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Unit 8 Final Misconceptions in Adult Learning
Unit 8 Final Misconceptions in Adult Learning
Adult Learning
Amanda Sherman
Post University
Self-Directed Learning
Research
Self-Directed Learning Techniques, in
order of student satisfaction
Self-Evaluation
Flexible Due Dates
Self-Paced Assignments
Individual Presentations
Role Play
Group Presentations
Service Learning
(Cox, 2015)
In Practice
Providing examples of previous student
work gives current students inspiration
but also the opportunity to be creative
and explore their point of view.
Provide examples of previous
student work
Invite previous students to lecture
on their experience
Connect previous students with
current students in a mentor
relationship
Informal Learning
Benefits of informal learning
Individual level: by
improving their meta-cognitive
skills (learning to learn);
increasing their selfconfidence; improving their
social skills
Institutional level: informal
learning can promote cohesion
and social integration
(Cullen, Betterby,
Foresti, Lyons & Stern,
2000, p12)
Informal Learning
Research
In Practice
Multi-Generational
Classrooms
Diversity in the Classroom
Levinsons age graded theory:
traditional college students are in Early
Adult Transition Phase. Finding their role
in the world and developing
relationahips.
Donavant, Daniel
& MacKewn,
With more adults (returning
to college
at all
2013)
ages, learners find themselves interacting
with a widely ranged student population, in
all different phases of life.
Students of different age groups have
misconceptions of each other.
In Practice
References
Cox, T. D. (2015). ADULT EDUCATION PHILOSOPHY: THE CASE OF SELFDIRECTED LEARNING STRATEGIES IN GRADUATE TEACHING. Journal Of Learning
In Higher Education, 11,(1), 17-22.
Cullen, J., Batterbury, S., Foresti, M., Lyons, C., & Stern, E. (2000). Informal
learning and widening participation. Research Brief, 191.
Denson, C. D., Stallworth, C. A., Hailey, C., & Householder, D. L. (2015).
Benefits of Informal Learning Environments: A Focused Examination of STEMbased Program Environments. Journal Of STEM Education: Innovations &
Research, 16 (1), 11-15.
Donavant, B. B., Daniel, B. V., & MacKewn, A. S. (2013). (Dis)connected in
Todays College Classroom? What Facult Say and Do About Mixed-Age Classes.
Journal Of Continuing Higher Education, 61(3), 132-142.
Doi:10.1080/07377363.2013.836811
Hayslip Jr, B. E. R. T., Neumann, C. S., Louden, L., & Chapman, B. (2006).
Developmental stage theories. Comprehensive handbook of personality and
psychopathology, 115.
Lynch, J., & Bishop-Clark, C. (1994). The Influence of Age in College
Classrooms: Some New Evidence. Community College Review, 22(3), 3-12.
Smith, T. (2015). Self-Directed Learning. Research Starters: Education
(Online Edition),