Advising Experiences and Needs of Online, Cohort, and Classroom Adult Graduate Learners

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Schroeder, Shawnda M.; Terras, Katherine L.

2015-01-01

Although a majority of graduate students fall under the definition of adult learners (over age 24 years), many traditional institutions do not offer advising specific to them, nor do they recognize advising needs of these older students in online, classroom, or cohort situations. In this phenomenological study, 9 adult graduate learners were…

An adult learner's learning style should inform but not limit educational choices

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Barry, Margot; Egan, Arlene

2018-02-01

Adult learners are attracted to learning opportunities (e.g. course offers) which seem promising in terms of allowing them to match their choices to their own perceived predispositions. To find out more about their personal learning style, some adult learners may fill in a questionnaire designed by researchers who aim (and claim) to enable both course providers and learners to optimise learning outcomes. The evaluation of these questionnaires measures learning styles using indicators developed for this purpose, but the results are not conclusive and their utility is therefore questionable. This narrative review critically examines some of the research which explores the usefulness of considering students' learning styles in adult education. The authors present a discussion - which remains hypothetical - on why the use of learning styles measures continues to be popular despite the absence of rigorous research findings to support this practice. Factors discussed by the authors include confirmation bias (making choices which confirm our prejudices) and user qualification (limiting availability to trained users, e.g. psychologists) as well as limited resources and skills in evaluating research, paired with educators' quest to implement evidence-focused techniques. The authors conclude that while learning styles assessments can be useful for the purpose of reflection on strengths and weaknesses, they should play a limited role in educational choices.

An Autoethnographic Exchange: Exploring the Dynamics of Selves as Adult Learners and Adult Educators

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Plakhotnik, Maria S.; Delgado, Antonio; Seepersad, Rehana

2015-01-01

This article explores four former doctoral students' perceptions about their selves as adult learners and adult educators through the use of autoethnography and reflective dialogue. The dynamics between the two selves were explored to identify emerging themes and implications for practice in adult education. The duality of their roles as learners…

Math Anxiety, Math Self-Concept, and Math Self-Efficacy in Adult Learners Compared to Traditional Undergraduate Students

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Jameson, Molly M.; Fusco, Brooke R.

2014-01-01

Adult learners comprise a significant portion of current undergraduate populations, and projections indicate steady or growing numbers of adult learners in the future. Previous research has suggested that adult learners possess lower self-confidence than and face barriers not experienced by traditional undergraduate students. These constructs have…

Trauma and the Adult English Language Learner. ERIC Digest.

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Isserlis, Janet

English-as-a-Second-Language (ESL) practitioners are familiar with adult learners' stories of disruption, political trauma, and mental upheaval. Until recently, however, little attention has been paid to personal trauma and domestic abuse. Acknowledgement of the prevalence of violence generally, and of that experienced by those in the adult ESL…

Including a learner with physical disabilities: stressful for teachers?

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I. Eloff

2002-08-01

Full Text Available Learners with physical disabilities have been entering mainstream schools for some years now. Whereas early research on inclusive education necessitated a strong focus on the needs of the learners, there has also been a recent interest in the role of the teachers in inclusive education. By adopting constructivism as the paradigm for inquiry a study was undertaken to establish the stress factors for teachers who have to include a learner with a physical disability in their mainstream classes. The rationale for the study is threefold: i Learners with physical disabilities are entering mainstream schools increasingly, ii it is often assumed that inclusive education is too stressful for teachers to cope with, and iii related research has shown that increased contact with individuals with disabilities has a positive effect on attitudes towards individuals with disabilities. In accordance with the dialectical methodology of constructivism, the Teacher Stress and Coping Questionnaire and in-depth interviews were utilised to establish the stress factors and the extent of the stress factors that may be present. The aim of the constructivist inquiry process is to promote understanding and reconstruction. In this article the quantitative results indicate overall low or non-existent levels of stress in teachers who have to include a learner with a physical disability, and the results therefore contribute to our understanding of this situation. The qualitative results reconstruct the meanings that these teachers attach to the inclusion of a learner with a physical disability and reveal some albeit limited concerns about the communication processes between parents and teachers and a perceived lack of pre-service training.

UNDERSTANDING OLDER ADULT LEARNERS IN DISTANCE EDUCATION: The Case of Universiti Sains Malaysia

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Nailul Morad MOHD NOR

2011-07-01

Full Text Available World population ageing is unprecedented and pervasive which will affect all countries in the world. According to a United Nation report (2010: “By 2045, the number of older persons in the world will exceed the number of young for the first time in history.” The number of the older adult learners in distance education programs is also expected to increase in tandem with the growth of ageing population throughout the world. As such distance education institutions and instructors should be vigilant to this new emerging group of learners. The objectives of this study were to identify factors related to older adult learners’ participation in the distance education degree programs and their characteristics. Data were collected by using interviews and questionnaires. Respondents for the study were older adult learners age 50 and over who enrolled in degree programs at the School of Distance Education (SDE, Universiti Sains Malaysia in Malaysia. Five older adult learners were interviewed and 72 out of 123 respondents completed the questionnaires. The findings indicated that older adult learners’ participation in the distance education degree programs is mainly due to career advancement and to seek knowledge. The older adult learners’ distinct characteristics are high motivation, eager to learn, health conscious, effective time management, good social skills, no financial difficulties and have strong family support.

Including the gifted learner: perceptions of South African teachers and principals

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Marietjie Oswald

2013-01-01

Full Text Available We report the findings of a qualitative study embedded in an interpretive paradigm to determine the perceptions of South African primary school teachers and principals regarding the inclusion of learners considered gifted. Eight principals and 16 classroom teachers in the Foundation Phase (Grades 1-3 in public primary schools situated in communities that were representative of the different socio-economic and language groups in the Western Cape province participated in the study. Qualitative data collection methods included in-depth individual semi-structured interviews with the eight principals and two semi-structuredfocus group interviews with the 16 classroom teachers. Qualitative content analysis revealed the following themes: inclusive education and the learner who is gifted; curriculum differentiation; obstacles to curriculum differentiation; and possible solutions for more effectively including the gifted learner. Despite their diversity in terms of culture, language and positioning by the previous apartheid regime, the participants acknowledged the marginalisation by default of gifted learners. Gifted learners were most often those who were not receiving appropriate education and support and data suggested that a particular drive for the inclusion of gifted learners was absent in the agenda of education authorities.

Adult English language learners and self-assessment a qualitative study

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Wolochuk, Alexandria

2014-01-01

This study explores the relationship between adult English-language learners' assessment of their own language proficiency on the English Ability Questionnaire (EAQ) and their performance on the Test of English as a Foreign Language (TOEFL). It addresses aspects of developing the ""autonomous"" student and makes for the integration of self-directed learners who will be more aware of their strengths and weaknesses and how to address them

Plagiarism by Adult Learners Online: A case study in detection and remediation

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Christine Jocoy

2006-06-01

Full Text Available Detecting and combating plagiarism from Web-based sources is a concern for administrators and instructors involved in online distance education. In this paper, we quantify copy-and-paste plagiarism among adult learners in an online geography course offered through Penn State’s World Campus Geographic Information Systems (GIS certificate program. We also evaluate the effectiveness of an “expectation management” strategy intended to discourage adult learners from unintentional violations. We found that while manual methods detected plagiarism in only about 3 percent of assignments, Turnitin.com revealed a 13 percent plagiarism rate among the same assignments. Our attempts to increase awareness and manage expectations decreased infractions measurably, but not significantly. In contrast, Turnitin.com substantially improved our ability to detect infractions. We conclude that raising awareness and managing expectations about plagiarism may be worthwhile, but is no substitute for systematic detection and vigilant enforcement, even among adult learners.

Measuring Self-Directed Learning: A Diagnostic Tool for Adult Learners

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Khiat, Henry

2015-01-01

Self-directed learning is an important form of adult learning (Caffarella, 1993; Knowles, 1975; Knowles, Holton & Swanson, 2005; Merriam, 2001; Merriam & Caffarella, 1999). The strategies of self-directed learning allow adult learners to cope better with their studies while fulfilling family, work and other commitments. This study…

PRONUNCIATION OF CONSONANTS /ð/ AND /θ/ BY ADULT VIETNAMESE EFL LEARNERS

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Thien Sao Bui

2016-07-01

Full Text Available This study examined the pronunciation of consonants /ð/ & /θ/ by adult Vietnamese learners of English. Ten adult Vietnamese learners of English were selected to be the sample for the audiotape observation, which aimed at identifying the participants’ mistakes in pronouncing /ð/ and /θ/. Secondly, 115 learners of English in Vietnam were asked to complete a questionnaire regarding the causes of their pronunciation errors. The findings indicated that substitution phenomenon was a dominant problem in the students’ pronunciation of /θ/ and /ð/. The most outstanding problem in pronouncing the consonant /θ/ was replacing this sound by Vietnamese /t‘/. With regards to /ð/ sound, it was most frequently mispronounced as /z/. Besides, there was a new kind of mistake found: it was the tendency to pronounce /dʒ/ instead of /ð/, which has not been reported ever. Apart from that, participants also confirmed some causes of their erroneous pronunciation. As perceived by the learners themselves, the most popular causes of their problems were the lack of English exposure and practice, which implicated that an effective environment for using English was highly necessary.

Effects of Dicto-Comp and Dictation on the Writing Skill of Female Adult Iranian EFL Learners

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Adel, Rahil; Hashemian, Mahmood

2015-01-01

This study was an attempt to clarify and remind L2 learners/teachers of 2 kinds of writing: dicto-comp and dictation. We explored the effect of controlled writing on the accuracy of the writing of adult Iranian EFL learners. Prior to the study, the homogeneity of 30 adult EFL learners was checked through an OPT test. Thirty participants were…

Learner Characteristics, Learner Achievement and Time Investment in Online Courses for Dutch L2 in Adult Education

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De Paepe, Liesbeth; Zhu, Chang; Depryck, Koen

2018-01-01

For the growing group of adult migrants, flexible solutions for second language (L2) acquisition are increasingly important, while concerns about the efficacy of online language learning abound. This study on the L2 situation in Flanders has 4 key aims: analyzing adult learner profiles in fully online Dutch beginners' courses; comparing learner…

Old Dogs, Children, and Watermelon Wine: Focus on the Older Adult Learner.

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Kasworm, Carol E.

1978-01-01

Three significant elements should be considered in offering educational programs for the older learner: acceptance (old dogs); support (God bless little children while they're too young to hate); and dependability (watermelon wine). Guidelines are offered for the teacher entering the classroom composed of adult learners. (KC)

Adult Enrichment Learners in St. Cloud, Minnesota: Motivational Reasons for Participation

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Wallner, Scott David

2012-01-01

The purpose of the study was to identify reasons and motivation of adult stakeholders that influence participation in adult community education enrichment classes in the St. Cloud Public School District, St. Cloud, Minnesota. The study also examined the perceptions about adult learners held by leaders, planners, and facilitators of these programs,…

Exploring Education Major Focused Adult Learners' Perspectives and Practices of Web-Based Distance Education in Sixteen Universities

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Zhang, Jing

2009-01-01

Distance education is not a new concept for all kinds of learners in the modern societies. Many researchers have studied traditional distance education programs for adult learners in the past, but little research has been done on Web-based distance education (WBDE) for adult learners. There are also many popular online universities in the U.S. or…

Effects of Redundancy and Modality on the Situational Interest of Adult Learners in Multimedia Learning

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Dousay, Tonia A.

2016-01-01

This study investigated the effects of two design principles as prescribed by the cognitive theory of multimedia learning on the situational interest of adult learners in a multimedia-based continuing education training program. One hundred and two adult learners employed by an emergency medical service were randomly assigned to one of three…

The Relationship between Reading Proficiency and Reading Strategy Use: A Study of Adult ESL Learners

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Huang, Jiuhan; Nisbet, Deanna

2014-01-01

This article explores the relationship between reading strategy use and reading proficiency among 121 adult ESL learners. Reading strategy use was measured by the SORS, and reading proficiency was determined by the CASAS Reading Test and BEST Literacy Test. Findings of the study reveal that (a) adult ESL learners are active strategies users; (b)…

Classroom Grammar Teaching for Adult Learners

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石怡

2014-01-01

As Wight (1999, p.33) pointed out to“know a language was to know the grammar of it”, hence grammar teaching is usually the main approach in second or foreign language teaching. This paper presents an analysis from three aspects to il-lustrate why classroom grammar teaching benefits adult learners. However, if grammar is overstated, some negative results will occur. Therefore a balance between grammar teaching and communicative skill teaching is need, as is a balance between accuracy and fluency.

Adult MOOC Learners as Self-Directed: Perceptions of Motivation, Success, and Completion

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Loizzo, Jamie; Ertmer, Peggy A.; Watson, William R.; Watson, Sunnie Lee

2017-01-01

Despite the increased attention given to MOOCs over the last four years, learners' voices have been noticeably absent. This virtual ethnographic study was designed to examine the experiences of 12 adult learners with bachelors' and masters' degrees, enrolled in a four-week MOOC on the topic of human trafficking. Through the lenses of self-directed…

Communication Strategies of Adult ESL Learners: A Discourse Perspective.

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Clennell, Charles

1995-01-01

Examines the communication strategies used by adult second-language learners of English when performing contrasting pedagogic tasks. The article suggests that existing descriptions of communication strategies ignore the pragmatic function of such devices in interactive discourse and offers a reclassification that differentiates strategies…

Current Trends in Adult Degree Programs: How Public Universities Respond to the Needs of Adult Learners

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Gast, Angela

2013-01-01

Although many adult students turn to online degree programs due to their flexibility and convenience, a majority of prospective adult learners prefer to take classes on traditional brick-and-mortar campuses. This chapter examines how public research universities create pathways to degree attainment and boost degree completion rates among adult…

Teaching a High-Level Contextualized Mathematics Curriculum to Adult Basic Learners

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Showalter, Daniel A.; Wollett, Chelsie; Reynolds, Sharon

2014-01-01

This paper reports on the implementation of a high level contextualized mathematics curriculum by 12 adult basic instructors in a midwestern state. The 10-week pilot curriculum embedded high level mathematics in contexts that were familiar to adult learners. Instructors' weekly online posts were coded, and the following themes emerged: (a)…

Adult Learners and Spiritual Formation: Exploring Outcomes at Christ-Centered Universities

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Barkley, Heather R.

2017-01-01

The limited research on adult learners and spiritual formation has created a knowledge gap regarding whether bachelor's degree-completion students value the faith aspects of their education at Christian colleges. As this population grows, so does the need to better understand if the spiritual components of adult programs are having an impact and…

AN APPLIED INTERLANGUAGE EXPERIMENT INTO PHONOLOGICAL MISPERCEPTIONS OF ADULT LEARNERS

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Paul Tench

2001-06-01

Full Text Available The aim of the experiment described here was to attempt to measure adult learners' percetual interlanguage in phonology. The implementation of a methodology involving context-less lists of English words selected for their potential phonological problems is described, and the way in which learners process words they are listening to is discussed. The results of 13 Korean adults' perceptions and misperceptions are analysed: the most misperceived vowels were ID:/ and the short vowels /u, A, I, E, D, z/;c onsonants were mainly misperceived in word-final position, but 18, v, b, p, rl were misperceived to some extent in any position, and /S, j/ before the vowel /i:/; consonant clusters involving /f, 1, r/ were particularly subject to misperception. These findings have implications for the design of English pronunciation teaching materials for Koreans.

Participatory Photography: Can It Help Adult Learners Develop Agency?

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Yang, Kyung-Hwa

2014-01-01

This article draws on a participatory photography project conducted with 10 socioeconomically disadvantaged adult learners for six weeks within the framework of production pedagogy. Throughout the project, the participants took photographs about their lives in response to three prompts that I gave: (1) take photographs of people that are important…

Transition to Community College: The Journey of Adult Basic Education English Learners from Non-Credit to Credit Programs

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Csepelyi, Tunde

2012-01-01

This phenomenological study examined the transition of a group of adult English language learners from an Adult Basic Education program to a community college. The purpose of the study was to gain a deeper understanding of the driving forces of Adult Basic Education English language learners who had successfully transitioned from a non-credit…

‘Not an ogre’:adult music learners and their teachers, a corpus-based discourse analysis

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Shirley, Rachel

2015-01-01

Adult learners are an under-researched group in music education. Although music education research often uses texts (interviews, autobiographical accounts, survey responses), linguistic analysis has not yet been used in this area. Meanwhile, the internet has become a source of support and expression for adult music learners, through blogs and forums. This presentation describes part of the research undertaken for my MA in English Language, which uses a corpus of online texts to investigate di...

DESIGNING INSTRUCTION FOR THE TRADITIONAL, ADULT, AND DISTANCE LEARNER: A New Engine for Technology-Based Teaching

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Lawrence A. Tomei

2011-10-01

Full Text Available Adult students demand a wider variety of instructional strategies that encompass real-world, interactive, cooperative, and discovery learning experiences.Designing Instruction for the Traditional, Adult, and Distance Learner: A New Engine for Technology-Based Teaching explores how technology impacts the process of devising instructional plans as well as learning itself in adult students. Containing research from leading international experts, this publication proposes realistic and accurate archetypes to assist educators in incorporating state-of-the-art technologies into online instruction.This text proposes a new paradigm for designing, developing, implementing, and assessed technology-based instruction. It addresses three target populations of today's learner: traditional, adult, and distance education. The text proposes a new model of instructional system design (ISD for developing effective technology-based education that involves a five-step process focusing on the learner, learning theories, resources, delivery modalities, and outcomes.

Adult Learners Understanding in Learning Islam Using the Andragogy Approach in Singapore

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Kadir, Mohd Amin Bin

2016-01-01

This study describes adult learners understanding in learning Islam using the andragogy approach in Singapore comprising multicultural and multi-religious society. Singapore is a secular state where freedom of religion is encrypted in the constitution and Malay/Muslim comprises 13.3% of the population. Adults learn Islam to deepen their…

Making Maths Useful: How Two Teachers Prepare Adult Learners to Apply Their Numeracy Skills in Their Lives outside the Classroom

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Brooks, Carolyn

2015-01-01

This pilot case study of two teachers and their learner groups from Adult and Community settings, investigates how numeracy teachers, working with adult learners in discrete numeracy classes, motivate and enable learners to build on their informal skills and apply new learning to their own real-life contexts. Teachers used a range of abstract and…

Examining English Language Learning Motivation of Adult International Learners Studying Abroad in the US

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Weger, Heather D.

2013-01-01

The present study reports on the motivations of adult, international learners of English, studying English 20 hours a week in a US-based Intensive English Program (IEP). Though often used as participants in language acquisition studies, there are few studies of these learners' motivational profiles. In the current study, a questionnaire designed…

The Effect of an Educator's Teaching Style on the Math Anxiety of Adult Learners

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Hosch, Mary L.

2014-01-01

Many adults are obstructed from specialized professions based on their anxiety of math. Math anxiety has been extensively researched for over 3 decades. Scholars have attempted to define its origins as well as the means to eliminate its often-debilitating effect on learners. Research indicates that learners with math anxiety often give up career…

Training Mentors as Educational Advisors for Adult Learners. Process Manual.

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Singer, Elizabeth W.

Materials used by the director of a project designed to assist key personnel in businesses, industries, and agencies with the educational counseling of their employees are presented. The objectives of the project, "Training Mentors as Educational Advisors of Adult Learners," were to: (1) provide two training sessions in educational…

The Adult Learner of French in an Anglophone Setting | Kwofie ...

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Unlike most other papers which are devoted to the discussion of the problems of normal French language teaching / learning in anglophone settings, this paper examines specifically the anglophone adult learner of French, his needs and objectives. The paper provides a brief history of the introduction of French into Africa, ...

Andragogy for Teen and Young Adult Learners with Intellectual Disabilities: Learning, Independence, and Best Practices

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Bowman, Stephanie L.; Plourde, Lee A.

2012-01-01

Teens and young adults with Intellectual Disabilities (ID) meet the criteria of teen and adult learners chronologically, but may be deficient in many other areas of teen and adult learning. The spectrum of intellectual and adaptive capabilities among teens and adults with ID is vast, with each individual being unique. There are specific teaching…

The Lure of Non-Credit Studio Art Classes for Adult Learners

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Murray, Gina C.

2012-01-01

The purpose of this study was to examine the motivation and satisfaction of adult learners who participated in non-credit studio art classes. Leisure motivation has been researched by educators, philosophers, psychologists, and social scientists (Candy, 1991; Brookfield, 2005: Dewey, 1980; Knowles, 1998; Maslow, 1970; Rogers, 1961, Stebbins,…

The Influence of Social Media on Adult Learners' Knowledge Construction and Democratic Participation

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Feldman, Eric M.

2015-01-01

This paper provides a resource on the impact of social media on adult learners' construction of knowledge, particularly as it pertains to adult education's role in fostering a robust democratic society. There has been an increase in the literature in recent years that explores the various aspects of social media use, such as the incivility of…

Closing the Gap: Opportunities for Distance Education to Benefit Adult Learners in Higher Education

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Carlsen, A.; Holmberg, C.; Neghina, C.; Owusu-Boampong, A.

2016-01-01

Distance education in higher education is a fast-growing and widespread phenomenon. As many adults are unable to participate in on-campus education, distance education offers flexible learning paths that greatly enhance accessibility to higher education. Exploring distance education's potential to increase the participation of adult learners in…

Why Do Learners Choose Online Learning: The Learners' Voices

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Ilgaz, Hale; Gulbahar, Yasemin

2017-01-01

Offering many advantages to adult learners, e-Learning is now being recognized--and preferred--by more and more people, resulting in an increased number of distance learners in recent years. Numerous research studies focus on learner preferences for online learning, with most converging around the individual characteristics and differences, if not…

Adult English Language Learners' Perceptions of Audience Response Systems (Clickers) as Communication Aides: A Q-Methodology Study

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Rodriguez, Lisa Ann; Shepard, MaryFriend

2013-01-01

This study explored the perceptions of adult English language learners about audience response systems (clickers) as tools to facilitate communication. According to second language acquisition theory, learners' receptive capabilities in the early stages of second language acquisition surpass expressive capabilities, often rendering them silent in…

Aptitude, Phonological Memory, and Second Language Proficiency in Nonnovice Adult Learners

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Hummel, Kirsten M.

2009-01-01

This study explores the relationship between aptitude, phonological memory (PM), and second language (L2) proficiency in nonnovice adult learners of English as an L2. Native speakers of French (N = 77) enrolled in a university Teaching English as a Second Language program were the participants in the study. Exploratory factor analysis revealed…

Exploring Part-Time Teacher Professional Development and Best Practices on Adult Learners' Outcomes

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Brown, Sandra K.

2017-01-01

The issue of limited part-time teacher professional development and its effect on adult learners' success at an adult education center in the northeast United States was addressed in this study. At the research site, almost 50% of the teaching staff are adjuncts. Professional development opportunities have been limited, with only 1 opportunity…

How Do Chinese ESL Learners Recognize English Words during a Reading Test? A Comparison with Romance-Language-Speaking ESL Learners

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Li, Hongli; Suen, Hoi K.

2015-01-01

This study examines how Chinese ESL learners recognize English words while responding to a multiple-choice reading test as compared to Romance-language-speaking ESL learners. Four adult Chinese ESL learners and three adult Romance-language-speaking ESL learners participated in a think-aloud study with the Michigan English Language Assessment…

Innovation in Doctoral Degrees Designed for Adult Learners: A Hybrid Model in Personal Financial Planning

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Grable, John E.

2011-01-01

Innovation in doctoral degree program development and delivery provides an effective counterpoint to the expert-apprentice model established in the Middle Ages. The author outlines the importance of innovation in reaching adult learners and describes an innovative hybrid PhD program designed to allow aspiring doctoral adult-age students to pursue…

Constructing Proxy Variables to Measure Adult Learners' Time Management Strategies in LMS

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Jo, Il-Hyun; Kim, Dongho; Yoon, Meehyun

2015-01-01

This study describes the process of constructing proxy variables from recorded log data within a Learning Management System (LMS), which represents adult learners' time management strategies in an online course. Based on previous research, three variables of total login time, login frequency, and regularity of login interval were selected as…

Adult English Language Learners Constructing and Sharing Their Stories and Experiences: The Cultural and Linguistic Autobiography Writing Project

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Park, Gloria

2011-01-01

This article is the culmination of the Cultural and Linguistic Autobiography (CLA) writing project, which details narrative descriptions of adult English language learners' (ELLs') cultural and linguistic experiences and how those experiences may have influenced the ways in which these learners constructed and reconstructed their identities.…

Using storytelling with adult EFL learners: an enriching classroom experience

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Adriana Vecino

2016-01-01

Storytelling has obvious benefits in the development of speaking and listening skills, vocabulary and memory abilities. It also nurtures reading and writing skills and offers learners opportunities to increase their confidence. Given the great value in employing storytelling as a support when learning a foreign language, I decided to use this technique with one of my adult EFL classrooms and observe the benefits and possible constraints. This paper presents the theoretical foundat...

Morphological Awareness Intervention: Improving Spelling, Vocabulary, and Reading Comprehension for Adult Learners

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Bangs, Kathryn E.; Binder, Katherine S.

2016-01-01

Adult Basic Education programs are under pressure to develop and deliver instruction that promotes rapid and sustained literacy development. We describe a novel approach to a literacy intervention that focuses on morphemes, which are the smallest meaningful units contained in words. We argue that if you teach learners that big words are comprised…

The Acquisition of English Restrictive Relative Clauses by Arab Adult EFL Learners

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Alroudhan, Hayat Eid

2016-01-01

This study investigates the challenges faced by Arab adult learners of English as a foreign language (EFL) in acquiring English restrictive relative clauses (RRCs), as well as the factors that affect the process of acquisition. This issue has received considerable attention in second language (L2) research. The present study discusses the…

Collaborative technologies, higher order thinking and self-sufficient learning: A case study of adult learners

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Clare S. Johnson

2017-07-01

Full Text Available The inclusion of online elements in learning environments is becoming commonplace in Post Compulsory Education. A variety of research into the value of such elements is available, and this study aims to add further evidence by looking specifically at the use of collaborative technologies such as online discussion forums and wikis to encourage higher order thinking and self-sufficient learning. In particular, the research examines existing pedagogical models including Salmon’s five-stage model, along with other relevant literature. A case study of adult learners in community-based learning centres forms the basis of the research, and as a result of the findings, an arrow model is suggested as a framework for online collaboration that emphasises the learner, mentions pre-course preparation and then includes three main phases of activity: post, interact and critique. This builds on Salmon’s five-stage model and has the benefit of being flexible and responsive, as well as allowing for further development beyond the model, particularly in a blended learning environment.

A Study of Career Development, Learning Motivation, and Learning Satisfaction of Adult Learners in Unconventional Scheduling Graduate Programs

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Chu, Hui-Chin; Hsieh, Mei-Chi; Chang, Shan-Chih

2007-01-01

The study aimed at investigating the relationships among career development, learning motivation, and learning satisfaction of adult learners in master's programs at S University. Questionnaires were distributed with 211 valid returns (71%). The results indicated that some of the demographics are factors affecting both of the learners' learning…

The Perfect Pairing: The Adult Learner and the Boutique Winery in the Start-Up Phase

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Heath-Simpson, Delta F.

