A look at cognitive and behavioral approaches to learning in the adult classroom.
Written in 2006; 1,970 words; 6 sources; MLA; $ 62.95
Paper Summary:
This paper takes a look at how the rapidly increasing rate of adult learners has forced educators to reevaluate their approach and focus more on cognitive and behavioral approaches to adult learning. This paper shows how research has shown that adult learners synthesize and interpret information different from children and that educators need to adopt new methods of teaching adult learners in a manner that will result in student achievement and excellence.
Contents:
Part I - Analysis of Approaches
Part II - New Methods
Part III - Collaborative Role
From the Paper:
"A cognitive learning approach is also defined y the students preferences or tendencies to organization information varying ways, such as in wholes or in parts, and helps explain the "verbal-imagery style dimension" dictating whether a person "represents information during verbal thinking or in mental pictures" (Sternberg & Zhang, 2001).
The behavioral approach takes into consideration the importance of behavior and how it impacts learning. Behavioral characteristics in the adult can impact learning, in a positive or negative manner, just as they can affect learning in children (Zemke & Zemke, 1986). Behavioral based approaches include emphasizing the importance of adult behaviors. Adults for example, tend to seek out learning experiences "to cope with specific life changing events" (Zemke & Zemke, 1986). Hence the more changing events an adult experiences the more likely they are to seek out additional opportunities to learn, grow and expand (Zemke & Zemke, 1986). Further learning in adults tend to relate to adults perceptions about life changing events; adult learners are more likely to engage in learning experiences as a "means to an end" rather than an "end in itself" (Zemke & Zemke, 1986). Further adult learners prefer to focus on relevant problems, that is problems and solutions relevant to their experiences and their day to day existence (Merriam & Caffarella, 1999)."
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