Abstract This paper first defines the adult learner and compares that definition with that for the non-traditional student. The paper then address three of the challenges that face the adult learner: work demands, family demands and cognitive changes. Next, this paper addresses some of the ways that schools are assisting adult learners in meeting these challenges. The paper then concludes with some discussion on the writer's experience as an adult learner.
From the Paper "The adult learner is becoming a more common sight in today's classrooms. At one time most common in continuing education classes, adult learners are now returning to school to get their bachelor's degree or master's degree. And interestingly, many of these learners are there because they want to be, not because an employer sent them to learn new skills. There are some challenges, however, that face the adult learner. Many times such students are involved in complex careers that place demands on their time. At other times, they may have families that need attention. And if adult learners are old enough, they may actually face cognitive challenges to the learning process. This paper will first define the adult learner, comparing that definition with that for the non-traditional student."
Abstract This paper discusses the myths and misconceptions of English Language Learners. The paper focuses on the training of Ell teachers, difficulties in teaching Ell and a brief discussion on strategies of effective Ell teaching.
From the Paper "During the last decade, the number of English Language Learners (ELLs) has risen significantly in classrooms all over the US with the increasing diversity of American society. ELLs, as a group, has consistently fared far worse in standardized testing than their peers, especially in the case of language arts tests. Essentially, state tests indicate that ELL students typically score..."
Tags: Myths, Misconceptions, ELL Students, English language learners
Abstract In this paper, the writer presents a study that explores the individual factors and learning situations of two successful second language learners of English and examines the interaction of these variables to investigate how the interaction contributed to successful or less successful language learning. The paper's study shows how understanding characteristics of good language learners (GLLs) requires attention to the contextual surrounding of learning and individual differences of learners including affective factors, cultural variation and developmental stages. The paper explains that increasing our awareness of the need to take individual learner variations into consideration helps to provide better opportunities for learners to enhance their language learning.
From the Paper "The study of individual difference in second language (L2) learning attracted many researchers for a long time as the outcome of L2 acquisition is more diverse than that of a first language (L1) (Segalowitz, 1997, p. 85). In the 1970s, identifying the characteristics of successful or good language learners (GLLs) was increasingly augmented for exploring the ways of empowering less successful language learners to become more effective in their learning. Early investigations into GLLs focused on the effects of learners' individual characteristics such as age, motivation, affects, attitudes, and learning strategy use on the outcome. The general findings of these studies indicate that motivation and attitudes are strong predictors of successful 2L learning (Norton & Toohey, 2001, p. 309) and that GLLs use more learning strategies or more appropriate application of strategies to the learning task (Gan, Humphreys & Hamp-Lyons, 2004, p. 230)."
Tags: acculturation, motivation, interaction, proficiency, communication
Abstract This paper explains that variations in the approaches to adult education and its delivery systems must be compatible with the results-oriented, learner-centered, and technology-based educational needs of the adult learner. The author points out that the success of adult education is dependent upon the role of instructors because adult learners consider instructors to be co-partners, assisting them in their learning system. The paper states that the core of motivating adult learners is to make them aware of the basic objectives of pursuing their education and reducing the various obstacles to their learning.
From the Paper "A difference in the objectives of pursuing education by the children and adults are being noticed. The burden of the adults needs to be equilibrated with their basic goals of pursuing education. The different responsibilities of the adult learners inhibit their active participation in the education process. Besides, inadequate time, self-confidence, prospects of learning, inappropriate scheduling, delay, responsibilities of childcare etc also inhibits the learning process of adult learners. Practically, the report cards and gold medals do not drive the adult learners. They are more interested in practical learning experience that is capable of being used in their day-to-day working life. They, therefore, prefer more practical classes that increased their skill to the traditional theoretical classes. To exemplify, the adult leaner is more interested in learning a spreadsheet software package after knowing its usefulness in his working environment."
This paper discusses the use of technology in a learner-centered classroom environment which focuses on the unique abilities, experiences and interests of individual students.