2011-01-01

The purpose of this phenomenological study was to understand and describe the lived experiences of adult learners who are owners and managers of small winery businesses operating in the start-up phase of the organizational life cycle. The study explored and identified the meaning of adult learning in the entrepreneurial context and its affect on…

True to life English for adult learners : pre-intermediate : teacher's book

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Gairns, Ruth

1995-01-01

True to Life is a five-level course for adults. To ensure a high level of motivation, the course focuses on contemporary themes, language and learning styles that are relevant to adult learners. The Starter level provides between 40 and 60 hours of class work. The other levels provide between 72 and 96 hours of class work, depending on the various options used. The range of extra materials (photocopiable worksheets, tests and videos) create a comprehensive and flexible teaching package. The ready-made lessons can be used as they stand, saving teacher time, or adapted using the optional activities suggested in the Teacher's Book.

Agricultural Extension Agents' Perceptions of Effective Teaching Strategies for Adult Learners in the Master Beef Producer Program

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Strong, Robert; Harder, Amy; Carter, Hannah

2010-01-01

The purpose of the study reported here was to explore and describe how Extension agents selected teaching strategies for adult audiences. Andragogy is hypotheses concerning the attributes of adult learners (Knowles, Swanson, & Holton III, 2005). Extension agents responsible for teaching the Master Beef Producer (MBP) program were purposively…

Second Language Acquisition of Syntactic Movement in English by Turkish Adult Learners

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Reyhan Agcam

2015-12-01

Full Text Available There has been much discussion on the involvement of Universal Grammar (UG in Second Language Acquisition (SLA process. Despite growing research in the field, few precise answers to the problem have been suggested so far. Hence, recent L2 studies within the generative framework have shifted from investigating this issue to determining whether or not interlanguage grammars exhibit natural language characteristics (Can, Kilimci & Altunkol, 2007. The present study aimed to investigate L2 acquisition of syntactic movement in English noun clauses by Turkish adult learners. Accordingly, L1 involvement in SLA was sought through examining the upper intermediate Turkish learners’ knowledge about the movement in question. The study addressed the questions of whether or not Turkish adult ESL learners have problems, stemming from L1 interference, with the construction of the syntactic movement in English noun clauses, and whether or not there is any order of acquisition between the noun clauses in subject position and object position along with various wh-words. The study reported related findings, and concluded with a few pedagogical implications for practice, and a couple of suggestions for further directions.

Student Debt, Problem-Solving, and Decision-Making of Adult Learners: A Basic Qualitative Study

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Brooks, William J.

2013-01-01

A basic qualitative research study was conducted to develop insights into how adult learners employ problem-solving and decision-making (PSDM), when considering college financing, student loans, and student debt. Using the social media Website Facebook, eight qualified participants were recruited. Participants were interviewed via telephone, and…

Virtual Simulation in Leadership Development Training: The Impact of Learning Styles and Conflict Management Tactics on Adult Learner Performance

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Putman, Paul G.

2012-01-01

Adult learners can develop leadership skills and competencies such as conflict management and negotiation skills. Virtual simulations are among the emerging new technologies available to adult educators and trainers to help adults develop various leadership competencies. This study explored the impact of conflict management tactics as well as…

Benefits and Challenges in Using Computers and the Internet with Adult English Learners.

Science.gov (United States)

Terrill, Lynda

Although resources and training vary from program to program, adult English as a Second or Other Language (ESOL) teachers and English learners across the country are integrating computers and Internet use with ESOL instruction. This can be seen in the growing number of ESOL resources available on the World Wide Web. There are very good reasons for…

Supporting wellness in adult online education

Directory of Open Access Journals (Sweden)

Jacklyn J. Thompson

2014-02-01

Full Text Available Online education cannot continue to grow at the current pace while ignoring a crucial component of campus support, wellness for adult online learners. This paper brings awareness to the concept of wellness as an important student support service in adult online education. It includes a summarized review of relevant literature and identifies specific wellness concerns of adult online learners. The paper also provides examples of how three American higher education institutions are addressing the issue of wellness promotion in online learning. It identifies areas for improvement in current wellness initiatives and offers recommended strategies for supporting adult online learner wellness to professional organizations, institutions, instructors, and distance learners.http://dx.doi.org/10.5944/openpraxis.6.1.100

Unravelling the Lifelong Learning Process for Canadian Workers and Adult Learners Acquiring Higher Skills

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Taylor, Maurice; Trumpower, David; Pavic, Ivana

2013-01-01

This article reports on a mixed methods study that investigated aspects of formal, non-formal and informal learning for workers and adult high school learners seeking literacy and essential skills. Three key themes emerged from the qualitative data: motivations for participation in various forms of learning; seeking out informal learning…

From gesture to sign language: conventionalization of classifier constructions by adult hearing learners of British Sign Language.

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Marshall, Chloë R; Morgan, Gary

2015-01-01

There has long been interest in why languages are shaped the way they are, and in the relationship between sign language and gesture. In sign languages, entity classifiers are handshapes that encode how objects move, how they are located relative to one another, and how multiple objects of the same type are distributed in space. Previous studies have shown that hearing adults who are asked to use only manual gestures to describe how objects move in space will use gestures that bear some similarities to classifiers. We investigated how accurately hearing adults, who had been learning British Sign Language (BSL) for 1-3 years, produce and comprehend classifiers in (static) locative and distributive constructions. In a production task, learners of BSL knew that they could use their hands to represent objects, but they had difficulty choosing the same, conventionalized, handshapes as native signers. They were, however, highly accurate at encoding location and orientation information. Learners therefore show the same pattern found in sign-naïve gesturers. In contrast, handshape, orientation, and location were comprehended with equal (high) accuracy, and testing a group of sign-naïve adults showed that they too were able to understand classifiers with higher than chance accuracy. We conclude that adult learners of BSL bring their visuo-spatial knowledge and gestural abilities to the tasks of understanding and producing constructions that contain entity classifiers. We speculate that investigating the time course of adult sign language acquisition might shed light on how gesture became (and, indeed, becomes) conventionalized during the genesis of sign languages. Copyright © 2014 Cognitive Science Society, Inc.

The Acquisition of English Restrictive Relative Clauses by Arab Adult EFL Learners

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Hayat Eid Alroudhan

2016-02-01

Full Text Available This study investigates the challenges faced by Arab adult learners of English as a foreign language (EFL in acquiring English restrictive relative clauses (RRCs, as well as the factors that affect the process of acquisition. This issue has received considerable attention in second language (L2 research. The present study discusses the syntactic structure of RRCs in English and Arabic with regard to the use of resumptive pronouns and the use of overt versus covert relative markers as related to the definiteness of the head noun. This study is carried out using an acceptability judgment test as the tool for data collection. A sample of 100 male and female adult Arabic speakers is used with the aim of identifying potential acquisition problems. The results obtained provide further support for first language (L1 transfer. This study concludes that participants accepted the use of resumptive pronouns and preferred the overt relative markers determined by definiteness. It is further discovered that certain factors influenced the acquisition process such as participants’ age, age of learning, and age of immersion. The current study has some pedagogical implications for the teaching of relative clauses in the EFL context. Keywords: English Relative Clauses, Restrictive Relative Clauses, Relative pronoun, Arab Learners of English

Do Adult ESL Learners' and Their Teachers' Goals for Improving Grammar in Writing Correspond?

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Zhou, Ally A.; Busch, Michael; Cumming, Alister

2014-01-01

Recent research has identified certain goals of adult second language (L2) learners and their teachers for writing instruction in English as a second language (ESL), yet questions remain as to whether students' and teachers' goals correspond in ways that achieve instructional objectives and facilitate L2 development. The present study compared L2…

Profiling Learners' Achievement Goals when Completing Academic Essays

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Ng, Chi-Hung Clarence

2009-01-01

This study explored adult learners' goal profiles in relation to the completion of a compulsory academic essay. Based on learners' scores on items assessing mastery, performance-approach, and work-avoidance goals, cluster analyses produced three distinct categories of learners: performance-focused, work-avoidant, and multiple-goal learners. These…

The Acquisition of English Restrictive Relative Clauses by Arab Adult EFL Learners

OpenAIRE

Hayat Eid Alroudhan

2016-01-01

This study investigates the challenges faced by Arab adult learners of English as a foreign language (EFL) in acquiring English restrictive relative clauses (RRCs), as well as the factors that affect the process of acquisition. This issue has received considerable attention in second language (L2) research. The present study discusses the syntactic structure of RRCs in English and Arabic with regard to the use of resumptive pronouns and the use of overt versus covert relative markers as relat...

Adult learners' perceptions of MOOC motivation, success, and completion: a virtual ethnographic study

OpenAIRE

Loizzo, Jamie Lynn

2015-01-01

Massive open online courses (MOOCs) have been credited with disrupting the traditional classroom and challenging distance education models in higher education. MOOCs were developed with the intention of opening up education to the masses, specifically those in developing countries who could not readily access educational resources or opportunities. However, early quantitative reports have shown that MOOC participants tend to be adult learners who already possess bachelor's or master's degrees...

Practitioners' Perceptions of Dyslexia and Approaches towards Teaching Learners with Dyslexia in Adult Literacy Classes

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Ade-Ojo, Gordon O.

2012-01-01

Learners with dyslexia are likely to be over-represented in adult literacy classes because of the convergence in perceptions, causes and understanding of literacy problems and dyslexia. Given the great amount of apprehension about practitioners' and policy makers' understanding of dyslexia itself, it is important to carry out an exploration of the…

From Heroic Victims to Competent Comrades: Views of Adult Literacy Learners in the Research Literature

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Belzer, Alisa; Pickard, Amy

2015-01-01

This research synthesis analyzed qualitative depictions of adult literacy learners and identified five ways in which they are typically characterized: the Heroic Victim, the Needy (Problem) Child, the Broken (but Repairable) Cog, the Pawn of Destiny, and the Capable Comrade. These types do not capture the diversity or complexity of all adult…

Investigating the Determinants of Adults' Participation in Higher Education

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Owusu-Agyeman, Yaw

2016-01-01

This study investigates the determinants of adult learners' participation in higher education in a lifelong learning environment. The author argues that the determinants of adult learners' participation in higher education include individual demands, state and institutional policy objectives and industry-driven demands rather than demographic…

Factors influencing the recruitment and retention of literacy learners in Oman

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Al-Barwani, Thuwayba; Kelly, Edward F.

1985-12-01

The study investigates factors influencing the recruitment and retention of learners in the national adult literacy programme in Oman. Personal interviews were conducted in the interior and Capital regions of Oman (N=102). Respondents included 46 randomly selected enrolled learners, 26 randomly selected dropouts and 30 unenrolled adults. Results of the interviews were content-analyzed and frequencies, cross tabulations and Chi-square were calculated. Findings indicated regional differences in the adults' motivation for enrolling, but the spiritual motive was over all the most significant. Men and women reported different patterns of conflict and obstacles in completing their literacy studies: Men indicated work demands as their biggest obstacle while women complained about family responsibilities. Programme attrition was mainly attributed to structural characteristics of the programme.

Balancing Work, Family, and Student Roles: A Phenomenological Study of the Adult Female Graduate Online Learner

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Rousseau, Charlene X.

2012-01-01

The purpose of this phenomenological study was to gain an understanding of the lived experiences of female adult learners pursuing graduate degrees online. As online graduate programs have become increasingly popular and more readily available in the last decade, more women than men are enrolling in online graduate programs in addition to…

PHONOLOGICAL FOSSILIZATION OF THE JAVANESE ADULT LEARNERS OF ENGLISH: R&D OF A MODEL OF TEACHING MATERIALS OF ENGLISH PHONOLOGY FOR EFL LEARNERS

OpenAIRE

Senowarsito Senowarsito; Sukma Nur Ardini

2017-01-01

This paper presents preliminary study of R&D on Teaching Materials Model of English Phonology for EF2L. The preliminary study aims at finding out the phonological fossilization of adult learners of English in Javanese context and figuring out the factors influencing them. 25 fourth-semester Javanese students of English Departement from 5 universities in Semarang municipality were selected as respondents. The data were collected from observation, interview and documentation. The results show t...

Adult Learners' Understanding in Learning Islam Using Andragogy Approach: A Study in Kampung Siglap Mosque and Al-Zuhri Higher Learning Institute

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Bin Kadir, Mohd Amin; Arifin, Syamsul; Latipun; Fuad, Ahmad Nur

2016-01-01

This study describes adult learners' understanding in learning Islam using andragogy approach in which the study was conducted in Kampung Siglap Mosque and Al-Zuhri Higher Learning Institute. Prophet Muhammad (peace be upon him) educate his companions of who are adults from the shackles of "jahiliyyah," spiritual and intellectual…

PROFILING THE PHONOLOGICAL PROCESSES SHAPING THE FOSSILISED IL OF ADULT SPANISH LEARNERS OF ENGLISH AS FOREIGN LANGUAGE. SOME THEORETICAL IMPLICATIONS.

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Rafael Monroy Casas

2001-06-01

Full Text Available In the ever-growing literature dealing with the acquisition by adults of the phonetics and phonology of a foreign language (FL, research has tried to provide an answer to the complex nature of cross-language transfer. The fact that despite idiosyncratic differences and sociolinguistic variation most adults learners of a foreign language (FL speak with an accent which is a reflection of their native language (NL and that their progress is impaired at a certain stage prompted a host of questions such as whether adults follow identical or different paths of development in their approach to a foreign language, whether those speaking the same native language are able to identify target language categories in the same way, whether perception and production are interdependent, the nature of the learning abilities and the interplay of transfer with universals. These and other problems relating to foreign language speech have been approached from different angles and theoretical frameworks (see Leather & James (1 99 1 for an overview, and more recently Leather (1999. The research reported here, based on the oral production of sixty-five Spanish adult learners of English as a FL, tries to shed some light on one of well-known problems related to the acquisition of a foreign language by non-native speakers: the analysis of different types of phonological processes shaping the fossilised interlanguage (IL of adult FL learners in order to see a whether they are adhered to by those adult learners sharing identical L1; b whether frozen IL reflects transfer from the leamer's L1 or is the result of developmental (Le. universal processes. In this connection we(1987 and SimilarityIDifferential Rate Hypothesis (1999 or Ekman's Markedness Differential Hypothesis (1977 and Structural Conformity Hypothesis in connection with some of the processes under analysis. Optimality Theory will be brought in in dealing with some problems encountered under Cluster Simplification

Increasing Access to Learning for the Adult Basic Education Learner with Learning Disabilities: Evidence-Based Accommodation Research

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Gregg, Noel

2012-01-01

Accommodating adult basic education (ABE) learners with learning disabilities (LD) is common practice across many instructional, testing, and work settings. However, the results from this literature search indicate that very few empirically based studies are available to support or reject the effectiveness of a great deal of accommodation…

Adult Learner Graduation Rates at Four U.S. Community Colleges by Prior Learning Assessment Status and Method

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Hayward, Milan S.; Williams, Mitchell R.

2015-01-01

The completion agenda demands higher community college graduation rates among adult learners, and prior learning assessment (PLA) is a promising solution. PLA permits students to earn credit for college-level learning acquired outside of higher education and is associated with improved student outcomes. However, little is known regarding community…

Including the gifted learner: perceptions of South African teachers ...

African Journals Online (AJOL)

We report the findings of a qualitative study embedded in an interpretive paradigm to determine the perceptions of South African primary school teachers and principals regarding the inclusion of learners considered gifted. Eight principals and 16 classroom teachers in the Foundation Phase (Grades 1–3) in public primary ...

Guidelines for Providing Accommodations Using CASAS Assessment for Learners with Disabilities

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CASAS - Comprehensive Adult Student Assessment Systems (NJ1), 2005

2005-01-01

These guidelines address methods for administering Comprehensive Adult Student Assessment System (CASAS) assessments using accommodations for learners with documented disabilities. The suggested accommodations for disability categories include provisions for: (1) Accommodations in test administration procedures; and (2) Use of appropriate CASAS…

Predicting Workplace Transfer of Learning: A Study of Adult Learners Enrolled in a Continuing Professional Education Training Program

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Nafukho, Fredrick Muyia; Alfred, Mary; Chakraborty, Misha; Johnson, Michelle; Cherrstrom, Catherine A.

2017-01-01

Purpose: The primary purpose of this study was to predict transfer of learning to workplace among adult learners enrolled in a continuing professional education (CPE) training program, specifically training courses offered through face-to-face, blended and online instruction formats. The study examined the predictive capacity of trainee…

Conceptualizing Success And Performance for Adult Learners: Merging the Contexts of Adult Education and Professional Training

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Rieger Gil

2017-12-01

Full Text Available This article examines the concepts of learning performance and learning success within the context of adult learners. The focus is on how these concepts have been defined in the literature, as they are anchored in different didactic theories and how they can effectively be applied to learning contexts with adults. Due to the divergent approaches and definitions in the literature, this article compares, categorizes and merges the literature, providing an overview and recommendations for practice. The overview refers to a critical examination of constructivism based approaches compared to other didactic learning theories such as cognitivism or behaviorism. Adult education presents itself as a dynamic area that can develop progressively, in both the professional and educational environments. Nowadays, it is important to be able to collect and use information quickly. This makes it possible to gain an advantage and deal with problems or questions in more focused ways. One must deal with increasing demands and a higher number of competitors not only in professional life. A synthesis of the literature can be presented by examining the terms of learning performance and learning success in different approaches, regarding implementations, definitions, historical developments as well as continuative and connected concepts, tendencies or point of views.

"We Had a Blast!": An Empirical Affirmation of Blended Learning as the Preferred Learning Mode for Adult Learners

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Asunka, Stephen

2017-01-01

As many important issues pertaining to blended learning within the Sub-Saharan African context remain unexplored, this study implemented a blended learning approach in a graduate level course at a private university in Ghana, with the objective of exploring adult learners' attitudes, experiences and behaviors towards this learning approach, as…

Teaching internet use to adult learners: The LANL experience

Energy Technology Data Exchange (ETDEWEB)

Smith, S.; Comstock, D.

1995-12-01

The Research library at Los Alamos National Laboratory has been teaching an Internet class to adult learners since May 1994. The class is a team effort, combining lecture/demo with hands-on practice using Gopher and the World Wide Web. What started out as a small short-term project has become a weekly class available to any Lab employee or associate. More than 250 people have been taught to find basic reference materials and to navigate the Internet on the Gopher and World Wide Web. The class is one of the first classes offered by the Research Library to be filled every month, and one Laboratory group has recommended that their staff attend this class in preparation for more advanced Internet and HTML classes as part of their group training. The success of this class spurred development by the Research Library of more specific subject classes using Internet resources, specifically business and general science resources.

Harmonic biases in child learners: In support of language universals

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Culbertson, Jennifer; Newport, Elissa L.

2015-01-01

A fundamental question for cognitive science concerns the ways in which languages are shaped by the biases of language learners. Recent research using laboratory language learning paradigms, primarily with adults, has shown that structures or rules that are common in the languages of the world are learned or processed more easily than patterns that are rare or unattested. Here we target child learners, investigating a set of biases for word order learning in the noun phrase studied by Culbertson, Smolensky & Legendre (2012) in college-age adults. We provide the first evidence that child learners exhibit a preference for typologically common harmonic word order patterns—those which preserve the order of the head with respect to its complements—validating the psychological reality of a principle formalized in many different linguistic theories. We also discuss important differences between child and adult learners in terms of both the strength and content of the biases at play during language learning. In particular, the bias favoring harmonic patterns is markedly stronger in children than adults, and children (unlike adults) acquire adjective ordering more readily than numeral ordering. The results point to the importance of investigating learning biases across development in order to understand how these biases may shape the history and structure of natural languages. PMID:25800352

Health literacy and the social determinants of health: a qualitative model from adult learners.

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Rowlands, Gillian; Shaw, Adrienne; Jaswal, Sabrena; Smith, Sian; Harpham, Trudy

2017-02-01

Health literacy, ‘the personal characteristics and social resources needed for individuals and communities to access, understand, appraise and use information and services to make decisions about health’, is key to improving peoples’ control over modifiable social determinants of health (SDH). This study listened to adult learners to understand their perspectives on gathering, understanding and using information for health. This qualitative project recruited participants from community skills courses to identify relevant ‘health information’ factors. Subsequently different learners put these together to develop a model of their ‘Journey to health’. Twenty-seven participants were recruited; twenty from community health literacy courses and seven from an adult basic literacy and numeracy course. Participants described health as a ‘journey’ starting from an individual's family, ethnicity and culture. Basic (functional) health literacy skills were needed to gather and understand information. More complex interactive health literacy skills were needed to evaluate the importance and relevance of information in context, and make health decisions. Critical health literacy skills could be used to adapt negative external factors that might inhibit health-promotion. Our model is an iterative linear one moving from ethnicity, community and culture, through lifestyle, to health, with learning revisited in the context of different sources of support. It builds on existing models by highlighting the importance of SDH in the translation of new health knowledge into healthy behaviours, and the importance of health literacy in enabling people to overcome barriers to health.

Revamping occupational safety and health training: Integrating andragogical principles for the adult learner

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Alex Albert

2013-09-01

Full Text Available Despite attempts to improve safety performance, the construction industry continues to account for a disproportionate rate of injuries. A large proportion of these injuries occur because workers are unable to recognize and respond to hazards in dynamic and unpredictable environments. Unrecognized hazards expose workers to unanticipated risks and can lead to catastrophic accidents. In order to enhance hazard recognition skills, employers often put new and experienced workers through formal hazard recognition training programs. Unfortunately, current training programs primarily rely on instructor-centric pedagogical approaches, which are insensitive to the adult learning process. In order to ensure effective adult learning, training programs must integrate learner-centric andragogical principles to improve engagement and retention in adult trainees. This paper aims to discuss training program elements that can potentially accelerate the adult learning process while improving safety knowledge retention. To this end, the researchers reviewed relevant literature on the cognitive processes of adult learning, essential components of effectual training programs and developed a reliable framework for the training and transfer of safety knowledge. A case example of successfully using the framework is also presented. The results of the study will provide safety trainers and construction professionals with valuable information on developing effective hazard recognition and receptor training programs, with the goal of improving construction safety performance.

Learning Difficulty and Learner Identity: A Symbiotic Relationship

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Hirano, Eliana

2009-01-01

This paper reports on a longitudinal case study of an adult EFL learner who perceived himself as having difficulty learning English. Both learning difficulty and learner identity are viewed as being constructed in discursive interactions throughout one's life and, hence, amenable to reconstruction. Data collected from classroom interactions,…

Faith Is Confidence: The Implication of Psychosocial Components in Faith-Based Educational Programs on Expressive Communication Skills of Adult Learners

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Lynch, Erin M.

2016-01-01

Faith-based programs for adult learners have environmental factors that differentiate them from non-faith based programs, but explicit empirical studies evaluating the impact of the psychosocial factors have been lacking in the literature. This study comparatively examines the achievement level of expressive communication skills as measured…

Adult Appeal.

Science.gov (United States)

Stinehart, Kathleen; Kornegay, Jane G.

1997-01-01

To reach older, nontraditional students and alumni, alumni associations must offer a different type of programming Suggestions include ignoring class years of alumni, bringing current and former adult students together, emphasizing career connections, supporting networking, featuring a college speaker to satisfy lifelong learners' hunger for…

Learner corpus profiles the case of Romanian learner English

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Chitez, Madalina

2014-01-01

The first three chapters of the book offer relevant information on the new methodological approach, learner corpus profiling, and the exemplifying case, Romanian Learner English. The description of the Romanian Corpus of Learner English is also given special attention. The following three chapters include corpus-based frequency analyses of selected grammatical categories (articles, prepositions, genitives), combined with error analyses. In the concluding discussion, the book summarizes the features compiled as lexico-grammatical profiles.

Harmonic biases in child learners: in support of language universals.

Science.gov (United States)

Culbertson, Jennifer; Newport, Elissa L

2015-06-01

A fundamental question for cognitive science concerns the ways in which languages are shaped by the biases of language learners. Recent research using laboratory language learning paradigms, primarily with adults, has shown that structures or rules that are common in the languages of the world are learned or processed more easily than patterns that are rare or unattested. Here we target child learners, investigating a set of biases for word order learning in the noun phrase studied by Culbertson, Smolensky, and Legendre (2012) in college-age adults. We provide the first evidence that child learners exhibit a preference for typologically common harmonic word order patterns-those which preserve the order of the head with respect to its complements-validating the psychological reality of a principle formalized in many different linguistic theories. We also discuss important differences between child and adult learners in terms of both the strength and content of the biases at play during language learning. In particular, the bias favoring harmonic patterns is markedly stronger in children than adults, and children (unlike adults) acquire adjective ordering more readily than numeral ordering. The results point to the importance of investigating learning biases across development in order to understand how these biases may shape the history and structure of natural languages. Copyright © 2015 Elsevier B.V. All rights reserved.

Learners, teachers and curriculum

DEFF Research Database (Denmark)

Petersen, Karen Bjerg

2008-01-01

of virtual e-learning, interviews with teachers and 10 learner participants in a virtual classroom setting, and discourse analysis of curriculum developed for the particular e-learning course The research has taken place in the context of a study of e-learning and virtual teaching of Danish as a Second...... language for adults. The research results indicate that teachers seem to compensate by trying to create virtual communities of learning. Learners, however, experience disembedded relations. Conversely, curriculum development, on tends to ‘exploit’ the conditions of disembedding social relations in e-learning......, locationally distant”. The aim of the paper is to analyse and discuss how different positions in e-learning settings result in different answers to modernity. These settings can be applied to either teacher, learner or curriculum positions. The research was based on a qualitative longitudinal case study...

Exploring Adult Digital Literacy Using Learners' and Educators' Perceptions and Experiences: The Case of the Second Chance Schools in Greece

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Jimoyiannis, Athanassios; Gravani, Maria

2011-01-01

The research reported in this paper aspires to shed light into adult digital literacy using learners' and educators' experiences and perceptions at Second Chance Schools, a project in Greece aiming at combating social exclusion through education. In exploring the above, this investigation uses a case-study approach within a qualitative paradigm…

The Effectiveness of Storytelling on Adult Learning

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Caminotti, Enzo; Gray, Jeremy

2012-01-01

Purpose: As two doctoral students and adult learners, the authors strongly believe that story telling can be a great tool for educators working with adult learners. The purpose of this paper is to increase awareness of how effective storytelling can be for adult learners. Design/methodology/approach: The approach of this paper is one of gathering…

Emergent Target Language Identities among Latino English Language Learners

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Ciriza-Lope, Maria; Shappeck, Marco; Arxer, Steven

2016-01-01

During 2nd language acquisition, a learner's identity is consigned, juxtaposed, coconstructed, and reified through various affective positions and mitigating linguistic behaviors. Our study of adult Latino ESL students in Dallas, Texas, shows how language socialization experiences are shaped by the learners' affective stances toward the project of…

Rights of Postsecondary Readers and Learners

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Greenbaum, JoAnne; Angus, Kathryn Bartle

2018-01-01

A position statement on the rights of adult readers and learners was adopted by the CRLA board in 2002 and published with a theoretical rationale in ["Journal of College Reading and Learning"] "JCRL," Spring 2003. The statement was a guideline for educators seeking to improve the quality of adult education. In 2016, at the…

The Role of the University of the Third Age in Meeting Needs of Adult Learners in Victoria, Australia

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Hebestreit, Lydia

2008-01-01

Many older adults are interested in learning long past the age dictated by social norms. Some want to learn simply for the joy of learning, others because of the social contacts made by joining a community of learners, and still others want to learn so that they have a purpose in life. The University of the Third Age (U3A) is one of several models…

The Alignment of Teaching Methodology and Learning Outcomes: The Effect of Students’ Presentations on the Development of English Language Proficiency of Adult Learners

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Venera Ulker

2017-12-01

Full Text Available The aim of this study was to investigate the effectiveness of using students’ presentations on improving English language skills of adult learners and assess its potency to reach the expected learning outcomes. The research was conducted in the Continuing Education Center, Ishik University, Erbil, KRG, Iraq. The target population consisted of 23 English language learners (university graduates, and currently working in the sphere of Education. This study consisted of three major phases: first, explanation, preparation, presentation of the students’ works on the topic of interest and observation of students’ performance, second, teacher-student and student-student discussion of the video-recorded presentations. The last step was the application of the survey, which was designed to measure the participants’ attitude toward the mini-projects they presented in the class. The data were analyzed by means of frequency and percentage, as well as a summarization of the discussions. The main findings show that students’ attitude toward oral presentations, prepared on the topic of their own interest, have a positive attitude on students’ motivation toward learning English and help the adult learners to improve their language in general, and the productive skills in particular.

