This paper is an examination of the various characteristics in which a faculty member responsible for teaching adults must have, in order to be an effective teacher. This is for both an online and on-ground teaching and learning environment. This paper will specifically identify these characteristics, and use examples in supporting the various facts identified. Palis and Quiros (2014) denotes that a variety of models and theories are developed for purposes of explaining this concept of adult learning. One such theory is andragogy, and this theory was developed by Malcolm Knowles in the year 1973 (Fraser and Hyland-Russell, 2011). In meeting the objectives of this paper, the researcher will have to identify the characteristic of an online learner, as well as identify a desirable characteristic of a faculty member aimed at satisfying the needs of the adult learner, based on his or her identified characteristic.
Andragogy is a theory designed for purposes of addressing the learning needs of adults, and it bases its assumptions that there is a considerable difference in the learning characteristics depicted between adults, and children (Palis and Quiros, 2014). To understand the various characteristics needed for adult teachers, it is first important to understand the needs of adult learners, and their characteristics. Knowles, Holton and Swanson (2011) in his theory of andragogy identifies five major assumptions and characteristics of adult learners. One characteristic of an adult learner is that they have the ability of independently directing his own learning. Knowles, Holton and Swanson (2011) denote that adult learners are always self-reliant, autonomous, and independent. On this basis, they always have a self-directed goal that they aim to achieve. Based on this characteristic of adults, Fraser and Hyland-Russell (2011) denotes that an online teacher has to act as a facilitator, and their responsibility should be to guide the adult
Knowles, Holton and Swanson (2011) denote that the principle of online education has seen an increase in the number of adults who are using it, for purposes of pursuing education. On this basis, Hermans, Kalz and Koper (2014) denote that it is necessary to design online…
Adult learners are seeking to continue their education for a variety of reasons, although most of those reasons are defined by socio-economic factors that have put them in the position of having to educate their way into a better work situation with better remuneration.
I thought that adult education was one thing that could allow the adult the primary focus on the process of learning as opposed to the content; the streamline that defines what is feasible or what can be achieved and what cannot. However, when I came to class and engaged myself with the course material my view of adult learning changed.
From them what I come to analyze is the fact that frustrations and delights of friendship emerge during childhood and often continue throughout life. However, the friendship after the teenage is dependant upon several aspects ranging from social disciplines to personal involvements.
This paper tackles three aspects. First, it references some adult learning concepts developed and espoused by Malcolm Knowles, considered to be the central figure in US adult education in the second half of the twentieth century. Particularly, it focuses on the five assumptions or characteristics of adult learners as defined by Knowles and goes on to validate this assumptions against the author's personal adult learning experience after high school.Next, it briefly discusses learning content management systems, considered to be the newest form of application software for e-learning.
This paper intends to provide an overview of different policy changes on the national level to furthermore support local implementation. Collaboration as means to provide the best care and policy implementation possible can become effective based on several factors. Collaboration provides a more effective in the economy side of things.
Rather than assume that the problematic nature of adult teaching-learning is an outcome of adult mental non-receptivity to new information and a consequence of some biological inability to assimilate and digest information as would a child, scientists have
Different people have different learning styles. For example, some people try to write everything they need to learn many times for making it thorough while some others may read the topic many times for effective learning. Another
They even find it hard to socialize with the local students because of inadequacies in language proficiency and other related factors. In spite of the challenges, the students are of benefit to the learning
5 pages (1250 words)Essay
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