Abstract This paper explains that technology used in a learner-centered classroom environment can help educators create a team-oriented learning community where students are encouraged to explore the world by capitalizing on their own unique abilities and interests. The author points out that technology can help teachers assess student's learning capability, learning style and knowledge frame of reference, all critical elements of a learner-centered classroom environment. The paper states that technology also can provide the opportunity to create a virtual learning environment where students can place themselves in various settings and learn from their experience.
Table of Contents
Introduction
Success Factors in the Classroom
Learner-Centered Environment and Technology
Conclusions/Analysis
From the Paper "It is also critical in a learner-centered environment that students are provided with choices regarding assignments and the manner in which they perform and deliver assignments; this again reflects on the notion that students have many different learning styles, thus what works for one student may not be optimal for all students. In this case, students may be provided the option of delivering assignments via the web or written using computer based software programs. This is a simple and effective way to introduce technology into the classroom in a non-opposing or forceful manner. The computer can be used as one method of adapting to different learning and delivery styles."
Abstract This paper discusses the importance of using brain-based education research for teaching adult learners. It examines findings from brain-based research, information regarding the adult learner, and the use of brain-based education for adult learners.
From the Paper "This research paper presents the importance of using brain-based education research for the teaching of the adult learner. Findings from brain-based research information regarding the adult learner and the ..."
Tags: brain-based research adult learners, education
Abstract This paper reviews literature regarding learner-centered teaching practices and the old rote memorization styles of teaching. The paper compares real life learning situations to those in the classroom. It shows that relaying information through memorization techniques, builds misunderstanding and reduces self-esteem, which then becomes a barrier to understanding. The paper closes by demonstrating the value of a learner-teacher cooperative in which the learner is teaching the instructor how they best learn, offering both a better opportunity to demonstrate learning and greater success for both in the future.
From the Paper "Though, as has been mentioned before, the focus of the two works are decidedly different in that the second directly addresses higher education and the first is more likely to be applied to primary, intermediate and secondary settings they both have very strong points of departure for any individual or system seeking to make the learning environment more productive for students, rather than a system that focuses almost exclusively on the success of the teacher and learning as secondary to it. Though the lower school work, would inherently have less of a focus on this as autonomy in the public school systems is more limited than it is in the post-secondary setting the two together demonstrate the need to recognize the connections between student achievement as a demonstrative practice happening daily in the classroom, rather than demonstrated through the standardized testing outcomes alone."
Abstract This paper produces a learner profile of America's thirteenth generation, also known as Generation X. The profile is presented in the form of a graph where the andragogy characteristics of Generation X are recorded. The graph also presents learning strategies which might be used best to teach these adult learners, with a focus on online teaching methods.
From the Paper "Although it was determined that a portion of this age sample could be Baby boomers, it was also noted that "since those born at the end of the baby boom (1964) could, in fact, be the children of those born at the beginning (1946), many consider the younger baby boomers part of a different generation. Some of those born after 1960 call themselves "thirteeners" instead, referring to the thirteenth generation since the founding of the United States" (Gianoulis, 2002). Interesting facts about this learning population include that they are thought to be dependent on the instructor for direction and motivation, but adult learners are self-directed and self-motivated. This generation benefits from a myriad of teaching methods incorporated from both pedagogical and andragogical areas."
Abstract This paper researches the impact of computer technologies on kinesthetic learners, one of seven learning intelligences identified by Howard Gardner in 1983. Because the characteristics of the kinesthetic learner include learning through touching, moving, interacting with space and processing knowledge through bodily sensations, only highly interactive technologies that appeal to this group such as multimedia, hypermedia, visualization, and interactive computer programs are included in this research. The research results of eight studies covering education and technology are summarized and then analyzed for their impact on learning and the learning process itself. These studies include:
The Challenge 2000 Multimedia Project
The Collaborative Visualization (CoVis) Project
The Apple Classroom of Tomorrow (ACOT) Project
SchoolNet /Rescol Report: The emerging contribution of
Online resources and tools to classroom learning and teaching
The American Culture in Context: Enrichment for Secondary Schools (ACCESS) Project
The Lehrer HyperAuthor Study
The Highly Interactive Computing Environments (HI-CE) research
The Lego/Logo Project.