Listening in Older Second Language Learners: The Teachers’ Perspective

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Agata Słowik

2017-07-01

Full Text Available There are various theories, strategies and techniques regarding teaching different language skills. At the same time, as practice shows listening remains the most challenging skill for the educators to teach effectively and for the learners to master. Moreover, both the learners and their teachers have their own, not infrequently rather disparate, subjective theories, as well as learning and teaching preferences. Older adult learners are a peculiar case as they are a very diverse group, aware of their needs and cognitive abilities. At the same time, their teachers are unfortunately often unaware of these needs and do not adapt the materials to suit their students. The aim of this paper is, thus, to present the opinions of the teachers of older adult students and to provide basis for future research.

Creating a Village: The Impact of the Opportunity to Participate in Synchronous Web Conferencing on Adult Learner Sense of Community

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Gable, Karla

2012-01-01

Community is a place where people go to feel comfortable. It is important to develop strategies for enhancing a sense of community in the online learning environment designed for adult learners. The purpose of this study was to determine if adding a synchronous conferencing experience to an asynchronous course impacted overall sense of community,…

Scope of Cooperative Learning (CL Strategies in Teaching English to Saudi Adult EFL Learners: A Study of Practical Barriers and Possible Implications

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Muhammad Ishtiaq

2017-10-01

Full Text Available This study aims at investigating the teachers’ practices and perceptions in teaching English in Saudi Arabia by viewing their stance on Cooperative Learning (CL — an innovative teaching approach proposed to raise the language proficiency level of adult EFL learners. The study has been conducted in Qassim University, Saudi Arabia—a vibrant and flourishing EFL context. A quantitative tool (a questionnaire has been used to collect data and to serve qualitative purposes. It reports 80 EFL teachers’ (40 males and 40 females perceptions about CL using a 17-items comprehensive survey covering all the possible barriers in the way of implementing CL strategies in EFL classes. The survey items also explore how the EFL teachers in Saudi Arabia foresee the implications of making such an innovative move in their classes. The responses have been analyzed on a 5-point Likert scale which ranges from strongly disagree-disagree-neutral-agree-strongly agree. Major findings are that CL strategies have practical barriers but their implications are far more positive. The barriers are mainly due to the wrong learning habits of the adult EFL learners in Qassim University and lack of will and vision of the educational administration. The study recommends that CL strategies need to be given due consideration and support by the administrators and policy makers to raise the proficiency level of adult EFL learners. The study also allays the misconception that majority of the practitioners in English language teaching field are not ready to practice and implement CL strategies in their classes.

Elderly Learners and Massive Open Online Courses: A Review.

Science.gov (United States)

Liyanagunawardena, Tharindu Rekha; Williams, Shirley Ann

2016-01-07

Massive open online courses (MOOCs) have become commonplace in the e-learning landscape. Thousands of elderly learners are participating in courses offered by various institutions on a multitude of platforms in many different languages. However, there is very little research into understanding elderly learners in MOOCs. We aim to show that a considerable proportion of elderly learners are participating in MOOCs and that there is a lack of research in this area. We hope this assertion of the wide gap in research on elderly learners in MOOCs will pave the way for more research in this area. Pre-course survey data for 10 University of Reading courses on the FutureLearn platform were analyzed to show the level of participation of elderly learners in MOOCs. Two MOOC aggregator sites (Class Central and MOOC List) were consulted to gather data on MOOC offerings that include topics relating to aging. In parallel, a selected set of MOOC platform catalogues, along with a recently published review on health and medicine-related MOOCs, were searched to find courses relating to aging. A systematic literature search was then employed to identify research articles on elderly learners in MOOCs. The 10 courses reviewed had a considerable proportion of elderly learners participating in them. For the over-66 age group, this varied from 0.5% (on the course "Managing people") to 16.3% (on the course "Our changing climate"), while for the over-56 age group it ranged from 3.0% (on "A beginners guide to writing in English") to 39.5% (on "Heart health"). Only six MOOCs were found to include topics related to aging: three were on the Coursera platform, two on the FutureLearn platform, and one on the Open2Study platform. Just three scholarly articles relating to MOOCs and elderly learners were retrieved from the literature search. This review presents evidence to suggest that elderly learners are already participating in MOOCs. Despite this, there has been very little research into their

Supporting Wellness in Adult Online Education

Science.gov (United States)

Thompson, Jacklyn J.; Porto, Stella C. S.

2014-01-01

Online education cannot continue to grow at the current pace while ignoring a crucial component of campus support, wellness for adult online learners. This paper brings awareness to the concept of wellness as an important student support service in adult online education. It includes a summarized review of relevant literature and identifies…

Word Reading Efficiency, Text Reading Fluency, and Reading Comprehension among Chinese Learners of English

Science.gov (United States)

Jiang, Xiangying; Sawaki, Yasuyo; Sabatini, John

2012-01-01

This study examined the relationship among word reading efficiency, text reading fluency, and reading comprehension for adult English as a Foreign Language (EFL) learners. Data from 185 adult Chinese EFL learners preparing to take the Test-of-English-as-a-Foreign-Language[TM] (TOEFL[R]) were analyzed in this study. The participants completed a…

Contextualized Workforce Skills and ESL Learner Identity

Science.gov (United States)

Vafai, Maliheh Mansuripur

2016-01-01

This article reports on an empirical case study centering on adult ESL learners' motivational patterns for learning English and its relevance to their career goals. It looks at past patterns of immigrant insertion within the socioeconomic context of the US and explores current trends in adult ESL curriculum development focused on the task of…

Learners' Motivation for Literacy in the Mother Tongue 1: Ibadan ...

African Journals Online (AJOL)

The study examines the desirability of and motivational needs for basic literacy in the mother tongue and library use in lbadan metropolis. Data were collected through indepth interviews with 25 adult basic learners. The study reveals a strong desire for literacy in the mother tongue by the respondents. The learners' ...

网络环境下成人英语自主学习模式探析%On the Analysis of English Self-learning mode of Adult learners

Institute of Scientific and Technical Information of China (English)

杨涵

2012-01-01

With the development of multimedia network technology and application, teacher-centered classroom teaching traditional pattern transfers completely to the new autonomous learning mode of learners as center. Teachers should improve English learning environment of learners, improve English autonomous learning awareness and motivation of adult learners, and strengthen the training of English learning. Teachers should guide adult learners to study English independently by making full use of multimedia cyber source.%随着多媒体网络技术的飞速发展和应用，以教师为中心的课堂授课传统模式彻底地转向以学生为中心的新型自主学习模式。教师应通过充分利用多媒体、网络资源，改善成人学习者的学习环境，培养他们利用网络自主学习英语的意识和动机，加强他们对英语学习的训练，逐步让他们养成网络自主学习英语的习惯。

An Event Related Field Study of Rapid Grammatical Plasticity in Adult Second-Language Learners

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Bastarrika, Ainhoa; Davidson, Douglas J.

2017-01-01

The present study used magnetoencephalography (MEG) to investigate how Spanish adult learners of Basque respond to morphosyntactic violations after a short period of training on a small fragment of Basque grammar. Participants (n = 17) were exposed to violation and control phrases in three phases (pretest, training, generalization-test). In each phase participants listened to short Basque phrases and they judged whether they were correct or incorrect. During the pre-test and generalization-test, participants did not receive any feedback. During the training blocks feedback was provided after each response. We also ran two Spanish control blocks before and after training. We analyzed the event-related magnetic- field (ERF) recorded in response to a critical word during all three phases. In the pretest, classification was below chance and we found no electrophysiological differences between violation and control stimuli. Then participants were explicitly taught a Basque grammar rule. From the first training block participants were able to correctly classify control and violation stimuli and an evoked violation response was present. Although the timing of the electrophysiological responses matched participants' L1 effect, the effect size was smaller for L2 and the topographical distribution differed from the L1. While the L1 effect was bilaterally distributed on the auditory sensors, the L2 effect was present at right frontal sensors. During training blocks two and three, the violation-control effect size increased and the topography evolved to a more L1-like pattern. Moreover, this pattern was maintained in the generalization test. We conclude that rapid changes in neuronal responses can be observed in adult learners of a simple morphosyntactic rule, and that native-like responses can be achieved at least in small fragments of second language. PMID:28174530

The Mobile College Community: A Study of Adult Learners' Adoption and Use of Digital Communication Technologies on the Campuses of Florida's Community Colleges

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Weidert, John William

2012-01-01

Rapid advancements in technology and the proliferation of mobile communication devices available in the marketplace require that community college administrators and teachers better understand levels of digital communication technology adoption and how adult learners currently use them. Such an understanding is necessary to developing the…

The relation of cognitive learning strategies to psychosocial employability attributes amongst black adult learners in the economic and management sciences field

Directory of Open Access Journals (Sweden)

Melinde Coetzee

2014-07-01

Research purpose: The objective of the research was to investigate the relation between adultlearners’ cognitive learning strategies (measured by the examination preparation inventoryand their psychosocial employability attributes (measured by the employability attributesscale. Motivation for the study: Recent research has made important progress in understanding thenotions of cognitive learning styles in learning and psychosocial employability attributes insustaining individuals’ employability in the contemporary world of work. However, researchon how adult learners’ cognitive learning strategies influence the psychosocial attributes theyneed to manage and sustain their employability has been lacking. Research approach, design and method: A quantitative cross-sectional survey design wasused, involving a stratified proportional random sample of 1102 predominantly early careerblack female undergraduate level adult learners. The participants were enrolled for distancelearning studies in the economic and management sciences field at a South African highereducation institution. Main findings: Canonical correlation and multiple regression analysis indicated the abstracttheoretical and factual practical cognitive learning strategies as useful predictors of theparticipants’ overall level of psychosocial employability attributes and especially their levelsof career self-management and proactivity. Practical/managerial implications: Learning practitioners should strive to integrate cognitivelearning strategies in the design of learning and assessment activities in order to fosterthe psychosocial employability attributes adult learners need to manage their continuedemployability in the contemporary workplace. Contribution: The study contributes new insights to the employability and learning andeducation literature. The results may potentially inform formal learning and assessmentdesign in order to improve adult learners’ learning performance and employability.

Reading-Strategy Use by English as a Second Language Learners in Online Reading Tasks

Science.gov (United States)

Park, Ho-Ryong; Kim, Deoksoon

2011-01-01

This study investigates adult English language learners' reading-strategy use when they read online texts in hypermedia learning environments. The learners joined the online Independent English Study Group (IESG) and worked both individually and collaboratively. This qualitative case study aims (a) to assess college-level ESL learners' use of…

Journey through Transformation: A Case Study of Two Literacy Learners

Science.gov (United States)

Duckworth, Vicky; Ade-Ojo, Gordon O.

2016-01-01

The study draws on life history, literacy studies, and ethnographic approaches to exploring social practices as a frame to explore the narratives of two UK adult literacy learners who provide a description of their engagement with a transformative curriculum and pedagogical approach. One of the learners reveals his frustration at the lack of…

Differences in number and distribution of striatal calbindin medium spiny neurons between a vocal-learner (Melopsittacus undulatus and a non-vocal learner bird (Colinus virginianus

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Elena eGarcia-Calero

2013-12-01

Full Text Available Striatal projecting neurons, known as medium spiny neurons (MSNs, segregate into two compartments called matrix and striosome in the mammalian striatum. The matrix domain is characterized by the presence of calbindin immunopositive (CB+ MSNs, not observed in the striosome subdivision. The existence of a similar CB+ MSN population has recently been described in two striatal structures in male zebra finch (a vocal learner bird: the striatal capsule and the Area X, a nucleus implicated in song learning. Female zebra finches show a similar pattern of CB+ MSNs than males in the developing striatum but loose these cells in juveniles and adult stages. In the present work we analyzed the existence and allocation of CB+MSNs in the striatal domain of the vocal learner bird budgerigar (representative of psittaciformes order and the non-vocal learner bird quail (representative of galliformes order. We studied the co-localization of CB protein with FoxP1, a transcription factor expressed in vertebrate striatal MSNs. We observed CB+ MSNs in the medial striatal domain of adult male and female budgerigars, although this cell type was missing in the potentially homologous nucleus for Area X in budgerigar. In quail, we observed CB+ cells in the striatal domain at developmental and adult stages but they did not co-localize with the MSN marker FoxP1. We also described the existence of the CB+ striatal capsule in budgerigar and quail and compared these results with the CB+ striatal capsule observed in juvenile zebra finches. Together, these results point out important differences in CB+MSN distribution between two representative species of vocal learner and non-vocal learner avian orders (respectively the budgerigar and the quail, but also between close vocal learner bird families.

Adult learning: What nurse educators need to know about mature students

Directory of Open Access Journals (Sweden)

Cynthia Spies

2015-11-01

Full Text Available Background: Most nurse educators regard students who enter postgraduate studies as adult learners capable of self-direction and independent learner behaviour. Therefore, a mismatch between the nurse educator’s expectation of adult learners and actual adult learner conduct may result in disappointment and even frustration for both educator and learner. Purpose: This article is a report of a secondary analysis of data that were collected to explore the high-fidelity simulation learning experiences of a group of postgraduate nursing students.The secondary analysis was done to determine whether adult learners who bring professional knowledge and experience to a postgraduate learning environment displayed adult learner conduct as proposed by educational theorist Malcolm Knowles. Method: Using a qualitative descriptive research design, data were gathered from 18 postgraduate nursing students who participated in high-fidelity simulation in a nursing school at a higher education institution in South Africa. The nominal group technique was used to collect the students’ ideas about improving their simulation learning experiences. A secondary qualitative analysis of the primary nominal group data was done. Findings: Data either confirmed or belied adult learner behaviour. Although the findings suggested self-directed and independent learner behaviour, they also revealed behaviour evident of dependence on the educator. Conclusion: Mature students have well established ways of thinking and doing that may hinder learning. Educators have to support adult learners in developing effective learning techniques in order to maximise the benefits of their experience and knowledge by fostering independence and self-direction.

Flipped Instruction with English Language Learners at a Newcomer High School

Science.gov (United States)

Graziano, Kevin J.; Hall, John D.

2017-01-01

Research on flipped instruction with English Language Learners (ELLs) is sparse. Data-driven flipped research conducted with ELLs primarily involves adult learners attending a college or university. This study examined the academic performance of secondary ELLs who received flipped instruction in an algebra course at a newcomer school compared to…

Supporting and mentoring mature learners : a 'train-the-trainer' programme for facilitators of ICT learning for older adults

OpenAIRE

Formosa, Marvin

2015-01-01

Mature learning refers to the process in which adults aged in the (circa) 50 - 75 age bracket, individually and in association with others, engage in direct encounter and then purposefully reflect upon, validate, transform, give personal meaning to and seek to integrate their ways of knowing. The handbook draws on practical experience, from planning and running events, to suggest ways to teach and train mature learners. It serves as a resource book to guide new projects that address the life ...

Teaching English to Young Learners Through Songs

OpenAIRE

Yuliana, Yuliana

2003-01-01

Teaching English to Young Learners has become a trend nowadays. In every school, English is taught as one of the main subjects. In teaching young learners is not like teaching adults, children have their own way of learning. Since children like to play and have fun, the learning and teaching process should be suited with the nature of the children themselves. One of the forms of fun activities for children is through music, and songs are the common form of music that children know. Through th...

Shifting Power to the Learner

Science.gov (United States)

Wolf, Alison

2010-01-01

Decades of reform have resulted in a system of further education that treats adults like children, with limited control over the qualifications they choose to pursue. This needs to change. Money must follow learners, not government contracts, and so create a genuinely demand-led system. The author proposes new financial and regulatory structures…

Autonomous Learner Model Resource Book

Science.gov (United States)

Betts, George T.; Carey, Robin J.; Kapushion, Blanche M.

2016-01-01

"Autonomous Learner Model Resource Book" includes activities and strategies to support the development of autonomous learners. More than 40 activities are included, all geared to the emotional, social, cognitive, and physical development of students. Teachers may use these activities and strategies with the entire class, small groups, or…

Comparison of Word Recognition Strategies in EFL Adult Learners: Orthography vs. Phonology

Science.gov (United States)

Sieh, Yu-cheng

2016-01-01

In an attempt to compare how orthography and phonology interact in EFL learners with different reading abilities, online measures were administered in this study to two groups of university learners, indexed by their reading scores on the Test of English for International Communication (TOEIC). In terms of "accuracy," the less-skilled…

Demystifying Educational Resilience: Barriers of Bahamian Nontraditional Adult Learners in Higher Education

Science.gov (United States)

Hunter-Johnson, Yvonne

2017-01-01

Within the past 30 years, the number of nontraditional learners who pursue higher education has increased. This gravitation to higher education can be attributed to the changing value of the nontraditional learner regarding higher education as a direct link to improving the quality of employment, family, and financial stability. Despite the desire…

Demonstrating Empathy: A Phenomenological Study of Instructional Designers Making Instructional Strategy Decisions for Adult Learners

Science.gov (United States)

Vann, Linda S.

2017-01-01

Instructional designers are tasked with making instructional strategy decisions to facilitate achievement of learning outcomes as part of their professional responsibilities. While the instructional design process includes learner analysis, that analysis alone does not embody opportunities to assist instructional designers with demonstrations of…

ESL Instruction and Adults with Learning Disabilities. ERIC Digest.

Science.gov (United States)

Schwarz, Robin; Terrill, Lynda

This digest reviews what is known about adult English-as-a-Second-Language (ESL) learners and learning disabilities, suggests ways to identify and assess ESL adults who may have learning disabilities, and offers practical methods for both instruction and teacher training. Topics covered in some detail include identifying and diagnosing learning…

Learners' perspectives on the provision of condoms in South African public schools.

Science.gov (United States)

de Bruin, W E; Panday-Soobrayan, S

2017-12-01

A stubborn health challenge for learners in South African public schools concerns sexual and reproductive health and rights (SRHR). In 2015, the Department of Basic Education (DBE) proposed the provision of condoms and SRHR-services to learners in schools. This study aimed to contribute to the finalisation and implementation of DBE's policy by exploring learners' perspectives on the provision of condoms and SRHR-services in schools. Sixteen focus group discussions were conducted with learners (n = 116) from 33 public schools, to assess their attitudes, social influences, and needs and desires regarding condom provision and SRHR-services in schools. The majority of learners did not support condom provision in schools as they feared that it may increase sexual activity. Contrarily, they supported the provision of other SRHR-services as clinics fail to offer youth-friendly services. Learners' sexual behaviour and access to SRHR-services are strongly determined by their social environment, including traditional norms and values, and social-pressure from peers and adults. Learners' most pressing needs and desires to access condoms and SRHR-services in school concerned respect, privacy and confidentiality of such service provision. Implementation of DBE's policy must be preceded by an evidence-informed advocacy campaign to debunk myths about the risk of increased sexual activity, to advocate for why such services are needed, to shift societal norms towards open discussion of adolescent SRHR and to grapple with the juxtaposition of being legally empowered but socially inhibited to protect oneself from HIV, STIs and early pregnancy. Provision of condoms and other SRHR-services in schools must be sensitive to learners' privacy and confidentiality to minimise stigma and discrimination.

Exploring the Relationship between Annotation Use of EFL Learners and Their Learning Styles

OpenAIRE

Şakar, Asım

2015-01-01

This study explores the relationship between (perceptual and cognitive) learning styles and the use of hypermedia annotations by intermediate EFL learners while reading a hypermedia text. The participants were 44 EFL adult learners studying English for academic purposes. Data were collected through a software tracking tool, a learning styles survey and interviews. Results did not indicate a significant relationship, suggesting that learners with different learning styles had similar patterns ...

Adults Contemplating University Study at a Distance: Issues, themes and concerns

Directory of Open Access Journals (Sweden)

Chris Morgan

2003-04-01

Full Text Available This study identifies and explores a range of themes, issues and questions that commonly confront adults contemplating enrolment in university, and why they persist. The study focuses particularly on issues facing prospective adult distance education learners. From a range of interviews, six themes were identified including fears, motivation, support from home, academic preparedness, suitability of programs, and identity change.It is argued that the more effective we become at information provision, guidance and preparation of adult pre-entry open and distance learners, the more likely students will experience a smooth transition to study, thus improving both student satisfaction and retention rates. Successful intervention with prospective distance education learners at this early point should aim to assist the process of informed decision making, which could result equally in an individual deciding not to pursue university study. The findings in this study should be particularly useful for those academics, course advisors, student counsellors, teachers in preparatory programs, and university information and support officers, and others who provide adult distance students, with pre-enrolment information and advice.

Improving Learner Handovers in Medical Education.

Science.gov (United States)

Warm, Eric J; Englander, Robert; Pereira, Anne; Barach, Paul

2017-07-01

Multiple studies have demonstrated that the information included in the Medical Student Performance Evaluation fails to reliably predict medical students' future performance. This faulty transfer of information can lead to harm when poorly prepared students fail out of residency or, worse, are shuttled through the medical education system without an honest accounting of their performance. Such poor learner handovers likely arise from two root causes: (1) the absence of agreed-on outcomes of training and/or accepted assessments of those outcomes, and (2) the lack of standardized ways to communicate the results of those assessments. To improve the current learner handover situation, an authentic, shared mental model of competency is needed; high-quality tools to assess that competency must be developed and tested; and transparent, reliable, and safe ways to communicate this information must be created.To achieve these goals, the authors propose using a learner handover process modeled after a patient handover process. The CLASS model includes a description of the learner's Competency attainment, a summary of the Learner's performance, an Action list and statement of Situational awareness, and Synthesis by the receiving program. This model also includes coaching oriented towards improvement along the continuum of education and care. Just as studies have evaluated patient handover models using metrics that matter most to patients, studies must evaluate this learner handover model using metrics that matter most to providers, patients, and learners.

Revaluing the reading process of adult ESL/EFL learners through critical dialogues

Directory of Open Access Journals (Sweden)

Koomi Kim

2011-06-01

Full Text Available The authors explore language developmental processes of university English language learners. The used Retrospective Miscue Analysis (RMA and In-depth Reading Interviews as heuristic tools to generate critical dialogues with students to reflect on their L1 and English language learning processes and perceptions. The studies show that RMA and In-Depth Reading Interviews lead the teachers researches-and english language learners to critical learnable and teachable moments.

Teaching English to Young Learners and Factors to Consider in DesigningThe Materials

OpenAIRE

Sukarno, -

2008-01-01

Teaching English to young learners at elementary school is different from that to adults. The English teachers to young learners in elementary school, therefore, need to comprehend and to apply the theories of language teaching-learning to young learners and language classroom management. Besides, the English teachers are not only required to be able to teach well but also to be able to design materials so that they can apply approaches, methods, and techniques of teaching-learning English ap...

Goal-Setting and Self-Reflection to Enhance Learners' Interaction in an ESP Context

Science.gov (United States)

Lozano Velandia, Sergio Andrés

2015-01-01

This qualitative action research study explored the interactions of young-adult learners carrying out self-reflection on their learning processes in an ESP (English for special purposes) course at an airline training-center in Bogotá, Colombia. Needs analysis revealed that learners had poor knowledge of technical English, and lacked strong…

Fostering learners' interaction with content: A learner-centered mobile device interface

Science.gov (United States)

Abdous, M.

2015-12-01

With the ever-increasing omnipresence of mobile devices in student life, leveraging smart devices to foster students' interaction with course content is critical. Following a learner-centered design iterative approach, we designed a mobile interface that may enable learners to access and interact with online course content efficiently and intuitively. Our design process leveraged recent technologies, such as bootstrap, Google's Material Design, HTML5, and JavaScript to design an intuitive, efficient, and portable mobile interface with a variety of built-in features, including context sensitive bookmarking, searching, progress tracking, captioning, and transcript display. The mobile interface also offers students the ability to ask context-related questions and to complete self-checks as they watch audio/video presentations. Our design process involved ongoing iterative feedback from learners, allowing us to refine and tweak the interface to provide learners with a unified experience across platforms and devices. The innovative combination of technologies built around well-structured and well-designed content seems to provide an effective learning experience to mobile learners. Early feedback indicates a high level of satisfaction with the interface's efficiency, intuitiveness, and robustness from both students and faculty.

SELF-ASSESSMENT AMONG YOUNG LEARNERS OF ENGLISH

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Arni Sukmiarni

2015-12-01

Full Text Available The implementation of self-assessment among young learners becomes a challenging issue to include in English classroom assessment. The common belief that children cannot self-assess accurately as adults do seems to yield that the inclusion of self-assessment in TEYL is still not prevalent yet. Self-assessment is an assessment involving the ability in assessing one’s own performance in learning. This is strongly related to one’s metacognition development. The tendency of earlier research investigating metacognitive capacities of young children concludes that mecognition in children is a late developing skill (Lai, 2011. In fact, more recent empirical studies conclude that young children have capability of simple metacognition thought (Lai, 2011. Hence, the inclusion of self-assessment in TEYL can be implemented as an assessment supporting other assessment conducted in classroom. Self-assessment is beneficial in improving students’s own awareness of their learning progress. In Indonesian context, English as a foreign language, has been taught in elementary school since 1994 and generally formative and summative assessments as classroom assessments are employed to assess student’s progress in learning. Self-assessment is an assessment that needs to be considered to include in classroom assessment. This paper discusses self-assessment among young learners, in this context elementary school students studying English.

Self-Assessment among Young Learners of English

Directory of Open Access Journals (Sweden)

Arni Sukmiarni

2015-12-01

Full Text Available The implementation of self-assessment among young learners becomes a challenging issue to include in English classroom assessment. The common belief that children cannot self-assess accurately as adults do seems to yield that the inclusion of self-assessment in TEYL is still not prevalent yet. Self-assessment is an assessment involving the ability in assessing one’s own performance in learning. This is strongly related to one’s metacognition development. The tendency of earlier research investigating metacognitive capacities of young children concludes that mecognition in children is a late developing skill (Lai, 2011. In fact, more recent empirical studies conclude that young children have capability of simple metacognition thought (Lai, 2011. Hence, the inclusion of self-assessment in TEYL can be implemented as an assessment supporting other assessment conducted in classroom. Self-assessment is beneficial in improving students’s own awareness of their learning progress. In Indonesian context, English as a foreign language, has been taught in elementary school since 1994 and generally formative and summative assessments as classroom assessments are employed to assess student’s progress in learning. Self-assessment is an assessment that needs to be considered to include in classroom assessment. This paper discusses self-assessment among young learners, in this context elementary school students studying English.

A Semantic Representation Of Adult Learners' Developing Conceptions Of Self Realisation Through Learning Process

DEFF Research Database (Denmark)

Badie, Farshad

2016-01-01

based on educational informatics. I shall draw your attention to the fact that in information sciences an ontology is described as an explicit (and formal) specification of a shared conceptualisation on the domain of interest. Ontologies of a thing/phenomenon support different researchers in providing......Learning is the reflective activity that enables the learner to draw upon her/his previous experiences and background knowledge to conceptualise, realise, understand and evaluate the present, so as to shape her/his future actions and to construct and develop new knowledge for her(him)self. Learning....... This research will conceptually focus on multiple categories through the adult learners’ developing conceptions of learning. The focus will be on different categories from the basic conceptions to excellent ones. I will take an appropriate model of students’ developing conceptions of learning into my...

Feedback on Feedback: Eliciting Learners' Responses to Written Feedback through Student-Generated Screencasts

Science.gov (United States)

Fernández-Toro, María; Furnborough, Concha

2014-01-01

Despite the potential benefits of assignment feedback, learners often fail to use it effectively. This study examines the ways in which adult distance learners engage with written feedback on one of their assignments. Participants were 10 undergraduates studying Spanish at the Open University, UK. Their responses to feedback were elicited by means…

Factors Affecting the Level of Test Anxiety among EFL Learners at Elementary Schools

Science.gov (United States)

Aydin, Selami

2013-01-01

Many studies on test anxiety among adult language learners have been performed, while only a few studies have dealt with overall test anxiety. In addition, these studies do not specifically address test anxiety in foreign language learning among elementary school language learners. Thus, this study aims to investigate the level of test anxiety…

The Role of Private Speech in Cognitive Regulation of Learners: The Case of English as a Foreign Language Education

Science.gov (United States)

Sarab, Mohamad Reza Anani; Gordani, Yahya

2015-01-01

Investigations into the use of private speech by adult English foreign language (EFL) learners in regulating their mental activities have been an interesting area of research with a sociocultural framework. Following this line of research, 30 advanced adult EFL learners were selected via the administration of Oxford quick placement test and took a…

Learners for life : student approaches to learning

NARCIS (Netherlands)

Artelt, Cordula; Baumert, Jürgen; Julius-McElvany, Nele; Peschar, Jules

2003-01-01

What are students like as learners as they approach the end of compulsory education? The answer matters greatly, not only because those with stronger approaches to learning get better results at school but also because young adults able to set learning goals and manage their own learning are much

TEACHING ENGLISH TO YOUNG LEARNERS THROUGH SONGS

Directory of Open Access Journals (Sweden)

Yuliana Yuliana

2003-01-01

Full Text Available Teaching English to Young Learners has become a trend nowadays. In every school, English is taught as one of the main subjects. In teaching young learners is not like teaching adults, children have their own way of learning. Since children like to play and have fun, the learning and teaching process should be suited with the nature of the children themselves. One of the forms of fun activities for children is through music, and songs are the common form of music that children know. Through this paper, the writer wants to show that through songs, children could enhance their language skills, such as speaking, listening and writing.

Adult Chinese as a Second Language Learners' Willingness to Communicate in Chinese: Effects of Cultural, Affective, and Linguistic Variables.

Science.gov (United States)

Liu, Meihua

2017-06-01

The present research explored the effects of cultural, affective, and linguistic variables on adult Chinese as a second language learners' willingness to communicate in Chinese. One hundred and sixty-two Chinese as a second language learners from a Chinese university answered the Willingness to Communicate in Chinese Scale, the Intercultural Sensitivity Scale, Chinese Speaking Anxiety Scale, Chinese Learning Motivation Scale, Use of Chinese Profile, as well as the Background Questionnaire. The major findings were as follows: (1) the Willingness to Communicate in Chinese Scales were significantly negatively correlated with Chinese Speaking Anxiety Scale but positively correlated with length of stay in China and (2) Chinese Speaking Anxiety Scale was a powerful negative predictor for the overall willingness to communicate in Chinese and the Willingness to Communicate in Chinese Scales, followed by length of stay in China, Chinese Learning Motivation Scale, interaction attentiveness, and Chinese proficiency level. Apparently, students' willingness to communicate in Chinese is largely determined by their Chinese Speaking Anxiety Scale level and length of stay in China, mediated by other variables such as Chinese proficiency level and intercultural communication sensitivity level.

Adults' motivation of learning English as a second language

Institute of Scientific and Technical Information of China (English)

吴梦楠

2005-01-01

English learning is extensive among adults. Their motivations are classified into two types: the integrative one and the instrumental one.Obviously the integrative motivation makes the learners more active and joyful in learning process. Teachers find ways to cultivate and inspire the adult learners' motivation of learning L2, to design and deliver language instruction with care and sensitivity, and to assess rather than test the learners' learning for inducing a positive reaction.

The Three Little Wolves Go to College: A Picture Book Lesson for Young Adult EFL Learners

Science.gov (United States)

Sun, Chia-Ho

2015-01-01

For at least three decades, scholars have discussed the rationale for using picture books with English learners of all ages. Research on how older ESL and EFL learners can benefit from picture books, however, remains scarce. This study explored 25 Taiwanese university EFL learners' engagement in a predicting-reading-confirming-integrating plus…

THE ELUSIVENESS OF LEARNER-CENTRED TEACHING

Directory of Open Access Journals (Sweden)

Ervin Kovačević

2016-03-01

Full Text Available This research will explore teaching styles of university professors. Teaching style is an umbrella term for teaching decisions made during the entire teaching process – planning, delivery, and evaluation. Contemporary university teachers are advised to adopt the learner-centred teaching style which is assumed to produce remarkable possibilities. In the Fall Semester 2015 fifty-two respondents in different faculties of International University of Sarajevo were surveyed using The Principles of Adult Learning Scale inventory designed by Gary J. Conti. Inventory scores were calculated according to guidelines suggested by the author of the inventory. The scores revealed that majority of respondents strongly supported teacher-centred rather than learner-centred styles of instruction. Scores were analysed on gender lines and across three different faculties, namely: Arts and Social Sciences; Business and Administration; Engineering and Natural Sciences. In all five groups none of the seven teaching style indicators was found to conform with the learner-centred teaching criteria. There was no statistically significant difference between the two genders’ preference for a teaching style. And there was no statistically significant difference between teaching style preference across the three different faculties.The results of this research imply that the learner-centred style of instruction is not frequently implemented. Secondly, the results indicate that the requirements necessary for proper application of the learner-centred teaching style are not easy to meet in current written and unwritten norms. Finally, the results show that traditional teaching styles, which have been preserved in different scientific fields, still predominate in universities.

Learning Havens for Stressed Adult Learners

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Seay, Sandra E.

2005-01-01

Having stressful workdays is not the sole prerogative of adult students enrolled in educational leadership programs. According to a report released by the American Institute of Stress in 2002, 80% of adult workers felt stress in the workplace. From this it can be assumed that a certain amount of stress accompanies every adult who enters an evening…

Non-Native Japanese Learners' Perception of Consonant Length in Japanese and Italian

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Tsukada, Kimiko; Cox, Felicity; Hajek, John; Hirata, Yukari

2018-01-01

Learners of a foreign language (FL) typically have to learn to process sounds that do not exist in their first language (L1). As this is known to be difficult for adults, in particular, it is important for FL pedagogy to be informed by phonetic research. This study examined the role of FL learners' previous linguistic experience in the processing…

An investigation into the impact of reflective teaching on EFL learners autonomy and intrinsic motivation

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Elahe Fallah

2015-12-01

Full Text Available This study has sought to explore the effect of reflective teaching on learner autonomy and the intrinsic motivation of Iranian upper-intermediate female learners. The subjects included 60 adult upper-intermediate EFL learners chosen out of ninety, based on the scores obtained through administration of the TOEFL exam. They were randomly assigned to two groups: a the experimental group - taught by a reflective teacher - and b the control group instructed by an unreflective teacher. The motivation questionnaire and the autonomy questionnaire were administered to both groups to make sure that the two groups were not significantly different in terms of the level of motivation and autonomy. The experimental group was then taught by the reflective teacher and the control group was taught by the unreflective teacher who adopted no tangible reflective actions. Finally, both groups sat for motivation and autonomy questionnaires. The results indicate that reflective teaching leads to the enhancement of both learners’ autonomy and the intrinsic motivation level.

Scope of Cooperative Learning (CL) Strategies in Teaching English to Saudi Adult EFL Learners: A Study of Practical Barriers and Possible Implications

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Muhammad Ishtiaq; Muhammad Sabboor Hussain

2017-01-01

This study aims at investigating the teachers’ practices and perceptions in teaching English in Saudi Arabia by viewing their stance on Cooperative Learning (CL) — an innovative teaching approach proposed to raise the language proficiency level of adult EFL learners. The study has been conducted in Qassim University, Saudi Arabia—a vibrant and flourishing EFL context. A quantitative tool (a questionnaire) has been used to collect data and to serve qualitative purposes. It reports 80 EFL teach...

Where Adults Go: A Multiple Case Study of Adult Serving Undergraduate Colleges and Universities

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Dixon-Williams, Shelley B.

2010-01-01

This research is an exploratory multiple case study of adult serving undergraduate colleges and universities. Using the Council of Adult and Experiential Learning (CAEL) Principles of Effective Practice for Serving Adult Learners, this study examines the differences of adult serving undergraduate colleges across the three sectors of higher…

Stress Judgment and Production in English Derivation, and Word Reading in Adult Mandarin-Speaking English Learners.

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Chung, Wei-Lun; Jarmulowicz, Linda

2017-08-01

For monolingual English-speaking children, judgment and production of stress in derived words, including words with phonologically neutral (e.g., -ness) and non-neutral suffixes (e.g., -ity), is important to both academic vocabulary growth and to word reading. For Mandarin-speaking adult English learners (AELs) the challenge of learning the English stress system might be complicated by cross-linguistic differences in prosodic function and features. As Mandarin-speakers become more proficient in English, patterns similar to those seen in monolingual children could emerge in which awareness and use of stress and suffix cues benefit word reading. A correlational design was used to examine the contributions of English stress in derivation with neutral and non-neutral suffixes to English word and nonword reading. Stress judgment in non-neutral derivation predicted word reading after controlling for working memory and English vocabulary; whereas stress production in neutral derivation contributed to word reading and pseudoword decoding, independent of working memory and English vocabulary. Although AELs could use stress and suffix cues for word reading, AELs were different from native English speakers in awareness of non-neutral suffix cues conditioning lexical stress placement. AELs may need to rely on lexical storage of primary stress in derivations with non-neutral suffixes.

Evidence for cross-script abstract identities in learners of Japanese kana.

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Schubert, Teresa; Gawthrop, Roderick; Kinoshita, Sachiko

2018-05-07

The presence of abstract letter identity representations in the Roman alphabet has been well documented. These representations are invariant to letter case (upper vs. lower) and visual appearance. For example, "a" and "A" are represented by the same abstract identity. Recent research has begun to consider whether the processing of non-Roman orthographies also involves abstract orthographic representations. In the present study, we sought evidence for abstract identities in Japanese kana, which consist of two scripts, hiragana and katakana. Abstract identities would be invariant to the script used as well as to the degree of visual similarity. We adapted the cross-case masked-priming letter match task used in previous research on Roman letters, by presenting cross-script kana pairs and testing adult beginning -to- intermediate Japanese second-language (L2) learners (first-language English readers). We found robust cross-script priming effects, which were equal in magnitude for visually similar (e.g., り/リ) and dissimilar (e.g., あ/ア) kana pairs. This pattern was found despite participants' imperfect explicit knowledge of the kana names, particularly for katakana. We also replicated prior findings from Roman abstract letter identities in the same participants. Ours is the first study reporting abstract kana identity priming (in adult L2 learners). Furthermore, these representations were acquired relatively early in our adult L2 learners.

Insights for Teachers of Adults, presented at: NFPF/NERA’S 40TH CONGRESS

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Lund Larsen, Lea

2012-01-01

In this paper, I examine the field of adult learners from the teachers’ perspective. Firstly, I identify the characteristics of adults as learners and their particular needs, which teach- ers must be aware of and deal with. Secondly, I propose a combination of adult learners’ characteristics with...

Developing the master learner: applying learning theory to the learner, the teacher, and the learning environment.

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Schumacher, Daniel J; Englander, Robert; Carraccio, Carol

2013-11-01

As a result of the paradigm shift to a competency-based framework, both self-directed lifelong learning and learner-centeredness have become essential tenets of medical education. In the competency-based framework, learners drive their own educational process, and both learners and teachers share the responsibility for the path and content of learning. This learner-centered emphasis requires each physician to develop and maintain lifelong learning skills, which the authors propose culminate in becoming a "master leaner." To better understand the development of these skills and the attainment of that goal, the authors explore how learning theories inform the development of master learners and how to translate these theories into practical strategies for the learner, the teacher, and the learning environment so as to optimize this development.The authors begin by exploring self-determination theory, which lays the groundwork for understanding the motivation to learn. They next consider the theories of cognitive load and situated cognition, which inform the optimal context and environment for learning. Building from this foundation, the authors consider key educational theories that affect learners' abilities to serve as primary drivers of their learning, including self-directed learning (SDL); the self-assessment skills necessary for SDL; factors affecting self-assessment (self-concept, self-efficacy, illusory superiority, gap filling); and ways to mitigate the inaccuracies of self-assessment (reflection, self-monitoring, external information seeking, and self-directed assessment seeking).For each theory, they suggest practical action steps for the learner, the teacher, and the learning environment in an effort to provide a road map for developing master learners.

The Effects of Multimedia Task-Based Language Teaching on EFL Learners' Oral L2 Production

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BavaHarji, Madhubala; Gheitanchian, Mehrnaz; Letchumanan, Krishnaveni

2014-01-01

This study examined the effects of tasks, with varying levels of complexity, i.e. simple, + complex and ++ complex tasks on EFL learners' oral production in a multimedia task-based language teaching environment. 57 EFL adult learners carried out a total of 12 tasks, in sets of four tasks within three different themes and different levels of…

Assessing Adult Learner’s Numeracy as Related to Gender and Performance in Arithmetic

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Adeneye O. A. Awofala

2014-07-01

Full Text Available The study investigated adult learner numeracy as related to gender and performance in arithmetic among 32 Nigerian adult learners from one government accredited adult literacy centre in Lagos State using the quantitative research method within the blueprint of descriptive survey design. Data collected were analysed using the descriptive statistics of percentages, mean, and standard deviation and inferential statistics of factor analysis, independent samples t-test, and multiple regression analysis. Findings revealed that numeracy skill assessed by the numeracy self-assessment scale was a multi-dimensional construct (numeracy in everyday life, numeracy in workplace, and numeracy in mathematical tasks. Adult learners showed average numeracy strength as gender differences in perception of numeracy skills and performance in arithmetic among adult learners reached zero-tolerance level. Numeracy in workplace and numeracy in mathematical tasks made statistically significant contributions to the variance in adult learners’ performance in arithmetic. Based on this base line study, it was thus, recommended that future studies in Nigeria should investigate adult learners’ numeracy skills using more robust and psychometrically sound instruments such as the Adult Literacy and Life Skills Survey (ALLS and the International Adult Literacy Survey (IALS.

Library Literacy Programs for English Language Learners. ERIC Digest.

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McMurrer, Eileen; Terrill, Lynda

This digest summarizes the history of public libraries and library literacy programs; describes current delivery models; and discusses initiatives in library literacy, profiling one successful public library program that serves adult English language learners and their families. (Adjunct ERIC Clearinghouse for ESL Literacy Education) (Author/VWL)

Alcohol use amongst learners in rural high school in South Africa

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Thembisile M. Chauke

2015-09-01

Full Text Available Background: Drinking behaviour by adolescents is a significant public health challenge nationally and internationally. Alcohol use has serious challenges that continue to deprive adolescents of their normal child growth and development. Drinking is associated with dangers that include fighting, crime, unintentional accidents, unprotected sex, violence and others. Aim: The aim of the study is to investigate drinking patterns, and factors contributing to drinking, amongst secondary school learners in South Africa. Method: The sample included 177 male (46.6% and 206 female (53.4% respondents in the age range from 15–23 years, selected by stratified random sampling. Results: The results indicated that 35.5% of male and 29.7% of female respondents used alcohol. Both male and female respondents consumed six or more alcohol units (binge drinking within 30 days; on one occasion the consumption was 17.5% and 15.9% respectively. It was found that alcohol consumption increases with age, 32.2% of 15–17 year-olds and 53.2% of 18–20 year-olds consumed different types of alcohol. It was deduced that 28.9% respondents reported that one of the adults at home drank alcohol regularly, and 9.3% reported that both their parents drank alcohol daily. It was found that 27.6% of the respondents agreed that friends made them conform to drinking. The tenth and eleventh grade reported 15.2% of male and 13.9% of female respondents were aware that alcohol can be addictive. Conclusion: This study found that age, gender, parental alcohol use and peer pressure were found to be the major contributing factors to alcohol use amongst learners Prevention campaigns such as introducing the harmful effects of alcohol use amongst learners are of utmost importance in reducing alcohol use amongst learners in South Africa.

Alcohol use amongst learners in rural high school in South Africa.

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Chauke, Thembisile M; van der Heever, Hendry; Hoque, Muhammad E

2015-01-01

Drinking behaviour by adolescents is a significant public health challenge nationally and internationally. Alcohol use has serious challenges that continue to deprive adolescents of their normal child growth and development. Drinking is associated with dangers that include fighting, crime, unintentional accidents, unprotected sex, violence and others. The aim of the study is to investigate drinking patterns, and factors contributing to drinking, amongst secondary school learners in South Africa. The sample included 177 male (46.6%) and 206 female (53.4%) respondents in the age range from 15–23 years, selected by stratified random sampling. The results indicated that 35.5% of male and 29.7% of female respondents used alcohol. Both male and female respondents consumed six or more alcohol units (binge drinking) within 30 days; on one occasion the consumption was 17.5% and 15.9% respectively. It was found that alcohol consumption increases with age, 32.2% of 15–17 year-olds and 53.2% of 18–20 year-olds consumed different types of alcohol. It was deduced that 28.9% respondents reported that one of the adults at home drank alcohol regularly, and 9.3% reported that both their parents drank alcohol daily. It was found that 27.6% of the respondents agreed that friends made them conform to drinking. The tenth and eleventh grade reported 15.2% of male and 13.9% of female respondents were aware that alcohol can be addictive. This study found that age, gender, parental alcohol use and peer pressure were found to be the major contributing factors to alcohol use amongst learners Prevention campaigns such as introducing the harmful effects of alcohol use amongst learners are of utmost importance in reducing alcohol use amongst learners in South Africa.

L2 Learners' Assessments of Accentedness, Fluency, and Comprehensibility of Native and Nonnative German Speech

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O'Brien, Mary Grantham

2014-01-01

In early stages of classroom language learning, many adult second language (L2) learners communicate primarily with one another, yet we know little about which speech stream characteristics learners tune into or the extent to which they understand this lingua franca communication. In the current study, 25 native English speakers learning German as…

The adult learner a neglected species

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Knowles, Malcolm

1990-01-01

This edition reflects the latest work and advances in adult learning theory. Readers learn to develop meaningful programmes and use new techniques for effectively teaching adults. After examining the various theories of learning, the book presents the reasons why teaching adults is so different than teaching children. The book contains 13 appendices (100 pages) which give an overview of brain dominance technology and whole-brain thinking. There is also a self-diagnostic tool (photocopiable) for determining the competency of trainers, guidelines for learning contracts and ideas on how to switch from being a teacher to being a "facilitator of learning".

An Appraisal of Financial Authority Transfers' Prior-Knowledge in Adult Learning Assessment

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A. Ettien

2017-12-01

Full Text Available This research aimed at reviewing financial authority trainers prior knowledge in adult learners' learning assessment. For this aim, we tried to verify the fol-lowing research hypothesis: Ivorian financial authority trainers are able to assess adult learners correctly. Knowles andragogy principles are the comparison basis. We were positively impressed by trainers awareness of some of the principles of andragogy relative to their avoidance of summative assessment in favor of task-based assessment and problem-solving activities. However, the same trainers tendency to ignore the self-directedness nature of adult learners as well as their ability to engage in self-assessment made us believe that a sound training in adult learning assessment would help each of them become a better adult trainer.

Learner discipline: An Australian perspective

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D. Stewart

2004-07-01

Full Text Available Australian schools by and large are safe schools. Nonetheless discipline problems do exist – including bullying behaviour. For this kind of problem schools should have management policies in place. As traditional behaviour-management practices – including corporal punishment – are largely prohibited in Australian schools, contemporary practices centre on management through supportive school programmes, including appropriate curricula and school-support structures. This article supports the belief that measures such as the exclusion of misbehaving learners should be treated with caution. Measures such as this might not reflect accepted international principles and practices and should only be exercised in the most extreme circumstances. The article also supports the view that it is part of the school’s role to ensure that all learners are aware of the reality that while they have rights, they also have corresponding responsibilities. This awareness is more likely to be achieved in a supportive school culture where each learner is recognised as having unique qualities that can mature and grow in an appropriate learning environment.

Exploring high school learners' perceptions of bullying.

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Blake, Patricia; Louw, Johann

2010-12-01

Learners' perceptions of aspects of school life that are sufficiently serious to interfere with their schoolwork were investigated. Bullying was a form of behaviour that was singled out for inclusion and further exploration in the study. Learners from three coeducational Western Cape Education Department schools were surveyed: 414 Grade 8 and 474 Grade 9 learners completed an anonymous, voluntary self-report questionnaire. Factors identified as most frequently interfering with their schoolwork included classmates not listening in class, feeling overwhelmed by schoolwork, teacher absenteeism, and verbal fighting. When asked specifically about bullying, 40% of learners indicated that they frequently experienced bullying at school-although they ranked it as much lower when compared to other potentially problematic school experiences. Furthermore, although the majority of learners indicated they thought teachers considered bullying a problem, few felt there was anything that school staff could do to counteract bullying effectively. These findings suggest that learners perceive bullying as an unavoidable part of school experience and have normalised this aggressive behaviour.

Supporting Online Learners: Blending High-Tech with High-Touch

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Dolan, Sean; Donohue, Chip; Holstrom, Lisa; Pernell, Latonia; Sachdev, Anu

2009-01-01

Effective and easily accessible student support services are essential to the success of adult learners. A student-centered approach is especially important in the design and delivery of online courses, professional certificates, and degree programs for early childhood professionals. A student-first approach is essential for non-traditional adult…

Reviewing the Evidence on How Adult Students Learn: An Examination of Knowles' Model of Andragogy

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McGrath, Valerie

2009-01-01

While there may be similarities between adults and children in how they learn (such as language, interaction and communication), many writers argue that adult learners are different from child learners in a number of ways. This article aims to review how adults learn through examining one particular theory of adult learning. Two conflicting…

Air Writing as a Technique for the Acquisition of Sino-japanese Characters by Second Language Learners

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Thomas, Margaret

2015-01-01

This article calls attention to a facet of the expertise of second language (L2) learners of Japanese at the intersection of language, memory, gesture, and the psycholinguistics of a logographic writing system. Previous research has shown that adult L2 learners of Japanese living in Japan (similarly to native speakers of Japanese) often…

Issues of promoting learner autonomy in EFL context

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Pichugova Inna L.

2016-01-01

Full Text Available The paper is focuded on investigating the phenomenon of learner autonomy, which has mostly been explored in Europe and the USA and is now attracting attention of researchers and academics in many other countries including Russia. Learner autonomy through a focus on learner reflection and taking responsibility for one’s own learning processes has become a central concern in the recent history of language teaching. However, many language teachers, who are committed to concepts of learnercentredness and autonomy, struggle with the ways to foster learner autonomy or at least to encourage the idea of learner autonomy in language classroom. The study aims at investigating what the most important issues which have a great impact on developing learner autonomy are. Having given special attention to conditions which can insure development of learner autonomy, a model covering seven issues relating to the subject matter has been designed. The authors state that such aspects as choice, goals and needs, support, emotional climate, learning strategies, learner attitude and motivation, and self-esteem should be considered as the goal to promote learner autonomy in EFL context.

The early phase of /see symbol/ production development in adult Japanese learners of English.

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Saito, Kazuya; Munro, Murray J

2014-12-01

Although previous research indicates that Japanese speakers' second language (L2) perception and production of English /see symbol/ may improve with increased L2 experience, relatively little is known about the fine phonetic details of their /see symbol/ productions, especially during the early phase of L2 speech learning. This cross-sectional study examined acoustic properties of word-initial /see symbol/ from 60 Japanese learners with a length of residence of between one month and one year in Canada. Their performance was compared to that of 15 native speakers of English and 15 low-proficiency Japanese learners of English. Formant frequencies (F2 and F3) and F1 transition durations were evaluated under three task conditions--word reading, sentence reading, and timed picture description. Learners with as little as two to three months of residence demonstrated target-like F2 frequencies. In addition, increased LOR was predictive of more target-like transition durations. Although the learners showed some improvement in F3 as a function of LOR, they did so mainly at a controlled level of speech production. The findings suggest that during the early phase of L2 segmental development, production accuracy is task-dependent and is influenced by the availability of L1 phonetic cues for redeployment in L2.

Learner Centered Classroom in Science Instruction: Providing Feedback with Technology Integration

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Yilmaz, Ozkan

2017-01-01

"Learner centered" term points out environments that attention to the learners brings to the educational setting. This term includes teaching practices: effort to uncover what learners think in a specific problem on hand, talking about their misconceptions and, giving them situations to readjust their ideas. In Learner centered…

Learner Satisfaction in Online Learning: An Analysis of the Perceived Impact of Learner-Social Media and Learner-Instructor Interaction

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Andersen, Jeffery C.

2013-01-01

The purpose of this study was to determine the relationships between general course satisfaction, learner-instructor interaction, and the learner-social media interaction scores of participants. This study used an online survey with 60 questions to gather the participants' demographic data, learner-instructor interaction data, learner-social…

Examining learner-centered training with teen volunteer staff at an aquarium

Science.gov (United States)

Bautista, Raelene M.

This research project examined the effects of a training program that focused on helping youth volunteers create a learner-centered interaction at an Aquarium. This study explored whether this learner centered training resulted in an increased ability to identify learner-centered engagement as well as reported changes in practice. Most research on training programs and professional development, that introduces learner-centered strategies examines adult teachers working in formal environments. This study examined youth volunteer staff in an informal science institution that participated in a weekly one-hour training for four weeks during their eight week long summer volunteer program. The data showed that some of topics introduced in the learner centered training, such as the importance of visitors' prior knowledge and the use of objects, were identified more often as good practice after the training. In addition, participants seemed to hold on to some of their original perceptions of good practices, such as providing positive reinforcement and modifying their physical posture to make the visitors feel comfortable. The investigation also revealed that conversation patterns changed in some participants' practice as a result of the training.

