Characteristics and Consequences of Adult Learning Methods and Strategies. Practical Evaluation Reports, Volume 2, Number 1

Autor/inn/en	Trivette, Carol M.; Dunst, Carl J.; Hamby, Deborah W.; O'Herin, Chainey E.
Institution	Orelena Hawks Puckett Institute
Titel	Characteristics and Consequences of Adult Learning Methods and Strategies. Practical Evaluation Reports, Volume 2, Number 1
Quelle	(2009), (32 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Learning; Adult Education; Coding; Teaching Methods; Knowledge Level; Skill Development; Student Attitudes; Literature Reviews; Randomized Controlled Trials; Comparative Analysis; Student Participation; Cognitive Style; Search Strategies + Suchen Sie Ihr Suchwort? Adulte education; Adult training; Erwachsenenbildung; Adult; Adults; Education; Adult basic education; Codierung; Programmierung; Teaching method; Lehrmethode; Unterrichtsmethode; Wissensbasis; Kompetenzentwicklung; Qualifikationsentwicklung; Schülerverhalten; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Cognitive styles; Kognitiver Stil; Suchstrategie
Abstract	The effectiveness of four adult learning methods (accelerated learning, coaching, guided design, and just-in-time training) constituted the focus of this research synthesis. Findings reported in "How People Learn" (Bransford et al., 2000) were used to operationally define six adult learning method characteristics, and to code and analyze the relationship between the six characteristics and the study outcomes (learner knowledge, skills, attitudes, and self-efficacy beliefs). The synthesis included 79 studies using either randomized controlled trials or comparison group designs (N = 3,152 experimental group participants and N = 2,988 control or comparison group participants). Results showed that all six adult learning method characteristics were associated with positive learner outcomes, but that learning methods and practices that more actively involved learners in acquiring, using, and evaluating new knowledge and practice had the most positive consequences. Results also showed that the adult learning methods were most effective when used with a small number of learners (< 30) for more than 10 hours on multiple occasions. Implications for professional training and technical assistance are described. The following are appended: (1) Number of Study Participants and Learner Characteristics and Outcomes; (2) Adult Learning Method Practice Characteristics; and (3) Major Findings from the Studies of the Adult Learning Methods. (As Provided).
Anmerkungen	Orelena Hawks Puckett Institute. 18A Regent Park Boulevard, Asheville, NC 28806. Tel: 800-824-1182; Tel: 828-255-0470; Fax: 828-255-9035; Web site: http://www.puckett.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01