Table of Contents
1.0 Introduction
2.0 Statement of the Problem
3.0 Hypothesis with Operational Definitions
4.0 Literature Review
4.1 Background
4.2 Computers and Kinesthetic Learning
4.3 Existing Research
4.3.1 The Challenge 2000 Multimedia Project
4.3.2 Collaborative Visualization (CoVis) Project
4.3.3 Apple Classroom of Tomorrow Project
4.3.4 American Culture in Context: Enrichment for Secondary Schools
(ACCESS)
4.3.5 SchoolNet /Rescol Report: The Emerging Contribution of Online Resources and Tools to Classroom Learning and Teaching
4.3.6 Lehrer HyperAuthor Study
4.3.7 The Highly Interactive Computing Environments (HI-CE) Group
4.3.8 Lego/Logo Project
5.0 Methodology
6.0 Results
7.0 Discussion
From the Paper "Interactive technologies that are appealing to kinesthetic learning such as multimedia, hypermedia, and visualization in virtual learning environments hold great promise for enhancing the learning experience. A variety of research studies have produced results ranging from the ability of interactive computing not only to enhance the student's ability to absorb complex information, but also to fundamentally reshape the learning process.
Interactive computing holds exciting potential to create student-controlled learning environments in which students are more responsible for their own instruction. And, interactive computing may change the learning behavior of students leading them to carry over the concept of information associations in multimedia and hypermedia into their own thought processes where they reach out to a broader range of external resources; form a greater consideration of who their information will be presented to; interact in longer-term projects with a broader context; and make stronger connections to subsequent learning and events."
This paper is a research proposal to identify the differences in the motivation orientations, age and demographic factors of successful learners and poor learners in an e-learning environment.
Abstract This paper explains that, if e-learning administrators and faculty were able to identify specific characteristics, including potential motivation orientations that contribute to successful learner choices, they would be better equipped to properly align current and prospective students with appropriate e-learning courses and programs and thereby increase students' chances for educational success. The author proposes a quantitative causal comparative study using inferential statistical analysis. The paper points out that five independent variables are motivation orientations, family status, employment status, financial status and age group and the one defendant variable is academic performance. The paper includes figures, charts, tables and a survey.
Table of Contents:
Introduction
Problem Statement
Research Questions
Literature Review
Motivation Orientation
Family Status
Employment Status
Financial Status
Age
Conceptual Framework and Theoretical Orientation
Hypothesis
Methodology
Research Design
Measures
Study Population
Data Collection Tools
Variables - Independent and Dependent Variables
Statistical Analysis
Appendix A: Items and Factor Loadings for the Intrinsic Motivation Scale
Appendix B: Items and Factor Loadings for the Extrinsic Motivation Scale
Appendix C: Survey
From the Paper "Students are motivated to learn because of extrinsic motivation or intrinsic motivation. Academic intrinsic motivation is a factor that is essential for college success. A large number of students carry out education to or past the college level. The motivations behind such academic persistence vary across many intrinsic and extrinsic factors. Many college students find that their level of motivation is not sufficient enough to guide them in carrying out their academic careers. Motivation to learn can be extrinsic motivation or intrinsic motivation. Extrinsic motivation is an involvement as a means to an end. Intrinsic motivation is an involvement for its own sake. A survey will be used to determine the motivation orientations."
Abstract This paper examines some of the U.K. guidelines and practical advice for teachers regarding the special needs of various groups of learners, such as those with partial hearing, partial sight, mental health problems, physical disability etc. The paper also provides a case study that highlights these issues.
Outline:
Introduction
The Disability Equality Duty
The Learner in Need of Specialist Support
Institutional Provision
Access to the ESOL Service Facilities
Teacher's Role in Providing Support
Conclusion
From the Paper "The systemic failures in institutional provision begin with the enrolment process. Although there is a section on the enrolment form for students to declare disability, in practice this box is rarely if ever ticked. In Ye's case despite obvious physical evidence to the contrary, this box has not been ticked. Even if the disability box is ticked, there is no process for this information to be relayed to the tutor of the class in which the learner is eventually placed. Furthermore, this "flagging" system is dependent on either the enrolment tutor or the student themselves being able to identify the disability of area of special needs. Learners from poor educational backgrounds or countries where special needs support is less well developed may be unaware of their own needs. Likewise most tutors are not specialists and may miss signs of some learning difficulties. Dyslexia for example, may be confused with low English language ability."
Abstract This research paper begins with an introduction to cooperative learning strategy. The author then chose three articles that show how research over the years examine the way cooperative learning in bilingual classrooms benefits limited English proficient students and what activities teachers can integrate in classrooms in order to meet the needs of diverse language learners. The summary of the articles is followed by a discussion, specific examples of the implications for classroom practice, and ways that one can apply theory to practice.
From the Paper "It is a challenge today for educators to meet the needs of culturally and linguistically diverse students. Yet, cooperative learning instructional strategy is found to be one of the most effective ways to promote successful academic achievement, language acquisition, and social development for English language learners. When classroom activities are meaningful, interesting, and relevant, learning is occurring at every level. In successfully organized groups, language minority students will gain proficiency in English, and their native language."
This paper reviews Dr. Bruce Wilkinson's book, "The Seven Laws of the Learner", which presents a challenging call to all who would seek to be teachers of God's word.
Abstract This paper examines each of the seven laws in Dr. Bruce Wilkinson's ?The Seven Laws of the Learner?, including comments on the mindset and the teaching method. The author points out that Dr. Wilkinson's message is that, first and foremost, the teaching process is an active exchange of information and emotion, which will translate into transformation within the lives of students. The paper states that the principles of this book are not limited to the Christian realm; school teachers in both a secular and sacred context can benefit from the straightforward message and diagrams, which fill this book.
From the Paper "Dr. Wilkinson tells many stories which arise from his ministry as anecdotes to the message. The first, his dedication, retells his first experience with Dr. Howard Hendricks. Dr. Wilkinson says that Hendricks inspired him because of his skills as a communicator, but also his character, and the content of his messages. The Christian teacher is double endowed with responsibility, and perhaps this is the reason for James? warning ?1Be not many of you teachers, my brethren, knowing that we shall receive heavier judgment? (James 3.1) The Christian teacher is responsible for the message of his words, and the message of his life. When these two messages tell the same story, the messenger can come alive with God's truth, and be ignited by the Holy Spirit as he teachers."
Abstract This paper presents a discussion of how "slang," a sociolinguistic phenomenon, can be correctly understood by English language learners. It looks at the linguistic features of slang and the need for effective communication for new immigrants to the United States.
From the Paper "This research examines linguistic features of slang and ways in which it affects the language experience of English language learners ELL. The research will set forth the context in which slang becomes relevant to andre aches meaning with ..."
Abstract This paper explains how ELL students (English language learners) have a higher potential to fail in school, particularly those from rural poor areas for many reasons. The paper examines what methods appear to work better for ELL to effectively acquire mastery of the English language. The paper researches this question and concludes that English language acquisition among rural students in the South Bronx is best facilitated through a community based learning methodology. Such a method is more likely to take into consideration the students' culture and familial background, which studies suggest are vital to English language acquisition in the classroom.
Contents:
Problem Statement
Research Question
Literature Review
Cooperative Learning
Hypothesis
From the Paper "According to recent studies published by the National Clearinghouse for Bilingual Education (2002) more and more students are entering the U.S. public school system with languages other than English as their primary language (Mohr 18). Rapid proficiency of the English language is often very difficult, though many schools tend to focus on this rather than focus on finding effective teaching strategies or the most appropriate instruction for ELL's (Mohr 18). It is vital that educators find ways to better instruct and support ELL's using "an invigorated approach" that maximizes language acquisitions and encourages strong commitment from teachers and students (Mohr 18)."