A NEED FOR CONCEPTUALLY FLUENT LANGUAGE LEARNERS: RETHINKING THE USE OF TRANSLATION METHOD IN THE TEACHING OF IDIOMS

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Fatma YUVAYAPAN

2016-12-01

Full Text Available Recently the notion of conceptual fluency has attracted much attention owing to its potential to native-like use of foreign language. It has conclusively been shown that comprehending the concepts of the target language, L2 learners may acquire the ability to speak as native speakers. Situated within the framework of developing conceptual fluency of L2 learners, this study examined whether the type of instruction has an effect on the conceptual fluency development of beginner level adult EFL learners. The participants consisting of 38 beginner level preparatory students of School of Foreign Languages of Kahramanmaraş Sütçü İmam University were divided into two groups. The experimental group was exposed to a translation method rested on the comparison of L1 and L2 concepts to learn idioms taken from the songs while the control group learned these idioms through traditional translation method. The data included students’ one minute response paper gathered after each treatment which lasted 3 weeks and a 20 item-multiple-choice post-test. An ANCOVA analysis of the post-test scores showed that the experimental group accomplished better than the control group. The content analysis of the students’ one minute response paper also highlighted that translation method rested on the comparison of L1 and L2 concepts increased the awareness of the participants towards the non-literal meaning of English idioms. It appears that translation method comparing L1 and L2 concepts might contribute to the conceptual fluency development of beginner level adult L2 learners.

EXPLORING THE CURRICULUM DIMENSIONS OF THEORIES-BASED ADULT EDUCATION - A SAMPLE COURSE OF SOUTHEAST ANATOLİAN REGION

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Emel Ültanır

2010-07-01

Full Text Available As a result of social change over the past 20 years, there has been an economy-induced population movement in Turkey from eastern locales and rural areas to western regions and city centres. The effects of this domestic migration exemplify the problems of “integration faced by a migrating population”. In Turkey the role of Public Education Centres is primarily to provide pre-vocational training to adult learners. The aim of this research is focused upon the following five research questions: a What are the motivating factors for adults attending courses? b Are the syllabi consistent with contemporary adult education theories? c Which media are being used in the courses? d Are adult learners being taken on excursions outside of the classroom to workshops and factories? e What methods exist for measuring learning outcomes? The researchers developed a questionnaire to collect data. The questionnaire was composed within a framework of questions to provide insight to the following: i Characteristics of adult learners, ii The constructivism principles used in adult education, iii Teaching techniques suitable for adults, and iv Motivations behind course enrollment of adult learners. The content validity of the questionnaire was provided by expert opinions. Students attending Turkey-Mersin Public Education Centres between 2007-2008 were chosen as the subject population, with the questionnaires being distributed to 60 adult learners in this research. The findings can be summarized by the following: In the study it was found that students within the same course possessed educational backgrounds ranging from university graduates to those who had never attended a day of school in their lives. The motives behind course attendendance exhibits a diversity of viewpoints among the adult learners. Most of the learners stated that they were learning the subject material for the first time.

A Pilot Study Comparing Total Physical Response Storytelling[TM] with the Grammar-Translation Teaching Strategy to Determine Their Effectiveness in Vocabulary Acquisition among English as a Second Language Adult Learners

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Castro, Ruben

2010-01-01

This study evaluated the effectiveness of Total Physical Response Storytelling (TPRS[TM]) compared to the Grammar-Translation approach for acquiring and retaining new vocabulary in an English as a Second Language (ESL) class. The subjects were adult Hispanic learners with limited literacy. An experimental design approach was used to gather…

The Study of the Phenomenon of Hesitation as a Cognitive Process in Iranian French Learners' Oral Production

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Rahmatian, Rouhollah; Mehrabi, Marzieh; Safa, Parivash; Golfam, Arsalan

2014-01-01

Hesitation, when speaking a foreign language, is studied through its components: beginnings, pauses, and repetitions. This paper aims to identify, through the study of this phenomenon, vulnerable zones among Iranian learners when they speak French. A case study of 30 adult learners shows that hesitation is not random and at different levels (A1 to…

The Indonesian EFL Learners' Motivation in Reading

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Salikin, Hairus; Bin-Tahir, Saidna Zulfiqar; Kusumaningputri, Reni; Yuliandari, Dian Puji

2017-01-01

The motivation will drive the EFL learners to be successful in reading. This study examined the Indonesian EFL learners' motivation in reading activity based on Deci and Ryans' theory of motivation including intrinsic and extrinsic. This study employed mixed-method design. The data obtained by distributing questionnaire and arranging the group…

Brain responses before and after intensive second language learning: proficiency based changes and first language background effects in adult learners.

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Erin Jacquelyn White

Full Text Available This longitudinal study tracked the neuro-cognitive changes associated with second language (L2 grammar learning in adults in order to investigate how L2 processing is shaped by a learner's first language (L1 background and L2 proficiency. Previous studies using event-related potentials (ERPs have argued that late L2 learners cannot elicit a P600 in response to L2 grammatical structures that do not exist in the L1 or that are different in the L1 and L2. We tested whether the neuro-cognitive processes underlying this component become available after intensive L2 instruction. Korean- and Chinese late-L2-learners of English were tested at the beginning and end of a 9-week intensive English-L2 course. ERPs were recorded while participants read English sentences containing violations of regular past tense (a grammatical structure that operates differently in Korean and does not exist in Chinese. Whereas no P600 effects were present at the start of instruction, by the end of instruction, significant P600s were observed for both L1 groups. Latency differences in the P600 exhibited by Chinese and Korean speakers may be attributed to differences in L1-L2 reading strategies. Across all participants, larger P600 effects at session 2 were associated with: 1 higher levels of behavioural performance on an online grammaticality judgment task; and 2 with correct, rather than incorrect, behavioural responses. These findings suggest that the neuro-cognitive processes underlying the P600 (e.g., "grammaticalization" are modulated by individual levels of L2 behavioural performance and learning.

Brain responses before and after intensive second language learning: proficiency based changes and first language background effects in adult learners.

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White, Erin Jacquelyn; Genesee, Fred; Steinhauer, Karsten

2012-01-01

This longitudinal study tracked the neuro-cognitive changes associated with second language (L2) grammar learning in adults in order to investigate how L2 processing is shaped by a learner's first language (L1) background and L2 proficiency. Previous studies using event-related potentials (ERPs) have argued that late L2 learners cannot elicit a P600 in response to L2 grammatical structures that do not exist in the L1 or that are different in the L1 and L2. We tested whether the neuro-cognitive processes underlying this component become available after intensive L2 instruction. Korean- and Chinese late-L2-learners of English were tested at the beginning and end of a 9-week intensive English-L2 course. ERPs were recorded while participants read English sentences containing violations of regular past tense (a grammatical structure that operates differently in Korean and does not exist in Chinese). Whereas no P600 effects were present at the start of instruction, by the end of instruction, significant P600s were observed for both L1 groups. Latency differences in the P600 exhibited by Chinese and Korean speakers may be attributed to differences in L1-L2 reading strategies. Across all participants, larger P600 effects at session 2 were associated with: 1) higher levels of behavioural performance on an online grammaticality judgment task; and 2) with correct, rather than incorrect, behavioural responses. These findings suggest that the neuro-cognitive processes underlying the P600 (e.g., "grammaticalization") are modulated by individual levels of L2 behavioural performance and learning.

Take-home video for adult literacy

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Yule, Valerie

1996-01-01

In the past, it has not been possible to "teach oneself to read" at home, because learners could not read the books to teach them. Videos and interactive compact discs have changed that situation and challenge current assumptions of the pedagogy of literacy. This article describes an experimental adult literacy project using video technology. The language used is English, but the basic concepts apply to any alphabetic or syllabic writing system. A half-hour cartoon video can help adults and adolescents with learning difficulties. Computer-animated cartoon graphics are attractive to look at, and simplify complex material in a clear, lively way. This video technique is also proving useful for distance learners, children, and learners of English as a second language. Methods and principles are to be extended using interactive compact discs.

Whose voice matters? Learners

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Sarah Bansilal

2010-01-01

Full Text Available International and national mathematics studies have revealed the poor mathematics skills of South African learners. An essential tool that can be used to improve learners' mathematical skills is for educators to use effective feedback. Our purpose in this study was to elicit learners' understanding and expectations of teacher assessment feedback. The study was conducted with five Grade 9 mathematics learners. Data were generated from one group interview, seven journal entries by each learner, video-taped classroom observations and researcher field notes. The study revealed that the learners have insightful perceptions of the concept of educator feedback. While some learners viewed educator feedback as a tool to probe their understanding, others viewed it as a mechanism to get the educator's point of view. A significant finding of the study was that learners viewed educator assessment feedback as instrumental in building or breaking their self-confidence.

The Effect of Genre-Based Teaching on EFL Learners' Speaking Performance

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Mohammad Bagher Khatibi

2014-09-01

Full Text Available Abstract The present study examined the effect of genre-based tasks on EFL learners' speaking performance and probed whether genre-based tasks may empower EFL learners to perform better on speaking tests. A further concern of the study was to explore whether the effect of genre-based tasks on speaking ability of EFL learners varied across different age groups, i.e. teenagers (13-16 years old and young adults (24-27 years old. To this end, some generic based consciousness-raising tasks (CRT were adapted from the model proposed by Benedict (2006 to develop control of a genre used as the treatment procedures. Two different speaking tests of different genres (e.g. recount, report, review, etc., used as pretest and posttest, were administered to 120 senior university students majoring in English language translation. The results indicated that consciousness-raising tasks significantly affected EFL learners' speaking performance. However, the effect of generic-based CRTs did not vary across different age groups. Overall, the findings provided empirical support for the facilitative effect of generic-based consciousness-raising tasks on speaking performance of EFL learners. The findings may promise implications for EFL speaking syllabuses and provide guidelines to designers to accommodate the insights derived from the genre-based instruction perspective.

Language Teacher Candidates' Self-Assessment Process for Teaching to Young Learners in EFL Classes

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Genç Ilter, Binnur

2017-01-01

Teaching a foreign language to young learners have some differences from teaching adults. Young children have concentration problems and they tend to change their mood every ten minutes and need more creative activities than adults. Therefore, foreign language teachers have to choose interesting activities for them and foreign language teacher…

Specialised Translation Dictionaries for Learners

DEFF Research Database (Denmark)

Nielsen, Sandro

2010-01-01

Specialised translation dictionaries for learners are reference tools that can help users with domain discourse in a foreign language in connection with translation. The most common type is the business dictionary covering several more or less related subject fields. However, business dictionaries...... the needs of learners, it is proposed that specialised translation dictionaries should be designed as augmented reference tools. It is argued that electronic and printed dictionaries should include sections or CD-ROMs with syntactic, translation etc. data as well as exercises and illustrative documents...

Learner Personas in CALL

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Heift, Trude

2007-01-01

In examining the titles of this year's conference presentations, the author noticed quite a few papers that focus on learner-specific issues, for instance, papers that address learning styles, learner needs, personality and learning, learner modeling and, more generally, pedagogical issues that deal with individual learner differences in…

Vocabulary Attrition among Adult English as a Foreign Language Persian Learners

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Asgari, Azadeh; Bin Mustapha, Ghazali

2010-01-01

This study aims to investigate the attrition rate of EFL concrete and abstract vocabulary among continuing and non-continuing Iranian female and male English language learners across different proficiency levels. They are students of a University and majored in different fields (between 20 and 25 years old). There was no treatment in this study…

An Explanation for the Morpheme Acquisition Order of Second Language Learners

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Larsen-Freeman, Diane E.

1976-01-01

Reports on a study designed to yield data that would suggest a reason for the reported morpheme sequence. A significant correlation was found between the common morpheme difficulty order of the learners and the frequency of occurrence of these morphemes in adult native-speaker speech. (Author/RM)

Adult-Rated Oceanography Part 1: A Project Integrating Ocean Sciences into Adult Basic Education Programs.

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Cowles, S.; Collier, R.; Torres, M. K.

2004-12-01

Busy scientists seek opportunities to implement education and outreach efforts, but often don't know where to start. One easy and tested method is to form collaborations with federally-funded adult education and adult literacy programs. These programs exist in every U.S. state and territory and serve underrepresented populations through such major initiatives as adult basic education, adult secondary education (and GED preparation), and English language acquisition. These students are workers, consumers, voters, parents, grandparents, and members of every community. They have specific needs that are often overlooked in outreach activities. This presentation will describe the steps by which the Oregon Ocean Science and Math Collaborative program was developed. It is based on a partnership between the Oregon Department of Community Colleges and Workforce Development, Oregon State University College of Oceanic and Atmospheric Sciences, Oregon Sea Grant, and the OSU Hatfield Marine Science Center. It includes professional development through instructor institutes; teachers at sea and informal education opportunities; curriculum and web site development. Through the partnership described here, instructors in adult basic education programs participate in a yearlong experience in which they develop, test, and adapt innovative instructional strategies to meet the specific needs of adult learners. This, in turn, leads to new prospects for study in the areas of ocean science and math and introduces non-academic careers in marine science to a new community. Working directly with instructors, we have identified expertise level, instructional environment, instructor background and current teaching strategies used to address science literacy and numeracy goals of the adult learners in the State of Oregon. Preliminary evaluation of our ongoing project in meeting these goals will be discussed. These efforts contribute to national goals of science literacy for all, by providing

"We Are Guinea Pigs Really": Examining the Realities of ICT-based Adult Learning.

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Selwyn, Neil; Gorard, Stephen; Williams, Sara

2002-01-01

Interviews with 36 adult learners in information-communications technology (ICT) settings, using the concept of learning trajectories, revealed barriers to widening participation through ICT. In addition to technical shortcomings, social, economic, cultural, and political issues hinder the process, including lack of innovative instruction and…

A Survey on the Education and Training of Adult and Community Educators for the Workplace.

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Cooper, Tom; And Others

1995-01-01

Interviews with 26 adult/community educators, business/industry training officers, and employees in occupations requiring high education levels revealed the following preferences for an adult/community education specialization: course content based on learner needs, flexibility in courses delivery, recognition of prior learner, and formal…

Focus on Form, Learner Uptake and Subsequent Lexical Gains in Learners' Oral Production

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Alcon-Soler, Eva

2009-01-01

This descriptive study reports findings on the relationship between focus on form, learner uptake and subsequent lexical gains in learners' oral production. The data for the study consisted in 17 45-minute audio-recorded teacher-led conversations, 204 learners' diaries (17 sessions x 12 learners) reporting what they had learned after each…

LANGUAGE LEARNING ACTIVITIES OF DISTANCE EFL LEARNERS IN THE TURKISH OPEN EDUCATION SYSTEM AS THE INDICATOR OF THEIR LEARNER AUTONOMY

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Dilek ALTUNAY

2013-10-01

Full Text Available This study investigates the noncompulsory language learning activities performed by a group of distance EFL learners in the Turkish Open Education System. Performance of these activities has been considered as an indicator of their learner autonomy. The data were collected through an online questionnaire and interviews. The study shows that in general learners do not demonstrate autonomous language learning behaviour. They prefer learning English in a relaxed environment particularly by engaging in entertaining activities, and through note-taking. However, they do not have sufficient interaction with their facilitator, other learners or speakers. Although the participants are distance learners, they do not prefer Internet-based activities. Conditions stemming from adulthood, lack of skills necessary to perform an activity, lack of awareness of some activities and learners’ experiences in their previous years of education are some of the reasons for their unautonomous behaviour. The article also includes suggestions for teaching and future research.

Pronunciation in Face-to-Face and Audio-Only Synchronous Computer-Mediated Learner Interactions

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Loewen, Shawn; Isbell, Daniel R.

2017-01-01

Studies of learner-learner interactions have reported varying degrees of pronunciation-focused discourse, ranging from 1% (Bowles, Toth, & Adams, 2014) to 40% (Bueno-Alastuey, 2013). Including first language (L1) background, modality, and task as variables, this study investigates the role of pronunciation in learner-learner interactions.…

Working with language learner histories from three perspectives: Teachers, learners and researchers

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Sarah Mercer

2013-10-01

Full Text Available Recent developments in SLA, such as learner-centredness, social constructivism, the postmethod era, and complexity perspectives, have highlighted the need for more localized, situated understandings of teaching and learning and greater recognition of learner individuality and diversity. In this article, I suggest an effective way of meeting these needs is to employ learner histories. This powerful form of writing allows learners to use their L2 to engage in authentic, personally meaningful communication with others about their identities, experiences, perceptions and emotions related to their language learning histories. As a text type, they are able to facilitate a more holistic perspective of the learner’s life and reveal the unique interconnections that an individual makes across various domains. They also enable the situated, contextualised and dynamic nature of their learning experiences to become apparent and provide learners with a genuine, motivating purpose for writing. Exploring data generated in Austria with tertiary-level EFL learners, I seek to illustrate some of the rich potential of these text types from three perspectives, namely, those of the teacher, learner and researcher.

Morbidity, including fatal morbidity, throughout life in men entering adult life as obese

DEFF Research Database (Denmark)

Zimmermann, Esther; Holst, Claus; Sørensen, Thorkild I A

2011-01-01

The association between obesity in adults and excess morbidity and mortality is well established, but the health impact throughout adult life of being obese in early adulthood needs elucidation. We investigated somatic morbidity, including fatal morbidity, throughout adulthood in men starting adult...... life as obese....

State assessment policy and practice for English language learners a national perspective

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Rivera, Charlene; Albus, Debra

2014-01-01

State Assessment Policy and Practice for English Language Learners presents three significant studies, each examining a different aspect of states' strategies for including English language learners in state assessments. *an Analysis of State Assessment Policies Regarding Accommodations for English Language Learners; *a Survey and Description of Test Translation Practices; and *an Examination of State Practices for Reporting Participation and Performance of English Language Learners in State Assessments. With the rise in population of English language learners and the subsequent stepped-up legislative focus on this student population over the past decade, states have been challenged to include English language learners in state assessment programs. Until now, the little data available on states' policies and practices for meeting this challenge has been embedded in various reports and professional journals and scattered across the Internet. This volume offers, for the first time, a focused examination of stat...

Delivering Instruction to Adult Learners. Revised Edition.

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Cantor, Jeffrey A.

This one-stop guide for trainers and educators of adults in industry, business, or the professions details a results-oriented instructional strategy that is based on the following principles for instructing adults effectively: (1) act as a leader, helper, guide, change agent, coordinator, and facilitator of learning; (2) promote active…

A Case Study of Peer Review Practices of Four Adolescent English Language Learners in Face-to-Face and Online Contexts

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Vorobel, Oksana

2013-01-01

Peer review is a complex collaborative activity, which may engage English language learners in reading, writing, listening, and speaking and carry many potential benefits for their language learning (Hu, 2005). While many research studies focused on peer review practices of adult language learners in academic settings in the USA or abroad in…

The role of teacher imagination in conceptualising the child as a second language learner

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Ewa Guz

2013-10-01

Full Text Available In order to initiate and maintain meaningful interaction in a young learner L2 classroom, an adult teacher needs to approach children in ways consistent with their developmental profile and adjust teaching methodology so as to accommodate young learners’ current skills. This requires the ability to predict the child’s possible responses to classroom events by imagining what s/he might think and how s/he might behave when presented with specific instructions. Bearing in mind that the teacher’s perception of the world is purely and completely adult in nature, in order to be effective, educators need to create a mental image or a concept of a young learner by gathering knowledge about his or her developmental characteristics and fully grasping the pedagogical implications of this knowledge. In this paper, we aim to explore the role of imagination in the conceptualisation of a child as a second language learner amongst university level pre-service teachers involved in an early primary EFL education programme. We report on qualitative research based on data obtained in the course of a two semester teacher training course of 35 BA and 30 MA students majoring in English. In the study, we focused on the working image of the child’s developmental characteristics created by the participants and their ability to employ this in their teaching. Our data show a substantial discrepancy between the participants’ theoretical conceptions concerning the business of teaching and the actual actions undertaken during lessons with young learners. Although participants were able to successfully identify the most distinctive developmental characteristics of primary-level learners, they experienced difficulty with integrating them into actual classroom practice.

Evaluation of the City and Guilds Level 3 Adult umeracy Support ...

African Journals Online (AJOL)

cce

College also runs a number of higher education (HE) courses. ... linking this with strategies, methods and skills to teach adult numeracy learners. .... The assessment helped provide detailed learner profiles against the Level 3 specifications ...

Developing the Adult Learning Sector: Lot 3: Opening Higher Education to Adults. Contract EAC 2012-0074. English Summary

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Dollhausen, Karin; Lattke, Susanne; Scheliga, Felicia; Wolters, Andrä; Spexard, Anna; Geffers, Johannes; Banscherus, Ulf

2013-01-01

Widening adult participation in higher education as part of the development of lifelong learning strategies has been promoted by the European Union since the 1990s. Only recently, the 2011 Council resolution on a renewed European agenda for adult learning underlined the need to encourage higher education institutions to embrace adult learners. The…

An Examination of Goals of Potential and Actual Learners: University of Mid-America/State University of Nebraska. Working Paper No. 1 [and] Executive Summary.

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Eggert, John D.

An examination is provided of University of Mid-America/State University of Nebraska (UMA/SUN) multimedia adult learners, based on market surveys in 1973 and 1974. One of the major responsibilities of SUN was to complete the planning of a two-year postsecondary open learning curriculum to be offered, including enumeration of courses in order of…

Gallery Educators as Adult Learners: The Active Application of Adult Learning Theory

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McCray, Kimberly H.

2016-01-01

In order to better understand the importance of adult learning theory to museum educators' work, and that of their profession at large, museum professionals must address the need for more adult learning research and practice in museums--particularly work informed by existing theory and work seeking to generate new theory. Adult learning theory…

Barriers to Adult Learning: Bridging the Gap

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Falasca, Marina

2011-01-01

A fundamental aspect of adult education is engaging adults in becoming lifelong learners. More often than not, this requires removing barriers to learning, especially those relating to the actual organisational or institutional learning process. This article explores some of the main barriers to adult learning discussed in the literature and…

Differential Outcomes of Adult Education on Adult Learners' Increase in Social Inclusion

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de Greef, Maurice; Verté, Dominique; Segers, Mien

2015-01-01

To date a significant share of the European population can be considered at risk of social exclusion. It has been argued that adult education programmes are a powerful tool to support vulnerable adults increasing their social inclusion. This study aims to answer the question if and which subgroups of vulnerable adults experience an increase in…

A Case Study on English Language Learners' Task-Based Interaction and Avatar Identities in Second Life: A Mixed-Methods Design

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Chen, Julian ChengChiang

2014-01-01

English as a foreign language (EFL) learners' language use in 3-D virtual environments is a vibrant avenue that still deserves more research attention in the field of CALL. To contribute research and pedagogical implications to the current Second Life (SL) literature, this study aims to examine EFL adult learners' use of communication strategies…

The Reading Comprehension Strategies of Second Language Learners: A Spanish-English Study

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Acosta Caballero, Karen Anelice

2012-01-01

Reading comprehension of school-aged students is an important topic of research; however, research on the reading comprehension of adult foreign/second language learners whose first language is English is limited, especially studies investigating the reading comprehension strategies that readers of different proficiency levels use when they…

Strategies to address learner aggression in rural South African secondary schools

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Gunam D. Singh

2013-11-01

Full Text Available Managing learner aggression in the school system is central to learners’ academic performance and holistic development. In order to manage learner aggression, it is important to understand the contributory factors and the forms of learner aggression. This article reports on an investigation of factors contributing to learner aggression in rural secondary schools in the Empangeni district of KwaZulu-Natal in order to identify the forms of learner aggression and to establish strategies to manage such aggression in these secondary schools. A qualitative research design was adopted to investigate the phenomenon through an interview process with participants from five rural secondary schools. The findings showed that the factors contributing to learner aggression include family factors, environmental factors and school-related factors whilst the most common forms of learner aggression in schools are verbal aggression, physical aggression and bullying. The article concludes with the role that the school, parents and the Department of Education can play in addressing learner aggression in schools.

Learner-to-learner visual acuity screening: A solution for early ...

African Journals Online (AJOL)

The National School Health Policy guidelines (2002) stipulate that primary school learners should have their vision, speech, hearing, mental health, teeth, ... This project created greater awareness among learners, parents and teachers ...

Battling Obesity in K-12 Learners from an Exercise Physiology Perspective

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Rattigan, Peter; Biren, Greg

2007-01-01

Physical education practitioners and programs have the opportunity and obligation to help children become physically educated, healthy, and active adults. This article discusses the battle against obesity in K-12 learners from an exercise physiology perspective and focuses on the fact that practitioners have all the tools they need to battle this…

Sports for learners with physical disabilities in ordinary public ...

African Journals Online (AJOL)

No adapted sport was offered specifically for these learners. Most learners wanted to participate in swimming. Fewer types of sports were offered in ordinary schools than in special schools. Barriers to participation included poor teacher preparation and inadequate financial support. The shortage of support from school staff, ...

Convergent differential regulation of parvalbumin in the brains of vocal learners.

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Erina Hara

Full Text Available Spoken language and learned song are complex communication behaviors found in only a few species, including humans and three groups of distantly related birds--songbirds, parrots, and hummingbirds. Despite their large phylogenetic distances, these vocal learners show convergent behaviors and associated brain pathways for vocal communication. However, it is not clear whether this behavioral and anatomical convergence is associated with molecular convergence. Here we used oligo microarrays to screen for genes differentially regulated in brain nuclei necessary for producing learned vocalizations relative to adjacent brain areas that control other behaviors in avian vocal learners versus vocal non-learners. A top candidate gene in our screen was a calcium-binding protein, parvalbumin (PV. In situ hybridization verification revealed that PV was expressed significantly higher throughout the song motor pathway, including brainstem vocal motor neurons relative to the surrounding brain regions of all distantly related avian vocal learners. This differential expression was specific to PV and vocal learners, as it was not found in avian vocal non-learners nor for control genes in learners and non-learners. Similar to the vocal learning birds, higher PV up-regulation was found in the brainstem tongue motor neurons used for speech production in humans relative to a non-human primate, macaques. These results suggest repeated convergent evolution of differential PV up-regulation in the brains of vocal learners separated by more than 65-300 million years from a common ancestor and that the specialized behaviors of learned song and speech may require extra calcium buffering and signaling.

Exploring Children's Picture Storybooks with Adult and Adolescent EFL Learners

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Malu, Kathleen F.

2013-01-01

This article presents a theoretical framework to support the use of children's picture storybooks in teaching EFL to adults and adolescents. The author presents ways to use these books, addresses the twin goals of teaching mechanics and culture, and includes a list of books and a wide variety of activities that EFL teachers can use to effectively…

High risk of suicide among highschool learners in uMgungundlovu District KwaZuluNatal Province South Africa

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N Khuzwayo

2018-05-01

Full Text Available Background. Worldwide, suicide affects the most vulnerable populations, including adolescents and young adults. It is estimated that suicide will contribute more than 2% to the global burden of disease by 2020. Information about the prevalence of suicidal behaviour and the sociodemographic characteristics and risk factors associated with suicide in the South African (SA rural context is important for local and national policy and contributes to global understanding of the phenomenon.Objective. To investigate key demographic factors and behaviours associated with planning and attempting suicide among high-school learners.Methods. In a cross-sectional study, we used stratified random sampling to select 16 schools in uMgungundlovu District, KwaZulu-Natal Province, SA. All grade 10 learners (N=1 759 at these schools completed a self-administered questionnaire (Centers for Disease Control and Prevention (CDC Youth Risk Behavior Surveillance System. Data analysis was carried out with Stata 13 statistical software using generalised estimating equations.Results. In total, 222 learners (12.6% of the 1 759 had made plans to attempt suicide during the previous 12 months, 261 (14.8% had actually attempted suicide, and 218 attempts had resulted in the learner being treated by a doctor or nurse (12.4%. The risk of planning suicide increased with age. For male learners, being threatened with a weapon on school property (adjusted odds ratio (AOR 3.7, 95% confidence interval (CI 1.9 - 7.1; p<0.01 or bullied through Facebook or WhatsApp (AOR 3.1, 95% CI 1.5 - 7.1; p<0.01 significantly increased the likelihood of making a suicide attempt that resulted in treatment by a doctor or nurse. For female learners, engaging in risk behaviours increased this likelihood, risk factors including being physically hurt by someone they were dating (1 - 3 times AOR 3.3, 95% CI 1.9 - 5.7; p<0.01, ≥4 times AOR 10.0, 95% CI 2.5 - 40.2 (p<0.01 and number of drinks consumed

Perceptions of tuberculosis among immigrants and refugees at an adult education center: a community-based participatory research approach.

