global learners, have a strong preference for cooperation, view learning as a social experience, have an aversion to individual recognition, experience difficulties with arbitrarily-set time frames, prefer to have information transmitted orally and in a social setting, exhibit a tendency toward subjective conclusions, and have a sense of powerlessness concerning events and the environment. Two South Carolina state universities modified graduate and undergraduate courses to address the learning characteristics of rural students by including a highly detailed syllabus describing course objectives; utilizing small group work; emphasizing group recognition for team work and activities; promoting an informal class environment; encouraging students to work at their own pace; focusing on oral discussions; relating learning concepts to life experiences; and giving students choices about how to approach, organize, and present assignments. This teaching approach is considered both cost and energy efficient and promotes meaningful learning for rural as well as urban students. (LP)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC