Managing Instructional Strategies in Classrooms with Adult Learners

Autor/in	Bengo, Nadia Marilia de Abreu
Titel	Managing Instructional Strategies in Classrooms with Adult Learners
Quelle	In: Journal of Continuing Higher Education, 68 (2020) 2, S.71-83 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-7363
DOI	10.1080/07377363.2020.1712578
Schlagwörter	Adult Students; College Faculty; Undergraduate Students; Student Centered Learning; Student Characteristics; Andragogy; Self Concept; Learning Readiness; Teacher Background; Teacher Student Relationship; Nontraditional Students; Young Adults; Student Motivation; Classroom Techniques; New York + Suchen Sie Ihr Suchwort? Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Fakultät; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Andragogics; Andragogik; Selbstkonzept; Lernbereitschaft; Teacher student relationships; Lehrer-Schüler-Beziehung; Young adult; Junger Erwachsener; Schulische Motivation; Klassenführung
Abstract	Based on self-concept, role experience, and readiness to learn andragogy's assumptions, this phenomenological research identifies the types of instructional strategies that professors use in a mixed undergraduate classroom to benefit traditional students' and adult learners' active participation in the classroom. The majority of studies emphasize that professors tend to manage instructional strategies, such as lecture or presentations, in mixed undergraduate classrooms mainly by focusing on traditional students' characteristics such as age, role experience, expectations, and motivations. The findings of this study indicate that professors who have more adult learners in their mixed undergraduate classrooms tend to adapt and apply student-centered strategies, such as interactive lectures, group discussions, or debates in higher level classes, based on both traditional and adult learners' characteristics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01