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Wieland, Mark L; Weis, Jennifer A; Yawn, Barbara P; Sullivan, Susan M; Millington, Kendra L; Smith, Christina M; Bertram, Susan; Nigon, Julie A; Sia, Irene G

2012-02-01

English as a Second Language programs serve large foreign-born populations in the US with elevated risks of tuberculosis (TB), yet little is known about TB perceptions in these settings. Using a community-based participatory research approach, we elicited perceptions about TB among immigrant and refugee learners and staff at a diverse adult education center. Community partners were trained in focus groups moderation. Ten focus groups were conducted with 83 learners and staff. Multi-level, team-based qualitative analysis was conducted to develop themes that informed a model of TB perceptions among participants. Multiple challenges with TB control and prevention were identified. There were a variety of misperceptions about transmission of TB, and a lack of knowledge about latent TB. Feelings and perceptions related to TB included secrecy, shame, fear, and isolation. Barriers to TB testing include low awareness, lack of knowledge about latent TB, and the practical considerations of transportation, cost, and work schedule conflicts. Barriers to medication use include suspicion of generic medications and perceived side effects. We posit adult education centers with large immigrant and refugee populations as excellent venues for TB prevention, and propose several recommendations for conducting these programs. Content should dispel the most compelling misperceptions about TB transmission while clarifying the difference between active and latent disease. Learners should be educated about TB in the US and that it is curable. Finally, TB programs that include learners and staff in their design and implementation provide greater opportunity for overcoming previously unrecognized barriers.

A study on online learner profile for supporting personalized learning

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Jie Yang

2013-09-01

Full Text Available Digital learning as a popular learning approach has received increasing attention in modern education. The learner profile in online learning plays a critical role in supporting personalized learning. This article uses an information flow-based approach to build the learner profile for supporting personalized learning. The learner profile includes the individual profile to capture the personal features and the community profile to capture the social features in online learning environment.

Reading comprehension and its underlying components in second-language learners: A meta-analysis of studies comparing first- and second-language learners.

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Melby-Lervåg, Monica; Lervåg, Arne

2014-03-01

We report a systematic meta-analytic review of studies comparing reading comprehension and its underlying components (language comprehension, decoding, and phonological awareness) in first- and second-language learners. The review included 82 studies, and 576 effect sizes were calculated for reading comprehension and underlying components. Key findings were that, compared to first-language learners, second-language learners display a medium-sized deficit in reading comprehension (pooled effect size d = -0.62), a large deficit in language comprehension (pooled effect size d = -1.12), but only small differences in phonological awareness (pooled effect size d = -0.08) and decoding (pooled effect size d = -0.12). A moderator analysis showed that characteristics related to the type of reading comprehension test reliably explained the variation in the differences in reading comprehension between first- and second-language learners. For language comprehension, studies of samples from low socioeconomic backgrounds and samples where only the first language was used at home generated the largest group differences in favor of first-language learners. Test characteristics and study origin reliably contributed to the variations between the studies of language comprehension. For decoding, Canadian studies showed group differences in favor of second-language learners, whereas the opposite was the case for U.S. studies. Regarding implications, unless specific decoding problems are detected, interventions that aim to ameliorate reading comprehension problems among second-language learners should focus on language comprehension skills.

English Learners: Reaching the Highest Level of English Literacy.

Science.gov (United States)

Garcia, Gilbert C., Ed.

This collection of papers examines the critical literacy development of English learners, focusing on English reading instruction in an immersion setting, English language development, and cultural issues pertaining to English learners in and out of the classroom. The 16 papers include the following: (1) "Reading and the Bilingual Student: Fact…

The Impact of Spiritual Learning on the Lives of Adults in Postsecondary Martial Arts Educational Programs

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Ingram, Jeffrey G.

2017-01-01

This study investigated whether spiritual learning impacts the lives of adult learners in martial arts educational programs. The impact of spirituality has been claimed as a meaningful connection; however, it is not currently known how spiritual learning impacts the lives and experiences of adult learners with these programs. Spiritual learning…

The development of national standards for adult educators in Namibia

Science.gov (United States)

Ellis, Justin; Richardson, Brent H.

2012-06-01

Since gaining independence from South Africa in 1990, Namibia has placed considerable emphasis on education, including adult learning. As a means of improving the quality of adult learning, the Namibian Ministry of Education commissioned the development of national standards in 2010 to express competency requirements for adult educators. Particular attention was paid to the views of adult learners who participated through thirty focus groups. The participatory process revealed that the work of an adult educator is more complex and demanding than had previously been appreciated. The required competencies were categorised under four headings: (1) Knowledge as an adult educator, (2) Practice as an adult educator, (3) Relationships as an adult educator and (4) Ethics and professionalism as an adult educator. The Namibia Qualifications Authority, acting under its legislative mandate of setting occupational standards for occupations, jobs, posts and positions, approved the national standards in 2011.

Learner's Passport

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Bogdan Jug

1996-12-01

Full Text Available For the first time learner's passport was pre­ sented at the international conference on permanent education, taking place in Rome in December 1994. This document is not meant for students only but for the entire population. It should contain notes on any format education, additional education, working experiences, cultural activities, sport results, awards, prizes and recommen­ dations. The mission of learner's passport is to gather all documents in one place, a handy book­ let which gives one an overall view over his/her achievements. It should help personnel departments in choosing the right person for a certain job as well as indirectly stimul ate additional activities of the learner's passport holder.

Criteria for Selecting a Monolingual Dictionary for Learners

OpenAIRE

Colin, Rogers

2003-01-01

There are a bewildering number of monolingual dictionaries on the market in Japan, including new learner dictionaries which give students a great deal of potentially useful information about how to use words. However it is essential to carefully evaluate dictionaries to ensure that they meet the needs of the learners who will use them. This article sets out some criteria to help make such decisions.

What Can Lexical Tone Training Studies in Adults Tell Us about Tone Processing in Children?

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Mark Antoniou

2018-01-01

Full Text Available A growing number of studies on the acquisition of lexical tone by adult learners have revealed that factors such as language background, musical experience, cognitive abilities, and neuroanatomy all play a role in determining tone learning success. On the basis of these findings, it has been argued that the effectiveness of tone learning in adulthood depends on individual differences in these factors. However, it is not clear whether similar individual differences play an analogous role in tone learning in childhood. Indeed, relatively few studies have made comparisons between how adults and children learn lexical tones. Here, we review recent developments for tone learning in both adults and children. The review covers tone training in a range of contexts, including in naive listeners, in native speakers of other tone languages, in listeners with varying levels of musical experience, and in individuals with speech and hearing disorders. Finally, we discuss the parallels between adult and child tone learning, and provide recommendations concerning how findings in adult tone training can provide insights into tone learning for children by accommodating the needs of individual learners.

The role of private speech in cognitive regulation of learners: The case of English as a foreign language education

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Mohamad Reza Anani Sarab

2015-12-01

Full Text Available Investigations into the use of private speech by adult English foreign language (EFL learners in regulating their mental activities have been an interesting area of research with a sociocultural framework. Following this line of research, 30 advanced adult EFL learners were selected via the administration of Oxford quick placement test and took a test of solving challenging English riddles while their voices were being recorded. Later, instances of the produced private speech were analyzed in terms of form, content, and function. It was demonstrated that private speech with its different forms, contents, and functions plays a very crucial role in cognitive regulation of EFL learners which has important implications for the context of language learning classrooms. In addition, participants seemed to produce qualitatively different kinds of L2 private speech, which brought us to the conclusion that it would be necessary to consider quality and not just quantity in studying psycholinguistic concepts, such as cognitive regulation and private speech.

The effect of nutrition training for health care staff on learner and patient outcomes in adults: a systematic review and meta-analysis.

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Marples, Owen; Baldwin, Christine; Weekes, C Elizabeth

2017-07-01

Background: Nutrition training for health care staff has been prioritized internationally as a key means of tackling malnutrition; however, there is a lack of clear evidence to support its implementation. Systematic reviews in other fields of training for health care staff indicate that training strategies may have a beneficial impact on learner and patient outcomes. Objectives: We assessed whether nutrition training for health care staff caring for nutritionally vulnerable adults resulted in improved learner and patient outcomes and evaluated the effectiveness of different training strategies. Design: A systematic review of trials of nutrition training for health care staff was conducted. Six databases were searched with key terms relating to malnutrition and nutrition training. Studies were categorized according to cognitive (didactic teaching), behavioral (practical implementation of skills), and psychological (individualized or group feedback and reflection) training strategies. Where sufficient data were available, meta-analysis was performed according to study design and training strategy. All study designs were eligible. The risk of bias was evaluated in accordance with Cochrane guidance. Results: Twenty-four studies met the eligibility criteria: 1 randomized controlled trial, 4 nonrandomized controlled trials, 3 quasi-experimental trials, 13 longitudinal pre-post trials, 2 qualitative studies, and 1 cross-sectional survey. Results from a number of low-quality studies suggest that nutrition training for health care staff may have a beneficial effect on staff nutrition knowledge, practice, and attitude as well as patient nutritional intake. There were insufficient data to determine whether any particular training strategy was more effective than the others. Conclusions: In the absence of high-quality evidence, low-quality studies suggest that nutrition training for health care staff has some positive effects. However, further randomized controlled trials are

Distributional vowel training may not be effective for Dutch adults

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Wanrooij, K.; De Vos, J.F.; Boersma, P.

2015-01-01

Distributional vowel training for adults has been reported as "effective" for Spanish and Bulgarian learners of Dutch vowels, in studies using a behavioural task. A recent study did not yield a similar clear learning effect for Dutch learners of the English vowel contrast /æ/~/ε/, as measured with

EFL Learners' Use of Direct Strategies in Competitive and Cooperative Learning Contexts

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Zarei, Abbas Ali; Layeq, Hamide

2016-01-01

This study investigated the effects of competitive and cooperative teaching techniques on Iranian adult EFL learners' use of direct strategies. To this end, a sample of 88 non-English major university students at Sohrevardi Nonprofit College in Qazvin were assigned to two groups, and each group received instruction under one of the treatment…

Ambiguity Tolerance and Perceptual Learning Styles of Chinese EFL Learners

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Li, Haishan; He, Qingshun

2016-01-01

Ambiguity tolerance and perceptual learning styles are the two influential elements showing individual differences in EFL learning. This research is intended to explore the relationship between Chinese EFL learners' ambiguity tolerance and their preferred perceptual learning styles. The findings include (1) the learners are sensitive to English…

Teacher-Made Tactile Science Materials with Critical and Creative Thinking Activities for Learners Including Those with Visual Impairments

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Teske, Jolene K.; Gray, Phyllis; Kuhn, Mason A.; Clausen, Courtney K.; Smith, Latisha L.; Alsubia, Sukainah A.; Ghayoorad, Maryam; Rule, Audrey C.; Schneider, Jean Suchsland

2014-01-01

Gifted students with visual impairments are twice exceptional learners and may not evidence their advanced science aptitudes without appropriate accommodations for learning science. However, effective tactile science teaching materials may be easily made. Recent research has shown that when tactile materials are used with "all" students…

Students’ Written Production Error Analysis in the EFL Classroom Teaching: A Study of Adult English Learners Errors

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Ranauli Sihombing

2016-12-01

Full Text Available Errors analysis has become one of the most interesting issues in the study of Second Language Acquisition. It can not be denied that some teachers do not know a lot about error analysis and related theories of how L1, L2 or foreign language acquired. In addition, the students often feel upset since they find a gap between themselves and the teachers for the errors the students make and the teachers’ understanding about the error correction. The present research aims to investigate what errors adult English learners make in written production of English. The significances of the study is to know what errors students make in writing that the teachers can find solution to the errors the students make for a better English language teaching and learning especially in teaching English for adults. The study employed qualitative method. The research was undertaken at an airline education center in Bandung. The result showed that syntax errors are more frequently found than morphology errors, especially in terms of verb phrase errors. It is recommended that it is important for teacher to know the theory of second language acquisition in order to know how the students learn and produce theirlanguage. In addition, it will be advantages for teachers if they know what errors students frequently make in their learning, so that the teachers can give solution to the students for a better English language learning achievement.   DOI: https://doi.org/10.24071/llt.2015.180205

Adult learners in a novel environment use prestige-biased social learning.

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Atkisson, Curtis; O'Brien, Michael J; Mesoudi, Alex

2012-08-13

Social learning (learning from others) is evolutionarily adaptive under a wide range of conditions and is a long-standing area of interest across the social and biological sciences. One social-learning mechanism derived from cultural evolutionary theory is prestige bias, which allows a learner in a novel environment to quickly and inexpensively gather information as to the potentially best teachers, thus maximizing his or her chances of acquiring adaptive behavior. Learners provide deference to high-status individuals in order to ingratiate themselves with, and gain extended exposure to, that individual. We examined prestige-biased social transmission in a laboratory experiment in which participants designed arrowheads and attempted to maximize hunting success, measured in caloric return. Our main findings are that (1) participants preferentially learned from prestigious models (defined as those models at whom others spent longer times looking), and (2) prestige information and success-related information were used to the same degree, even though the former was less useful in this experiment than the latter. We also found that (3) participants were most likely to use social learning over individual (asocial) learning when they were performing poorly, in line with previous experiments, and (4) prestige information was not used more often following environmental shifts, contrary to predictions.  These results support previous discussions of the key role that prestige-biased transmission plays in social learning.

Integrating Adult Learning and Technologies for Effective Education: Strategic Approaches

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Wang, Victor C. X.

2010-01-01

As adult learners and educators pioneer the use of technology in the new century, attention has been focused on developing strategic approaches to effectively integrate adult learning and technology in different learning environments. "Integrating Adult Learning and Technologies for Effective Education: Strategic Approaches" provides innovative…

A Learner-led, Discussion-based Elective on Emerging Infectious Disease.

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Mathias, Clinton

2015-08-25

Objective. To implement a learner-led, discussion-based course aimed at exposing second-year pharmacy learners to the study of emerging infectious diseases from a global health perspective and to assess the role and importance of pharmacists in the management of disease outbreaks. Design. Learners examined literature pertinent to an emerging infectious disease in a 3-credit, discussion-based course and participated in peer discussion led by a designated learner. Instructional materials included journal articles, audio-visual presentations, documentaries, book chapters, movies, newspaper/magazine articles, and other materials. Learning outcomes were measured based on the ability of learners to perform critical thinking and analysis, communicate with their peers, and participate in class discussions. Assessment. The course was offered to 2 consecutive cohorts consisting of 14 and 16 learners, respectively. Overall, every learner in the first cohort achieved a final grade of A for the course. In the second cohort, the overall grade distribution consisted of grades of A, B, and C for the course. Learner evaluations indicated that the active-learning, discussion-based environment significantly enhanced interest in the topic and overall performance in the course. Conclusion. The elective course on emerging infectious diseases provided in-depth exposure to disease topics normally not encountered in the pharmacy curriculum. Learners found the material and format valuable, and the course enhanced their appreciation of infectious diseases, research methodology, critical thinking and analysis, and their roles as pharmacists.

English learners in the mathematics classroom

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Coggins, Debra S (Susan)

2014-01-01

Research-based strategies to reach English learners - now aligned with the Common Core!Enable your English learners to build higher-level math skills and gain greater fluency in their new language-all while achieving the goals of the Common Core. Now in its second edition, this trusted resource includes:  Mathematics lesson scenarios in every chapter, directly connected to Common Core Standards and the Standards for Mathematical Practice Instructional approaches that promote participation, hands-on learning, and true comprehension of mathematics concepts that benefit ALL students Sample lessons, visuals, and essential vocabulary that connect mathematical concepts with language development.

Modified Assessment for Adult Readers: Collage. User's Guide. Final Report.

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Wilt, Gaie Isett

A project was conducted to design an alternative assessment tool for use with adult learners traditionally identified as reading below fifth-grade level. This assessment allows for the creation of a goal-oriented Individual Education Plan that is personalized to the learner's needs and educational goals. The approach, analogous to the art…

Assessing Learner Satisfaction by Simultaneously Measuring Learner Attitude, Motivation, Loyalty and Service Quality in English Academies

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Huong, Vu Thi; Casadesus, Marti; Marimon, Frederic

2017-01-01

The aims of this study are threefold in their approach to English academy teaching: (i) to assess learner satisfaction, (ii) to assess the impact of satisfaction on loyalty and (iii) to assess the three constructs that we considered to be the antecedents of learner satisfaction: learner motivation, learner attitude and service quality. To collect…

Learner characteristics involved in distance learning

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Cernicek, A.T.; Hahn, H.A.

1991-01-01

Distance learning represents a strategy for leveraging resources to solve educational and training needs. Although many distance learning programs have been developed, lessons learned regarding differences between distance learning and traditional education with respect to learner characteristics have not been well documented. Therefore, we conducted a survey of 20 distance learning professionals. The questionnaire was distributed to experts attending the second Distance Learning Conference sponsored by Los Alamos National Laboratory. This survey not only acquired demographic information from each of the respondents but also identified important distance learning student characteristics. Significant distance learner characteristics, which were revealed statistically and which influence the effectiveness of distance learning, include the following: reading level, student autonomy, and self-motivation. Distance learning cannot become a more useful and effective method of instruction without identifying and recognizing learner characteristics. It will be important to consider these characteristics when designing all distance learning courses. This paper will report specific survey findings and their implications for developing distance learning courses. 9 refs., 6 tabs.

An Analysis of Learners in Introductory Astronomy Massive Open Online Courses

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Buxner, Sanlyn; Formanek, Martin; Impey, Chris David; Wenger, Matthew

2016-06-01

We describe learners enrolled in three iterations of introductory astronomy massive open online courses (MOOCs). These courses are offered through commercial providers and facilitated by an instructional team at the University of Arizona. We describe an ongoing study of those who enroll, engage in, and complete these courses. The course has undergone several revisions, including integrating pedagogical techniques, found to be effective for in-person courses, to increase engagement including peer review, online discussions, and the use of cohorts. In its current version, learners enroll on a continual basis and complete 11 weeks of course content; they watch videos, complete content quizzes, submit writing assignments, complete peer review of other students’ work, and complete online citizen science projects. Tens of thousands of students has signed up for these courses but completion rates are much lower, around 10%. We have collected survey data from over 8,500 of these learners to assess their basic science knowledge, attitudes towards science and technology, motivations for taking the courses, and information about other ways they engage in science related activities. We present information about these learners, including their demographics, motivations, how they use the courses, and what factors lead to increased engagement and completion. Additionally, we present how survey data from these learners compare to 26 years of data we have collected from parallel group of undergraduate non-science major students enrolled in astronomy courses at the University of Arizona. Overall, we find that learners who enroll in the MOOCs have more interest in science and higher basic science knowledge that undergraduates who pay tuition for a similar course. Our work is helping us understand how to better serve learners in MOOCs and bridge more traditional courses with these types of courses.

Motivations of Adults for Non-Formal Conservation Education and Volunteerism: Implications for Programming

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Van Den Berg, Heather A.; Dann, Shari L.; Dirkx, John M.

2009-01-01

Adult conservation education is growing nationally. We investigated adults' motivations to take part in Michigan's Conservation Stewards education and volunteerism program. We used three theoretical frames (adult education orientations, volunteerism motivations, and leisure benefits sought) to understand learners' involvement. Adults' education…

An Investigation of the Guidance Counselling Needs of Adults with Dyslexia in the Adult Educational Guidance Initiative (AEGI)

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Elftorp, Petra; Hearne, Lucy

2014-01-01

The experiences of adult learners with dyslexia is an under-researched area in Ireland at present. This article will discuss the findings from phase one of a mixed methods research study, which is investigating the guidance counselling needs of clients with dyslexia within the Adult Education Guidance Initiative (AEGI). The research is underpinned…

Learner Open Modeling in Adaptive Mobile Learning System for Supporting Student to Learn English

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Van Cong Pham

2011-10-01

Full Text Available This paper represents a personalized context-aware mobile learning architecture for supporting student to learn English as foreign language in order to prepare for TOEFL test. We consider how to apply open learner modeling techniques to adapt contents for different learners based on context, which includes location, amount of time to learn, the manner as well as learner's knowledge in learning progress. Through negotiation with system, the editable learner model will be updated to support adaptive engine to select adaptive contents meeting learner's demands. Empirical testing results for students who used application prototype indicate that interaction user modeling is helpful in supporting learner to learn adaptive materials.

Personal and Contextual Influences on Township School Learners' Motivation and Self-Regulated Learning

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Geduld, Bernadette

2017-01-01

Learners' self-regulation, which includes motivational variables, is influenced by personal variables within learners themselves, as well as by contextual factors. A great deal of research has focused on personal variables in learners that influence their self-regulated behaviours; yet contextual influences that operate outside of formal schooling…

Enabling Pedagogy and Andragogy for 21st-Century Sign Language Users and Learners

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Hermann-Shores, Patricia

2017-01-01

Enabling pedagogy and andragogy is discussed as a form of lifelong learning in which learners attain competences and skills as children (pedagogy) and as adults (andragogy) that enable them to engage in independent learning in the 21st century. Throughout the article the author avoids as much as possible the labels "deaf" and…

Adult Learning in Health and Safety: Some Issues and Approaches.

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O Fathaigh, Mairtin

This document, which was developed for presentation at a seminar on adult learning and safety, examines approaches to occupational safety and health (OSH) learning/training in the workplace. Section 1 examines selected factors affecting adults' learning in workplace OSH programs. The principal dimensions along which individual adult learners will…

Online Instructors as Thinking Advisors: A Model for Online Learner Adaptation

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Benedetti, Christopher

2015-01-01

This article examines the characteristics and challenges of online instruction and presents a model for improving learner adaptation in an online classroom. Instruction in an online classroom presents many challenges, including learner individualization. Individual differences in learning styles and preferences are often not considered in the…

A Survey into the Motivations of Adult English Learning

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薛源

2016-01-01

#%Adult English learners have their own unique characteristics. This research adopts a questionnaire consisting of 9 di-mensions to explore their English learning motivations, which turn out to be mainly instrumental ones. And the author has postu-lated suggestions about adult English teaching.

The History of the Democratic Adult Education Movement in Spain

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Oliver, Esther; Tellado, Itxaso; Yuste, Montserrat; Larena-Fernández, Rosa

2016-01-01

Background/Context: Traditional adult education in Spain treated the learner as a mere object that could be shaped by the educator. Although current practices of the democratic adult education movement in Spain reveals a completely opposite standpoint on adult education, there has been little analysis of the several influences converging and…

Teaching listening to older second language learners: Classroom implications

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Agata Słowik

2017-09-01

Full Text Available Listening is often listed as the most challenging language skill that the students need to learn in the language classrooms. Therefore the awareness of listening strategies and techniques, such as bottom-up and top-down processes, specific styles of listening, or various compensatory strategies, prove to facilitate the process of learning of older individuals. Indeed, older adult learners find decoding the aural input, more challenging than the younger students. Therefore, both students’ and teachers’ subjective theories and preferences regarding listening comprehension as well as the learners’ cognitive abilities should be taken into account while designing a teaching model for this age group. The aim of this paper is, thus, to draw the conclusions regarding processes, styles and strategies involved in teaching listening to older second language learners and to juxtapose them with the already existing state of research regarding age-related hearing impairments, which will serve as the basis for future research.

Technical Evaluation Report 37: Assistive Software for Disabled Learners

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Jon Baggaley

2004-11-01

Full Text Available Previous reports in this series (#32 and 36 have discussed online software features of value to disabled learners in distance education. The current report evaluates four specific assistive software products with useful features for visually and hearing impaired learners: ATutor, ACollab, Natural Voice, and Just Vanilla. The evaluative criteria discussed include the purpose, uses, costs, and features of each software product, all considered primarily from the accessibility perspective.

Factors Driving Learner Success in Online Professional Development

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Phu Vu

2014-07-01

Full Text Available This study examined factors that contributed to the success of online learners in an online professional development course. Research instruments included an online survey and learners’ activity logs in an online professional development course for 512 in-service teachers. The findings showed that there were several factors affecting online learners’ success in online professional development. In addition, there were also significant differences between successful and unsuccessful online learners in terms of course login frequency and learning activities viewed.

Can You Keep Learners Online?

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Zielinski, Dave

2000-01-01

Reasons people do not complete online training courses include (1) no incentives, (2) lack of connectedness, (3) learner preference for instructor-led courses, (4) poor course design, (5) "some is enough," and (6) lack of perks. Course delivery must consider three elements: the technology, course design, and the learning environment. (JOW)

The Relationship between Learner Autonomy and Vocabulary Learning Strategies in Iranian EFL Learners with Different Language Proficiency Level

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Ebrahim Azimi Mohammad Abadi

2013-05-01

Full Text Available Vocabulary learning is incredibly noteworthy to English language acquisition. It is unfeasible for a learner to communicate without the required vocabulary. In high education levels, learners are habitually forced to become autonomous and make conscious effort to learn vocabulary outside of the classroom. Consequently, the autonomy of the learners plays an important role in developing and enhancing their vocabulary. Learner autonomy is a huge assistance for learners in vocabulary learning since it provides the learners with numerous diverse privileges such as independency from teacher. The researcher investigated whether there is any statistically significant relationship between learner autonomy and vocabulary learning strategies use in Iranian EFL learners with different language proficiency levels. To meet the above purpose, a total number of 190 male and female EFL learners participated in this study. The methodology underlying this study was quantitative (thorough the administration of two questionnaires and two language proficiency test – TOEFL for advanced group, and Nelson for intermediate level. The quantitative data was analyzed using a set of correlational analysis revealing a significant positive correlation between learner autonomy and vocabulary learning strategies use in high proficient group, and a significant positive relationship between these two constructs in low proficient group, however not as strong as in the advanced group.

Corpus-Based Foreign-Language Textbooks : using the cognitive resources of older learners efficiently

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Danya Ramírez-Gómez

2017-12-01

Full Text Available The presence of older learners (60 years old and over in the foreign language (FL classroom is increasingly common. However, although these students differ from younger ones in a variety of cognitive, physical and psychological aspects, textbooks have not yet been adapted to the characteristics of the former. This lack of teaching materials entails either that older learners be unable to study an FL with a textbook that addresses their needs and interests, or that teachers must constantly collect materials from different sources, which is exceedingly time consuming. The objective of this article is to start a debate on potential modifications to Spanish teaching materials that respond to older learners’ needs, specifically for initial level learners. This study discusses modifications that address two significant issues: the introduction of vocabulary, and the introduction of grammar tenses and conjugations. These two issues generate important challenges in the learning process of the cohort under discussion (Ramírez Gómez 2016. The framework for this work is the analysis of the Corpus del Español (Davies 2002, which includes more than 100 million entries. The study explores the most frequently used content words of Spanish (e.g. nouns, verbs, adjectives and contrasts these data with how current and popular Spanish textbooks introduce this information. The analysis indicates that textbooks present vocabulary and grammar tenses and conjugations in a manner that fails to reflect actual Spanish use, despite this being one of the main objectives of the functional-approach, which is followed by most of the textbooks revised here. Also, drawing from previous studies on age-related cognitive transformations, transitivity, aspect, among others, we argue that textbooks for initial level learners – particularly for older learners – should centre on the acquisition of highly frequent and relatable vocabulary to elevate their exposure to relevant

Applying adult learning practices in medical education.

