30 Things We Know for Sure about Adult Learning.

Autor/inn/en	Zemke, Ron; Zemke, Susan
Titel	30 Things We Know for Sure about Adult Learning.
Quelle	6 (1984) 8, (4 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Stellungnahme; Adult Education; Adult Learning; Adult Students; Classroom Techniques; Cognitive Style; Curriculum Design; Student Educational Objectives; Student Motivation; Teacher Student Relationship; Teaching Methods + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adulte education; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Klassenführung; Cognitive styles; Kognitiver Stil; Lehrplangestaltung; Schulische Motivation; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This series of statements offers a synthesis of the body of currently available knowledge about adult learning in the areas of motivation to learn, curriculum design, and the classroom environment. The section on motivation focuses on the role of life-event changes in encouraging adults to seek out learning experiences, adults' motivation to pursue knowledge and skills they can use, and strong motivations to increase or maintain a sense of self-esteem and pleasure. The set of statements concerned with curriculum design highlights adults' preference for single-concept/theory courses over survey courses; the ways adults deal with new ideas in conflict with their belief and value systems; adults' preference for self-directed and self-designed learning projects, multimedia learning experiences, and self-paced instruction; adults' need for how-to and application-oriented information; and positive responses to face-to-face, one-to-one access to an expert. The final section offers information on creating a classroom environment conducive to adult learning by, for example, attending to students' physical and psychological comfort; clarifying and articulating the expectations of both the students and the instructor; promoting dialogue among peers; drawing students out to share their experiences; and balancing the presentation of new material, debate, and discussion, and the sharing of student experiences and time constraints. (LAL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01