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Reed, Suzanne; Shell, Richard; Kassis, Karyn; Tartaglia, Kimberly; Wallihan, Rebecca; Smith, Keely; Hurtubise, Larry; Martin, Bryan; Ledford, Cynthia; Bradbury, Scott; Bernstein, Henry Hank; Mahan, John D

2014-07-01

The application of the best practices of teaching adults to the education of adults in medical education settings is important in the process of transforming learners to become and remain effective physicians. Medical education at all levels should be designed to equip physicians with the knowledge, clinical skills, and professionalism that are required to deliver quality patient care. The ultimate outcome is the health of the patient and the health status of the society. In the translational science of medical education, improved patient outcomes linked directly to educational events are the ultimate goal and are best defined by rigorous medical education research efforts. To best develop faculty, the same principles of adult education and teaching adults apply. In a systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education, the use of experiential learning, feedback, effective relationships with peers, and diverse educational methods were found to be most important in the success of these programs. In this article, we present 5 examples of applying the best practices in teaching adults and utilizing the emerging understanding of the neurobiology of learning in teaching students, trainees, and practitioners. These include (1) use of standardized patients to develop communication skills, (2) use of online quizzes to assess knowledge and aid self-directed learning, (3) use of practice sessions and video clips to enhance significant learning of teaching skills, (4) use of case-based discussions to develop professionalism concepts and skills, and (5) use of the American Academy of Pediatrics PediaLink as a model for individualized learner-directed online learning. These examples highlight how experiential leaning, providing valuable feedback, opportunities for practice, and stimulation of self-directed learning can be utilized as medical education continues its dynamic transformation in the years ahead

How Do Novice and Expert Learners Represent, Understand, and Discuss Geologic Time?

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Layow, Erica Amanda

This dissertation examined the representations novice and expert learners constructed for the geologic timescale. Learners engaged in a three-part activity. The purpose was to compare novice learners' representations to those of expert learners. This provided insight into the similarities and differences between their strategies for event ordering, assigning values and scale to the geologic timescale model, as well as their language and practices to complete the model. With a qualitative approach to data analysis informed by an expert-novice theoretical framework grounded in phenomenography, learner responses comprised the data analyzed. These data highlighted learners' metacognitive thoughts that might not otherwise be shared through lectures or laboratory activities. Learners' responses were analyzed using a discourse framework that positioned learners as knowers. Novice and expert learners both excelled at ordering and discussing events before the Phanerozoic, but were challenged with events during the Phanerozoic. Novice learners had difficulty assigning values to events and establishing a scale for their models. Expert learners expressed difficulty with determining a scale because of the size of the model, yet eventually used anchor points and unitized the model to establish a scale. Despite challenges constructing their models, novice learners spoke confidently using claims and few hedging phrases indicating their confidence in statements made. Experts used more hedges than novices, however the hedging comments were made about more complex conceptions. Using both phenomenographic and discourse analysis approaches for analysis foregrounded learners' discussions of how they perceived geologic time and their ways of knowing and doing. This research is intended to enhance the geoscience community's understanding of the ways novice and expert learners think and discuss conceptions of geologic time, including the events and values of time, and the strategies used

Captivating Lifelong Learners in the Third Age: Lessons Learned from a University-Based Institute

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Talmage, Craig A.; Lacher, R. Geoffrey; Pstross, Mikulas; Knopf, Richard C.; Burkhart, Karla A.

2015-01-01

The prevalence of learning providers for third agers continues to expand alongside the growth of the older adult population, yet there remains little empirical evidence on what types of learning experiences are most desired by lifelong learners. This article examines the effects that different learning topics have on attendance at classes hosted…

Educational Transition of East Malaysian Distance Learners.

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Saw, K. G.; Awang, M. N.; Idrus, R. M.; Atan, H.; Azli, N. A.; Jaafar, I.; Rahman, Z. A.; Latiff, Z. A.

1999-01-01

Describes results of a study of the changing perceptions of East Malaysian distance learners studying at the Universiti Sains Malaysia. Highlights include students' perceptions of their study skills; and the impact of their studies on other areas of their life, including social obligations, recreation, families, health, finances, work, and…

Learner-Generated Noticing Behavior by Novice Learners: Tracing the Effects of Learners' L1 on Their Emerging L2

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Park, Eun Sung

2013-01-01

This study examines novice learners' self-generated input noticing approaches and strategies. It is motivated by previous research on input enhancement which yielded insights that learners are naturally prone to notice certain aspects of L2 input on their own without any external means to channel their attention. Two L1 groups (Japanese and…

Learners' perceptions of learners regarded as having a homosexual orientation in an independent secondary school environment.

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Mostert, Hendrik P; Myburgh, Chris; Poggenpoel, Marie

2012-10-04

In schools today discrimination based on sexual orientation takes place on a regular basis. This form of discrimination leads to aggression towards learners perceived to be homosexual, as well as towards those with a homosexual orientation. For more than 15 years South Africa has been a democratic country with laws that protect learners who have a homosexual orientation. Nevertheless, aggression and discrimination towards these learners still occur in schools. Aggression often leads to verbal and physical bullying of the victims by perpetrators. The objectives of this research were to explore and describe Grade 11 learners' experiences of aggression towards learners perceived to be homosexual as well as those with a homosexual orientation in an independent secondary school environment. The research design was qualitative, exploratory, descriptive and contextual in nature. The data for this investigation consisted of essays based on a published newspaper photograph, phenomenological group interviews, observations and field notes. Tesch's method of data analysis was used, and an independent coder assisted. Three themes were identified, discussed and supported by a literature control: that learners experience that it is right and acceptable to have a homosexual orientation; that they experience ambivalence towards homosexual orientation of learners; and experienced feelings that it is wrong to have a homosexual orientation. Recommended guidelines are provided to address aggression towards learners perceived to be homosexual and those with a homosexual orientation.

A New Approach of an Intelligent E-Learning System Based on Learners' Skill Level and Learners' Success Rate

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Mohamed, Hafidi; Lamia, Mahnane

2015-01-01

Learners usually meet cognitive overload and disorientation problems when using e-learning system. At present, most of the studies in e-learning either concentrate on the technological aspect or focus on adapting learner's interests or browsing behaviors, while, learner's skill level and learners' success rate is usually neglected. In this paper,…

Executive functions and inhibitory control in multilingual children: evidence from second-language learners, bilinguals, and trilinguals.

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Poarch, Gregory J; van Hell, Janet G

2012-12-01

In two experiments, we examined inhibitory control processes in three groups of bilinguals and trilinguals that differed in nonnative language proficiency and language learning background. German 5- to 8-year-old second-language learners of English, German-English bilinguals, German-English-Language X trilinguals, and 6- to 8-year-old German monolinguals performed the Simon task and the Attentional Networks Task (ANT). Language proficiencies and socioeconomic status were controlled. We found that the Simon effect advantage, reported in earlier research for bilingual children and adults over monolinguals, differed across groups, with bilinguals and trilinguals showing enhanced conflict resolution over monolinguals and marginally so over second-language learners. In the ANT, bilinguals and trilinguals displayed enhanced conflict resolution over second-language learners. This extends earlier research to child second-language learners and trilinguals, who were in the process of becoming proficient in an additional language, while corroborating earlier findings demonstrating enhanced executive control in bilinguals assumed to be caused by continuous inhibitory control processes necessary in competition resolution between two (or possibly more) languages. The results are interpreted against the backdrop of the developing language systems of the children, both for early second-language learners and for early bilinguals and trilinguals. Copyright © 2012 Elsevier Inc. All rights reserved.

Andragogical Methods to Sustain Quality Adult Education in Ethiopia

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Yilfashewa Seyoum

2017-07-01

Full Text Available This study aims to analyse the extent andragogy serves as a means to secure quality in adult education programs. It attempts to scrutinize how active learning methods are implemented effectively in adult education program in the Eastern part of Ethiopia. A survey research design was adapted as a method of the study. Stratified and purposive sampling techniques were employed to select respondents (515 male and 285 female adult learners and 30 facilitators.Questionnaire and interview was used to gather pertinent information about the adult education program. Descriptive statistics and one way ANOVA were used as a means for data analysis. The findings show that active learning methods employed by facilitators were not satisfactorily implemented. The least rated active learning methods employed by facilitators were role play and project methods. And, the most highly used and rated active learning method was collaborative learning. There was a significance mean difference between first and second year adult education followers (in favour of second year learners in experiencing active learning.

ECG Rhythm Analysis with Expert and Learner-Generated Schemas in Novice Learners

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Blissett, Sarah; Cavalcanti, Rodrigo; Sibbald, Matthew

2015-01-01

Although instruction using expert-generated schemas is associated with higher diagnostic performance, implementation is resource intensive. Learner-generated schemas are an alternative, but may be limited by increases in cognitive load. We compared expert- and learner-generated schemas for learning ECG rhythm interpretation on diagnostic accuracy,…

41 CFR 50-202.3 - Learners, student learners, apprentices, and handicapped workers.

Science.gov (United States)

2010-07-01

... than the minimum wage prescribed in § 50-202.2 to the same extent such employment is permitted under... Management Other Provisions Relating to Public Contracts PUBLIC CONTRACTS, DEPARTMENT OF LABOR 202-MINIMUM WAGE DETERMINATIONS Groups of Industries § 50-202.3 Learners, student learners, apprentices, and...

BENCHMARKING LEARNER EDUCATION USING ONLINE BUSINESS SIMULATION

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Alfred H. Miller

2016-06-01

Full Text Available For programmatic accreditation by the Accreditation Council of Business Schools and Programs (ACBSP, business programs are required to meet STANDARD #4, Measurement and Analysis of Student Learning and Performance. Business units must demonstrate that outcome assessment systems are in place using documented evidence that shows how the results are being used to further develop or improve the academic business program. The Higher Colleges of Technology, a 17 campus federal university in the United Arab Emirates, differentiates its applied degree programs through a ‘learning by doing ethos,’ which permeates the entire curricula. This paper documents benchmarking of education for managing innovation. Using business simulation for Bachelors of Business, Year 3 learners, in a business strategy class; learners explored through a simulated environment the following functional areas; research and development, production, and marketing of a technology product. Student teams were required to use finite resources and compete against other student teams in the same universe. The study employed an instrument developed in a 60-sample pilot study of business simulation learners against which subsequent learners participating in online business simulation could be benchmarked. The results showed incremental improvement in the program due to changes made in assessment strategies, including the oral defense.

Connected minds technology and today's learners

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Pedrò, Francesc

2012-01-01

In all OECD countries, digital media and connectedness are integral to the lives of todays learners. It is often claimed that these learners are ""new millennium learners"", or ""digital natives"", who have different expectations about education. This book contributes to the debate about the effects of technology attachment and connectedness on todays learners, and their expectations about teaching. The book sets out to answer the following questions: Can the claim that todays students are ""new millenium learners"" or ""digital natives be sustained empirically? Is there consistent research evidence demonstrating the effects of technology on cognitive development, social values, and learning expectations? What are the implications for educational policy and practice?

The Learner Verification of Series r: The New Macmillan Reading Program; Highlights.

Science.gov (United States)

National Evaluation Systems, Inc., Amherst, MA.

National Evaluation Systems, Inc., has developed curriculum evaluation techniques, in terms of learner verification, which may be used to help the curriculum-development efforts of publishing companies, state education departments, and universities. This document includes a summary of the learner-verification approach, with data collected about a…

Investigating the Effect of Situational Awareness on Persistence of Doctoral Distance Learners

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Harleman, Thomas G.

2013-01-01

This quantitative study sought to identify the effect of heightened situational awareness (SA) on persistence of doctoral distance learners. Factors in the distance learners' micro-environment, vis-à-vis Urie Bronfenbrenner's (1979) ecology theory of human development, were the focus. Study participants included new doctoral candidates continuing…

Category learning strategies in younger and older adults: Rule abstraction and memorization.

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Wahlheim, Christopher N; McDaniel, Mark A; Little, Jeri L

2016-06-01

Despite the fundamental role of category learning in cognition, few studies have examined how this ability differs between younger and older adults. The present experiment examined possible age differences in category learning strategies and their effects on learning. Participants were trained on a category determined by a disjunctive rule applied to relational features. The utilization of rule- and exemplar-based strategies was indexed by self-reports and transfer performance. Based on self-reported strategies, the frequencies of rule- and exemplar-based learners were not significantly different between age groups, but there was a significantly higher frequency of intermediate learners (i.e., learners not identifying with a reliance on either rule- or exemplar-based strategies) in the older than younger adult group. Training performance was higher for younger than older adults regardless of the strategy utilized, showing that older adults were impaired in their ability to learn the correct rule or to remember exemplar-label associations. Transfer performance converged with strategy reports in showing higher fidelity category representations for younger adults. Younger adults with high working memory capacity were more likely to use an exemplar-based strategy, and older adults with high working memory capacity showed better training performance. Age groups did not differ in their self-reported memory beliefs, and these beliefs did not predict training strategies or performance. Overall, the present results contradict earlier findings that older adults prefer rule- to exemplar-based learning strategies, presumably to compensate for memory deficits. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Enhancing Digital Literacy and Learning among Adults with Blogs

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Sharp, Laurie A.

2017-01-01

Digital literacy and learning among adults has been identified as an area requiring research. The purpose of the present study was to explore technology acceptance and digital collaborative learning experiences with blogs among adult learners. This analysis employed a quasi-experimental mixed-methods approach guided by a sociocultural theoretical…

Brain Responses before and after Intensive Second Language Learning: Proficiency Based Changes and First Language Background Effects in Adult Learners

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White, Erin Jacquelyn; Genesee, Fred; Steinhauer, Karsten

2012-01-01

This longitudinal study tracked the neuro-cognitive changes associated with second language (L2) grammar learning in adults in order to investigate how L2 processing is shaped by a learner’s first language (L1) background and L2 proficiency. Previous studies using event-related potentials (ERPs) have argued that late L2 learners cannot elicit a P600 in response to L2 grammatical structures that do not exist in the L1 or that are different in the L1 and L2. We tested whether the neuro-cognitive processes underlying this component become available after intensive L2 instruction. Korean- and Chinese late-L2-learners of English were tested at the beginning and end of a 9-week intensive English-L2 course. ERPs were recorded while participants read English sentences containing violations of regular past tense (a grammatical structure that operates differently in Korean and does not exist in Chinese). Whereas no P600 effects were present at the start of instruction, by the end of instruction, significant P600s were observed for both L1 groups. Latency differences in the P600 exhibited by Chinese and Korean speakers may be attributed to differences in L1–L2 reading strategies. Across all participants, larger P600 effects at session 2 were associated with: 1) higher levels of behavioural performance on an online grammaticality judgment task; and 2) with correct, rather than incorrect, behavioural responses. These findings suggest that the neuro-cognitive processes underlying the P600 (e.g., “grammaticalization”) are modulated by individual levels of L2 behavioural performance and learning. PMID:23300641

Multidimensional Learner Model In Intelligent Learning System

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Deliyska, B.; Rozeva, A.

2009-11-01

The learner model in an intelligent learning system (ILS) has to ensure the personalization (individualization) and the adaptability of e-learning in an online learner-centered environment. ILS is a distributed e-learning system whose modules can be independent and located in different nodes (servers) on the Web. This kind of e-learning is achieved through the resources of the Semantic Web and is designed and developed around a course, group of courses or specialty. An essential part of ILS is learner model database which contains structured data about learner profile and temporal status in the learning process of one or more courses. In the paper a learner model position in ILS is considered and a relational database is designed from learner's domain ontology. Multidimensional modeling agent for the source database is designed and resultant learner data cube is presented. Agent's modules are proposed with corresponding algorithms and procedures. Multidimensional (OLAP) analysis guidelines on the resultant learner module for designing dynamic learning strategy have been highlighted.

Effective instruction for English learners.

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Calderón, Margarita; Slavin, Robert; Sánchez, Marta

2011-01-01

The fastest-growing student population in U.S. schools today is children of immigrants, half of whom do not speak English fluently and are thus labeled English learners. Although the federal government requires school districts to provide services to English learners, it offers states no policies to follow in identifying, assessing, placing, or instructing them. Margarita Calderón, Robert Slavin, and Marta Sánchez identify the elements of effective instruction and review a variety of successful program models. During 2007-08, more than 5.3 million English learners made up 10.6 percent of the nation's K-12 public school enrollment. Wide and persistent achievement disparities between these English learners and English-proficient students show clearly, say the authors, that schools must address the language, literacy, and academic needs of English learners more effectively. Researchers have fiercely debated the merits of bilingual and English-only reading instruction. In elementary schools, English learners commonly receive thirty minutes of English as a Second Language (ESL) instruction but attend general education classes for the rest of the day, usually with teachers who are unprepared to teach them. Though English learners have strikingly diverse levels of skills, in high school they are typically lumped together, with one teacher to address their widely varying needs. These in-school factors contribute to the achievement disparities. Based on the studies presented here, Calderón, Slavin, and Sánchez assert that the quality of instruction is what matters most in educating English learners. They highlight comprehensive reform models, as well as individual components of these models: school structures and leadership; language and literacy instruction; integration of language, literacy, and content instruction in secondary schools; cooperative learning; professional development; parent and family support teams; tutoring; and monitoring implementation and outcomes

The Effect of Context on the EFL Learners' Idiom Processing Strategies

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Rohani, Gholamreza; Ketabi, Saeed; Tavakoli, Mansoor

2012-01-01

The present study investigated the effect of context on the strategies the EFL learners utilized to process idioms. To do so, ten Iranian intermediate EFL learners were randomly assigned to two groups who then attended a think-aloud session. The 5 subjects in the first group were exposed to an animated cartoon including 23 unfamiliar idioms while…

Asian/Pacific Islander Languages Spoken by English Learners (ELs). Fast Facts

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Office of English Language Acquisition, US Department of Education, 2015

2015-01-01

The Office of English Language Acquisition (OELA) has synthesized key data on English learners (ELs) into two-page PDF sheets, by topic, with graphics, plus key contacts. The topics for this report on Asian/Pacific Islander languages spoken by English Learners (ELs) include: (1) Top 10 Most Common Asian/Pacific Islander Languages Spoken Among ELs:…

Reading Strategies Used by Iranian EFL Learners While Reading Academic Texts

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Vida Yousefian

2015-11-01

Full Text Available The major aim of this study was to explore the nature and frequency of the reading strategies used by the EFL learners while reading academic texts. Normally, students tend to read all the information provided in reading materials. This study explores whether learners use reading strategies to assist them in reading comprehension. There was a sample of 45 English language (EFL learners from Islamic Azad University, Falavarjan Branch. The instrument utilized in this study was a survey questionnaire with 30 items including 13 global reading strategies, 8 problem solving strategies and 9 support reading strategies. The survey was going to signify how much EFL learners use each of these strategies while reading academic texts. The findings indicated that the participants used global reading strategies more (44.5% than problem solving strategies (29.0% and support reading strategies (26.5%. The results of the present study will let the instructors improve the reading strategies which are not used by EFL learners frequently. It also helps learners to promote the ability of using reading strategies and utilize the strategies in an appropriate and effective way.

Help! They Don't Speak English: Partnering Preservice Teachers with Adult English Language Learners

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Hooks, Laura M.

2008-01-01

It is well documented that parent and family involvement in children's education correlates with success in school. The increasing number of English Language Learners in public schools has created a need for teacher educators to prepare preservice teachers to be able to work with families who have limited English. This study examined the outcomes…

Unathi: The case study of a South African ESL learner who excels at writing in English

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Susan Ntete

2011-08-01

Full Text Available This article discusses the case study of a learner in Mdantsane Township in the Eastern Cape. Most black learners find it difficult to express themselves effectively in English. According to a survey made by Bot (1996 majority of black grade 7 learners are unable to read in English.  Many black learners in South Africa The study, which focused on five learners was an attempt to explain why some learners whose mother tongue is Xhosa are an exceptionally proficient writers of English. The article describes one of these learners and his writing practices. The data collected include formal interviews with this learner as well as an analysis of some of his writing. Some tentative conclusions are reached relating to the role of the teacher and certain affective factors. The article concludes with a few implications for researching teachers.

The influence of township schools on the resilience of their learners

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Ruth Mampane

2011-01-01

Full Text Available Many learners living in townships require protection and resilience to overcome obstacles and adversities in their context of development. The literature on resilience indicates strongly that resilience is embedded systemically. In the absence of constructive and supportive conditions in the home environment, the school would logically appear to be the next resource in line to be tapped. We investigated the contribution of two South African township schools to the resilience of their middleadolescent learners. Case studies with focus groups of resilient and less-resilient Grade 9 learners were used, following the Interactive Qualitative Analysis method, to determine the participants' perceptions of how the school contributes to the degree and nature of their resilience. The influence of the school varied depending on the degree of the learners' resilience, but also depending on factors within the school itself, suggesting that schools play a distinctive and determining role. Contributions particularly highlighted included creation, or failure to create, a supportive teaching and learning environment with effective implementation of rules and educational policy to provide care and safety for its learners and develop them to reach their future goals. Resilient learners were more ready than less resilient learners to acknowledge and utilise these characteristics. All focus groups placed much emphasis on goal attainment, suggesting a strong relationship with resilience.

Chinese English Learners' Strategic Competence.

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Wang, Dianjian; Lai, Hongling; Leslie, Michael

2015-12-01

The present study aims to investigate Chinese English learners' ability to use communication strategies (CSs). The subjects are put in a relatively real English referential communication setting and the analyses of the research data show that Chinese English learners, when encountering problems in foreign language (FL) communication, are characterized by the frequent use of substitution, approximation, circumlocution, literal translation, exemplification, word-coinage, repetition, and the infrequent use of cultural-knowledge and paralinguistic CSs. The rare use of paralinguistic strategies is found to be typical of Chinese English learners. The high frequency of literal translation, one first language (L1)-based strategy in our study sample, suggests that FL learners' use of L1-based CSs may depend more upon the developmental stage of their target language than the typology distance between L1 and the target language. The frequency of repetition reveals one fact that the Chinese English learners lack variety and flexibility in their use of CSs. Based on these findings, it was indicated that learners' use of CSs is influenced by a variety of factors, among which the development stage of their interlanguage and their cultural background are identified as two important factors. Some implications are finally suggested for the English foreign language teaching practice in China.

Training Using Technology in the Adult ESL Classroom

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McClanahan, Lorna

2014-01-01

In this article I discuss two reasons for the slow adoption of technology as an instructional tool in adult English as a Second Language (ESL) education. I outline recent facts about the relationships between today's adult ESL learners and technology, and then construct a background of theoretical support in favor of integrating technology in…

A History of the Adult Distance Education Movement.

Science.gov (United States)

Pattison, Sherry

From ancient Greece to the rise of modern science in the 18th and 19th centuries, liberal adult education was a predominant philosophy. Progressivism, which developed in opposition, had the greatest impact on adult education. It viewed the teacher as a guide, consultant, and resource; the learner as responsible for learning in partnership with the…

Promoting Physics Among Female Learners in the Western Cape Through Active Engagement (abstract)

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Arendse, Gillian J.

2009-04-01

In 2006 the author organized a one-day intervention aimed at promoting physics among female learners at the University of Stellenbosch. The activities included an interactive lecture demonstration promoting active engagement, a hands-on session, and short presentations by female physicists addressing issues such as balancing family and career, breaking the stereotypes, and launching a successful career in physics. Each learner was expected to evaluate the program. In 2007 the author joined forces with Hip2B2 (Shuttleworth Foundation) to host a competition among grade-10 learners with the theme, ``promoting creativity through interactivity.'' The author was tasked by the Hip2B2-team to assist with a program for female learners planned for August 2008, coinciding with our national celebration of Women's Day. The event targeted 160 learners and took place in Durban, East London, Cape Town, and Johannesburg. The author shares some of the learners' experiences and personal triumphs.

Maslow's Theories and Educating the Disadvantaged Adult.

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Long, Jerry

1982-01-01

Summarizes Abraham Maslow's concepts of the organization of the personality with implications for educating the disadvantaged adult learner. Special attention is given to personality syndromes and the effect they have on the expression of behavior. (JOW)

What Is This Thing Called Learner's Lexicography?

DEFF Research Database (Denmark)

Nielsen, Sandro

2010-01-01

Learner lexicography as a research area has attracted increased attention during the past decades, but what is actually the true nature of learner lexicography? This question calls for a complex answer. Learner lexicography has as its objective to develop principles that help practitioners......, namely its functions, data and structures, as this strengthens the basis of learner lexicography because it leads to a proper study and understanding of the competences and needs of learners. Finally, the modern theory of dictionary functions encourages theoretical and practical lexicographers to adopt...

Challenges facing primary school educators of English Second (or Other Language learners in the Western Cape

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Julie O'Connor

2009-05-01

Full Text Available We were prompted by the prevalence of English Second or Other Language (ESOL learners identified by educators as having language disorders and being referred for Speech-Language Therapy. We describe challenges faced by Grade 1, 2 and 3 educators at government schools in the Cape Metropolitan area who were working with such learners. Applying a mixed-methods descriptive design, a self-administered questionnaire and three focus groups were used for data collection. Educator perceptions and experiences regarding ESOL learners were described. Some participant educators at schools that were not former Model C schools had large classes, including large proportions of ESOL learners. Fur­thermore, there was a shortage of educators who were able to speak isiXhosa, the most frequently occurring first (or home language of the region's ESOL learners. Challenges faced by educators when teaching ESOL learners included learners' academic and socio-emotional difficulties and a lack of parent in­volvement in their children's education. Participant educators indicated a need for departmental, professional and parental support, and additional training and resources. Implications and recommendations for speech-language thera­pist and educator collaborations and speech-language therapists' participation in educator training were identified.

Adults learning Finnish as a foreign language : role of support, emotions and reasons connected with learning

OpenAIRE

MacKenzie, Ashley

2015-01-01

The purpose of this research study was to examine adults learning Finnish as a foreign language while striving to understand the reasons behind their decisions to do so, the support that was individually offered to the participants, how they felt throughout the learning process, and whether or not they found themselves to be self-reliant learners, as per Knowles’ andragogy theory. This study set out to examine adult language learners participating in the language and integration program at Pa...

Bringing Chatbots into education: Towards Natural Language Negotiation of Open Learner Models

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Kerlyl, Alice; Hall, Phil; Bull, Susan

There is an extensive body of work on Intelligent Tutoring Systems: computer environments for education, teaching and training that adapt to the needs of the individual learner. Work on personalisation and adaptivity has included research into allowing the student user to enhance the system's adaptivity by improving the accuracy of the underlying learner model. Open Learner Modelling, where the system's model of the user's knowledge is revealed to the user, has been proposed to support student reflection on their learning. Increased accuracy of the learner model can be obtained by the student and system jointly negotiating the learner model. We present the initial investigations into a system to allow people to negotiate the model of their understanding of a topic in natural language. This paper discusses the development and capabilities of both conversational agents (or chatbots) and Intelligent Tutoring Systems, in particular Open Learner Modelling. We describe a Wizard-of-Oz experiment to investigate the feasibility of using a chatbot to support negotiation, and conclude that a fusion of the two fields can lead to developing negotiation techniques for chatbots and the enhancement of the Open Learner Model. This technology, if successful, could have widespread application in schools, universities and other training scenarios.

What's an Adult Numeracy Teacher to Teach? Negotiating the Complexity of Adult Numeracy Instruction

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Ginsburg, Lynda

2017-01-01

In this Forum article, the author addresses how to assist adults in improving mathematics and numeracy literacy. Ginsburg observes educators who strive to address their learners' educational gaps and needs are finding themselves in an environment of competing priorities and expectations that can be expressed as mathematics numeracy education. What…

Emotional Intelligence of Self Regulated Learners

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Rathore, Ami

2018-01-01

The study was conducted on self regulated learners of senior secondary school. The main objectives of the study were to find out significant dimensions of emotional intelligence held by self regulated learners. To compare the emotional intelligence dimensions of self regulated learners, in terms of subject and gender. To find out the relationship…

Literacy and Awareness of Segmental Structure in Adult Learners.

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Barton, David

This research investigates the amount of metalinguistic knowledge one can assume when teaching an adult to read. In addition, it questions the source of this awareness and whether it relates to general cognitive development, to schooling, or specifically to the act of learning to read. The subjects were sixty monolingual adults enrolled in a…

Making the Invisible Visible: A Model for Delivery Systems in Adult Education

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Alex, Jennifer L.; Miller, Elizabeth A.; Platt, R. Eric; Rachal, John R.; Gammill, Deidra M.

2007-01-01

Delivery systems are not well defined in adult education. Therefore, this article reviews the multiple components that overlap to affect the adult learner and uses them to create a model for a comprehensive delivery system in adult education with these individual components as sub-systems that are interrelated and inter-locked. These components…

Using Genre Pedagogy to Teach Adolescent English Learners to Write Academic Persuasive Essays

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Ramos, Kathleen Ann

2015-01-01

The new "Common Core State Standards" (CCSS) (NGACBP & CCSSO, 2010) require teachers to prepare all learners, including adolescent English learners (ELs), to develop academic literacy practices. This article describes an instructional intervention in an urban public high school using the genre-based "Reading to Learn" (Rose…

Examining Digital Literacy Competences and Learning Habits of Open and Distance Learners

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Ozdamar-Keskin, Nilgun; Ozata, Fatma Zeynep; Banar, Kerim; Royle, Karl

2015-01-01

The purpose of the study is to examine digital literacy competences and learning habits of learners enrolled in the open and distance education system of Anadolu University in Turkey. Data were gathered from 20.172 open and distance learners through a survey which included four parts: demographic information, abilities to use digital technologies,…

Creative Ageing? Selfhood, Temporality and the Older Adult Learner

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Sabeti, Shari

2015-01-01

This paper is based on a long-term ethnography of an adult creative writing class situated in a major urban art gallery in the United Kingdom. It takes the claims of one group of older adults--that creative writing made them "feel younger"--as the starting point for exploring this connection further. It places these claims broadly within…

From Building Blocks to Architects Empowering Learners for Success

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Reyes Juana Mahissa

2002-08-01

Full Text Available Although our ultimate goal is to enable our learners to become autonomous and efficient in their use of the foreign language, whether or not they have the opportunity to ever live and interact in a foreign language setting, our work as teachers must involve a conscious analysis of the different factors involved in this process, as well as the conscious effort to put all the intervening factors into action. Furthermore, it is our responsibility to develop the learners¿ thinking skills as they increase their competence in the target language and at the same time make them aware of their responsibility for their own processes and success by enhancing their autonomy and making them aware of the value of learning strategies. It is our task as teachers to be present on this journey and guide our learners towards becoming architects and masters of their own foreign language construct. In order for this journey to be a successful one, we must make sure we provide the learner with a correct supply of building blocks. In this paper we present an analysis of the main components comprised in teaching English as a foreign language, including a historical overview of methods, approaches, strategies, the concept of learner¿s autonomy, social and psychological factors, aiming at contributing to every teacher¿s reflection on his/her task in the school context.

Using Biographical Prompts to Build Community in an Online Graduate Course: An Adult Learning Perspective

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Lohr, Kathy D.; Haley, Karen J.

2018-01-01

Adult learners are taking advantage of the availability and convenience of online education. Mature learners in online higher education classrooms bring a wealth of experience filtered through cultural, generational, and socioeconomical differences. The purpose of this research was to explore community building in an online graduate course by…

Speaking out on Behalf of the Voiceless Learners: Written Corrective Feedback for English Language Learners in Iran

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Nemati, Majid; Alavi, Sayyed Mohammad; Mohebbi, Hassan; Masjedlou, Ali Panahi

2017-01-01

To date, L2 researchers have studied the effect of feedback on improving L2 learners' writing from different perspectives. However, there are a lot of aspects which are not comprehensively researched yet, such as L2 learners' and teachers' perceptions and practices about feedback. To close the gap, this study investigates language learners'…

A Visualisation-Based Semiotic Analysis of Learners' Conceptual Understanding of Graphical Functional Relationships

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Mudaly, Vimolan

2014-01-01

Within the South African school curriculum, the section on graphical functional relationships consists of signs which include symbols, notation and imagery. In a previous article we explored the role visualisation played in the way learners understood mathematical concepts. That paper reported on the learners' fixation with the physical features…

The Slow Learner in Homemaking Classes in Junior and Senior High Schools.

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McKay, Shirley E.

This thesis is the result of efforts made to gain an understanding of the slow learner in order to obtain background material for the future writing of a homemaking textbook, which will be geared to the needs and objectives of below average individuals. Included are discussions of such topics as: (1) What Is the Slow Learner Like, (2) Identifying…

Fluency-dependent cortical activation associated with speech production and comprehension in second language learners.

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Shimada, K; Hirotani, M; Yokokawa, H; Yoshida, H; Makita, K; Yamazaki-Murase, M; Tanabe, H C; Sadato, N

2015-08-06

This functional magnetic resonance imaging (fMRI) study investigated the brain regions underlying language task performance in adult second language (L2) learners. Specifically, we identified brain regions where the level of activation was associated with L2 fluency levels. Thirty Japanese-speaking adults participated in the study. All participants were L2 learners of English and had achieved varying levels of fluency, as determined by a standardized L2 English proficiency test, the Versant English Test (Pearson Education Inc., 2011). When participants performed the oral sentence building task from the production tasks administered, the dorsal part of the left inferior frontal gyrus (dIFG) showed activation patterns that differed depending on the L2 fluency levels: The more fluent the participants were, the more dIFG activation decreased. This decreased activation of the dIFG might reflect the increased automaticity of a syntactic building process. In contrast, when participants performed an oral story comprehension task, the left posterior superior temporal gyrus (pSTG) showed increased activation with higher fluency levels. This suggests that the learners with higher L2 fluency were actively engaged in post-syntactic integration processing supported by the left pSTG. These data imply that L2 fluency predicts neural resource allocation during language comprehension tasks as well as in production tasks. This study sheds light on the neural underpinnings of L2 learning by identifying the brain regions recruited during different language tasks across different modalities (production vs. comprehension). Copyright © 2015 The Authors. Published by Elsevier Ltd.. All rights reserved.

Barriers to nutrition education for older adults, and nutrition and aging training opportunities for educators, healthcare providers,volunteers and caregivers.

Science.gov (United States)

Meck Higgins, Mary; Barkley, Mary Clarke

2004-01-01

Literature citations of barriers to nutrition education found in those who teach and care for older adults, as well as within older adults themselves, are discussed. No attempt was made to compare educational barriers for learners of varying ages. These obstacles need to be addressed in order for nutrition to be taught or learned effectively so that nutrition practices and health improve. Barriers for healthcare professionals to providing nutrition education include misconceptions and stereotypes about older adults and about their nutritional concerns; lack of attention to and lack of funding for older adult educational programs; and difficulties recruiting older learners. Hindrances for older adults in responding to nutrition education can be categorized as attitudinal, motivational, environmental, and related to low literacy and poverty. Published examples of opportunities for education and training about nutrition and aging that are in place for health educators, healthcare providers, volunteers and caregivers regarding nutrition and aging are discussed. Suggestions are presented regarding future efforts to minimize educational barriers and to provide training for healthcare professionals, volunteers and caregivers. New research is needed in this field of study in order to realize the potential quality of life benefits and reduced healthcare costs associated with providing effective nutrition education to older adults. This is one of a series of reviews of recent literature on nutrition education for older adults.

PHONOLOGICAL FOSSILIZATION OF THE JAVANESE ADULT LEARNERS OF ENGLISH: R&D OF A MODEL OF TEACHING MATERIALS OF ENGLISH PHONOLOGY FOR EFL LEARNERS

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Senowarsito Senowarsito

2017-04-01

Full Text Available This paper presents preliminary study of R&D on Teaching Materials Model of English Phonology for EF2L. The preliminary study aims at finding out the phonological fossilization of adult learners of English in Javanese context and figuring out the factors influencing them. 25 fourth-semester Javanese students of English Departement from 5 universities in Semarang municipality were selected as respondents. The data were collected from observation, interview and documentation. The results show that phonological fossilizations occur on vowel (/e/ instead of /i/ in ‗english‘ /ˈɪŋ.glɪʃ/, /a/ instead of /æ/ in ‗aspect‘ /ˈæs.pekt/, it also occurs in /Ʌ,e, ǝ/ mostly in initial sound , consonant (/nð/ instead of /ð/ in ‗the‘ /ðǝ/, /ŋ/ instead of /ʤ/ in ‗change‘ /tʃeɪndʒ/, also in /tʃ, ϴ,ð,ʃ,v,Ʒ,z,j,k,g, suffix –ed and –es, and silent letter, and diphthong (/o/ instead of /ǝu/ in ‗over‘ /ǝuvǝr/ and in ‗power‘ /paʊər /, also in/ei,au/ . Factors affecting the occurrence of phonological fossilization are 1 the interference of respondents‘ mother tongue, such as Javanese tends to add sound /n/ in /nðǝlɔk/ ‗ndelok‘ and it interferes in pronouncing ‗the‘ to /nðǝ/ instead of /ðǝ/; 2 the learning materials of English Phonology course does not yet accommodate the learner‘s errors and or learner‘s fossilizations. These findings can be used as recommendation to develop teaching materials of English Phonology for EF2L.

Classroom Management Strategies to Address the Needs of Sudanese Refugee Learners: Support Document--Methodology and Literature Review

Science.gov (United States)

Burgoyne, Ursula; Hull, Oksana

2007-01-01

This document presents the methodology and literature review for the research report "Classroom Management Strategies to Address the Needs of Sudanese Refugee Learners" (ED499673), which examined the extent to which English language, literacy and numeracy teachers used classroom management strategies to meet the needs of adult Sudanese…

Researching transformative learning spaces through learners' stories

DEFF Research Database (Denmark)

Maslo, Elina

spaces, learning to learn through languages, learners´ stories, qualitative research method Methodology or Methods/Research Instruments or Sources Used A number of semi structured qualitative interviews have been conducted with three learners of Danish as second language. The language learners...... in the paper is on the research process and methodological tools. The goal of this paper is to show, that learners´ stories have a huge potential in researching learning processes. References Benson, P. & D. Nunan (2004). Lerners´ stories. Difference and Diversity in Language Learning. Cambridge University...... to use learners´ stories as a research methodology in the field of learning in general and language learning in particular....

Exploring Portuguese Heritage and Non-Heritage Learners' Perceptions of and Performance in Listening

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Santos, Denise; Silva, Gláucia

2015-01-01

This article discusses perceptions of and performance in listening by a group of heritage and non-heritage learners of Portuguese. Our data include a survey containing background information and perceptions about listening, two listening tasks and a post-task self-report on how learners arrived at their answers. Quantitative and qualitative…

ICT USAGE BY DISTANCE LEARNERS IN INDIA

Directory of Open Access Journals (Sweden)

Ashish Kumar AWADHIYA

2014-07-01

Full Text Available Open Universities across the world are embracing ICT based teaching and learning process to disseminate quality education to their learners spread across the globe. In India availability and access of ICT and learner characteristics are uneven and vary from state to state. Hence it is important to establish the facts about ICT access among learners, their ICT usage patterns and their readiness to use ICT for educational purpose. In view of this, a study was conducted with the objective to find out the access level of ICT among distance learners. The analysis indicates that maximum learners have desktop/laptops and most of them are accessing internet very frequently from their home. The analysis also indicates that maximum respondents are browsing social networking sites followed by educational and e-mail service providing websites. Findings suggest that there is a need to generate ICT based tutorials complemented with social networking tools and mobile applications. Study also shows that learners are equipped with mobile phones and they are browsing internet through it and also availing support services offered by the university. Hence possibility of integrating mobile phone services may be used for providing learner support services and content delivery.

The Promise and the Pathway: Marketing Higher Education to Adults

Science.gov (United States)

Stein, David S.; Wanstreet, Constance E.; Saunders, Charles T., Jr.; Lutz, Michelle L.

2009-01-01

This study analyzed the content of college and university Web site home pages to determine the frequency of marketing messages that might persuade adult learners to enroll at the institution. The findings suggest that colleges and universities in this study do not have adult-oriented marketing messages and are giving scant attention to the…

Learners' independent records of vocabulary

DEFF Research Database (Denmark)

Shaw, Philip; Leeke, Philip

1999-01-01

Handbooks recommend a variety of quite complicated procedures for learning and remembering vocabulary, but most learners only engage in very simple procedures. The aim of this project was to establish a basis for identifying optimal vocabulary recording procedures by finding out what learners...

Mapping the Framing of Culture in U.S. Adult Education over the Past Decade

Science.gov (United States)

Kang, Haijun; Yelich Biniecki, Susan M.

2015-01-01

We are working with more culturally diverse adult learner populations than we have ever had in adult and continuing higher education (Merriam & Bierema, 2014). Culture has become one of the most popular discussion topics in adult learning classrooms and both instructors and students are showing great interest in culture's interaction with…

Buffalo City learners' knowledge of abortion legislation

African Journals Online (AJOL)

2014-06-19

Jun 19, 2014 ... Objectives: This research investigated Grade 11 learners' knowledge of the CTOP Act and ... those learners attending schools formerly designated for African learners during Apartheid .... be performed if, in the opinion of a medical practitioner, ..... of pre-termination of pregnancy counselling to the woman.

Dimensionality in Language Learners' Personal Epistemologies

Science.gov (United States)

Nikitina, Larisa; Furuoka, Fumitaka

2018-01-01

This study aimed to examine dimensionality in language learners' epistemic beliefs. To achieve this, a survey was conducted using a newly-developed research instrument-"Language Learners' Epistemic Beliefs" (LLEB) questionnaire. Based on a review of literature, it was proposed that language learners' epistemic beliefs would cluster in…

Explainers' development of science-learner identities through participation in a community of practice

Science.gov (United States)

Richardson, Anne E.

The urgent environmental issues of today require science-literate adults to engage in business and political decisions to create solutions. Despite the need, few adults have the knowledge and skills of science literacy. This doctoral dissertation is an analytical case study examining the science-learner identity development of Exploratorium Field Trip Explainers. Located in San Francisco, CA, the Exploratorium is a museum of science, art, and human perception dedicated to nurturing curiosity and exploration. Data collected included semi-structured interviews with sixteen former Field Trip Explainers, participant observation of the current Field Trip Explainer Program, and review of relevant documentation. Data analysis employed constant comparative analysis, guided by the communities of practice theoretical framework (Wenger, 1998) and the National Research Council's (2009) Six Strands of Science Learning. Findings of this research indicate that Exploratorium Field Trip Explainers participate in a community of practice made up of a diverse group of people that values curiosity and openness to multiple ways of learning. Many participants entered the Field Trip Explainer Program with an understanding of science learning as a rigid process reserved for a select group of people; through participation in the Field Trip Explainer community of practice, participants developed an understanding of science learning as accessible and a part of everyday life. The findings of this case study have implications for research, theory, and practice in informal adult science learning, access of non-dominant groups to science learning, and adult workplace learning in communities of practice.

Te Rita Papesch: Case Study of an Exemplary Learner of Maori as an Additional Language

Science.gov (United States)

Ratima, Matiu Tai; Papesch, Te Rita

2014-01-01

This paper presents a case study of the life experiences of one exemplar adult second language Maori learner--Te Rita Papesch. Te Rita was one of 17 participants who were interviewed as a part of the first author's PhD study which sought to answer the question: what factors lead to the development of proficiency in te reo Maori amongst adult…

Buen Viaje: Mutually Beneficial Tourism. A Four-Lesson Unit about Traveling with Care in Mexico for Grades 8-12 and Adult Learners in English and Spanish.

Science.gov (United States)

Mattson, Alexandra; Ruiz, Octavio; Sommers, Meredith

Intended for secondary students, this curriculum unit (in both English and Spanish) provides a look into Mexico's second largest industry, tourism. The curriculum unit of four lessons includes general information about tourism, maps, stories, and a code of behavior for travelers. The unit enumerates learner objectives, defines vocabulary and…

Adult educators' core competences

Science.gov (United States)

Wahlgren, Bjarne

2016-06-01

Which competences do professional adult educators need? This research note discusses the topic from a comparative perspective, finding that adult educators' required competences are wide-ranging, heterogeneous and complex. They are subject to context in terms of national and cultural environment as well as the kind of adult education concerned (e.g. basic education, work-related education etc.). However, it seems that it is possible to identify certain competence requirements which transcend national, cultural and functional boundaries. This research note summarises these common or "core" requirements, organising them into four thematic subcategories: (1) communicating subject knowledge; (2) taking students' prior learning into account; (3) supporting a learning environment; and (4) the adult educator's reflection on his or her own performance. At the end of his analysis of different competence profiles, the author notes that adult educators' ability to train adult learners in a way which then enables them to apply and use what they have learned in practice (thus performing knowledge transfer) still seems to be overlooked.

Comprehensive Assessment of Struggling Learners Referred to a Graduate Medical Education Remediation Program.

Science.gov (United States)

Warburton, Karen M; Goren, Eric; Dine, C Jessica

2017-12-01

Implementation of the Next Accreditation System has provided a standardized framework for identifying learners not meeting milestones, but there is as yet no corresponding framework for remediation. We developed a comprehensive assessment process that allows correct diagnosis of a struggling learner's deficit(s) to promote successful remediation. At the University of Pennsylvania, resident learners within the Department of Medicine who are not meeting milestones are referred to the Early Intervention Remediation Committee (EIRC). The EIRC, composed of 14 faculty members with expertise in remediation, uses a standardized process to assess learners' deficits. These faculty members categorize primary deficits as follows: medical knowledge, clinical reasoning, organization and efficiency, professionalism, and communication skills. The standardized process of assessment includes an analysis of the learner's file, direct communication with evaluators, an interview focused on learner perception of the problem, screening for underlying medical or psychosocial issues, and a review of systems for deficits in the 6 core competencies. Participants were surveyed after participating in this process. Over a 2-year period, the EIRC assessed and developed remediation plans for 4% of learners (14 of a total 342). Following remediation and reassessment, the identified problems were satisfactorily resolved in all cases with no disciplinary action. While the process was time intensive, an average of 45 hours per learner, the majority of faculty and residents rated it as positive and beneficial. This structured assessment process identifies targeted areas for remediation and adds to the tools available to Clinical Competency Committees.

AN ANALYSIS OF CONVERSATION STRUCTURE OF LEARNERS OF ENGLISH AS A FOREIGN LANGUAGE

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Ahmad Sofwan

2017-04-01

Full Text Available Learners of English as a foreign language need to develop skills in conversation as part of their discourse competence. It is important that they learn the structure of the conversation for them to be able to produce a well-communicative language when speaking to other people. The theory of conversation analysis is used to analyze the organization and the features of the conversation of learners of English as a foreign language, including exchange structure, turn-taking strategies, adjacency pairs, repair, and sequences within the conversation. The recorded casual conversation among learners is transcribed and analyzed. It is expected that this study helps learners understand the importance of conversation organization and contribute to the development of the learners‘ communication skills and to the enhancement of their discourse competence.

Institutional Barriers for Adults' Participation in Higher Education in Thirteen European Countries

Science.gov (United States)

Saar, Ellu; Täht, Kadri; Roosalu, Triin

2014-01-01

This study focuses on institutional barriers that adult learners experience while participating in higher education programmes. We developed a holistic measure of diversification, accessibility, flexibility and affordability of higher education for adults. Based on pre-economic-crisis data across Europe we then explored the impact of macro-level…

Development of affective modelling competencies in primary school learners

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Piera Biccard

2011-09-01

Full Text Available Learner affect and beliefs about mathematics are complex and multifaceted aspects of mathematical learning. Traditional teaching and learning approaches in mathematics education often result in problematic beliefs about mathematics. Since beliefs influence what learners learn and how they deal with learning mathematics, it is essential that the roles of beliefs and affect in mathematics classrooms are carefully examined. In solving modelling problems, learners and teachers take on new roles in the classroom: learners are placed in an active, self-directing situation in which they solve real-world problems. When learners engage in modelling tasks, they display and integrate cognitive, meta-cognitive and affective competencies. A modelling approach therefore allows one to detect learner beliefs in an authentic learning environment. Will this environment lead to students having more positive and productive dispositions towards mathematics? This article presents partial results of a study documenting the development of modelling competencies in learners working in groups over a period of 12 weeks. Through a design research approach, 12 learners working in groups solved three modelling problems, and transcriptions of learner interactions, questionnaires and informal interviews revealed that learner beliefs improved over this short period when exposed to modelling tasks. The results are encouraging, and may provide mathematics education with an avenue to develop more positive learner beliefs in mathematics.

Assessing Efficiency of Prompts Based on Learner Characteristics

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Joy Backhaus

2017-02-01

Full Text Available Personalized prompting research has shown the significant learning benefit of prompting. The current paper outlines and examines a personalized prompting approach aimed at eliminating performance differences on the basis of a number of learner characteristics (capturing learning strategies and traits. The learner characteristics of interest were the need for cognition, work effort, computer self-efficacy, the use of surface learning, and the learner’s confidence in their learning. The approach was tested in two e-modules, using similar assessment forms (experimental n = 413; control group n = 243. Several prompts which corresponded to the learner characteristics were implemented, including an explanation prompt, a motivation prompt, a strategy prompt, and an assessment prompt. All learning characteristics were significant correlates of at least one of the outcome measures (test performance, errors, and omissions. However, only the assessment prompt increased test performance. On this basis, and drawing upon the testing effect, this prompt may be a particularly promising option to increase performance in e-learning and similar personalized systems.

High school learners' mental construction during solving ...

African Journals Online (AJOL)

Structured activity sheets with three tasks were given to learners; these tasks were done in groups, and the group leaders were interviewed. It was found that learners tended to do well with routine-type questions, implying that they were functioning at an action level. From the interviews it appeared that learners might have ...

Language, Identity, and Citizenship in a U.S. University: Immigrant English Learners' Identity (Re)positioning

Science.gov (United States)

Fuentes, Ronald

2016-01-01

In response to growing linguistic diversity, many U.S. universities have implemented language policies that include procedures for English learner (EL) identification. Institutional labels such as "English learner" and "limited English proficiency" are regularly used to identify students who may need English language support;…

An Analysis of Lexical Errors of Korean Language Learners: Some American College Learners' Case

Science.gov (United States)

Kang, Manjin

2014-01-01

There has been a huge amount of research on errors of language learners. However, most of them have focused on syntactic errors and those about lexical errors are not found easily despite the importance of lexical learning for the language learners. The case is even rarer for Korean language. In line with this background, this study was designed…

Learner-generated drawing for phonological and orthographic dyslexic readers.

Science.gov (United States)

Wang, Li-Chih; Yang, Hsien-Ming; Tasi, Hung-Ju; Chan, Shih-Yi

2013-01-01

This study presents an examination of learner-generated drawing for different reading comprehension subtypes of dyslexic students and control students. The participants were 22 phonological dyslexic students, 20 orthographic dyslexic students, 21 double-deficit dyslexic students, and 45 age-, gender-, and IQ-matched control students. The major evaluation tools included word recognition task, orthographic task, phonological awareness task, and scenery texts and questions. Comparisons of the four groups of students showed differences among phonological dyslexia, orthographic dyslexia, double-deficit dyslexia, and the chronological age control groups in pre- and posttest performance of scenery texts. Differences also existed in relevant questions and the effect of the learner-generated drawing method. The pretest performance showed problems in the dyslexic samples in reading the scenery texts and answering relevant questions. The posttest performance revealed certain differences among phonological dyslexia, orthographic dyslexia, double-deficit dyslexia, and the chronological age control group. Finally, all dyslexic groups obtained a great effect from using the learner-generated drawing, particularly orthographic dyslexia. These results suggest that the learner-generated drawing was also useful for dyslexic students, with the potential for use in the classroom for teaching text reading to dyslexic students. Copyright © 2012 Elsevier Ltd. All rights reserved.

Technologies for learner-centered feedback

Directory of Open Access Journals (Sweden)

Jane Costello

2013-09-01

Full Text Available As the number, type, and use of technologies to support learning increases, so do the opportunities for using these technologies for feedback. Learner-centered feedback is a core to the teaching-learning process. It is related to assessment in describing how learners perform in their learning, their gain in knowledge, skills, and attitudes. Feedback, types of feedback, guidelines for effective learner-centered feedback, and feedback’s relationship to assessment are presented. Methods of providing feedback, for example, automated, audio scribe pens, digital audio, etc., and the related technologies are described. Technologies that allow instructors to make informed decisions about the use of various methods for feedback are discussed.

Errors in the Production of Adult Early and Late Bilinguals

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Teresa Lee

2014-08-01

Full Text Available This study examines the grammatical knowledge of adult second language (L2 learners and heritage speakers. Given the differences in the mode and age of acquisition between L2 learners (late bilinguals and heritage speakers (early bilinguals, the question arises as to whether and how these groups differ from each other in their knowledge of Korean. To address this question, the present study looks at the production of Korean relative clauses by three groups of learners (26 L2 learners, 11 simultaneous bilinguals, and 38 early sequential bilinguals. The results of a written production task showed that all three groups made similar types of errors such as those involving the use of incorrect word order and case markers. Yet differences were also observed in the nature of errors made by these three groups. Based on the findings, pedagogical implications are drawn for classroom instruction.

Online Interaction Quality among Adult Learners: The Role of Sense of Belonging and Perceived Learning Benefits

Science.gov (United States)

Diep, Nguyet A.; Cocquyt, Celine; Zhu, Chang; Vanwing, Tom

2017-01-01

The present study employs social cognitive theory (SCT) and social capital as the guiding frameworks to explain online interaction quality among learners in a blended learning program (N = 179). Capturing performance expectancy by perceived learning benefits and online interaction quality with nuanced cognitive measures, the study aims to validate…

High risk of suicide among high-school learners in uMgungundlovu ...

African Journals Online (AJOL)

period that includes the biological changes of puberty and the need to negotiate key ..... learners, including acts of harassment, sexual assaults, physical violence and .... In schools, the Life Orientation learning area, which is compulsory in.

Language Learner Strategies for Building EFL Learners’ Autonomy

Directory of Open Access Journals (Sweden)

Hooshang Khoshsima

2015-11-01

Full Text Available The critical discussions and matters in enhancing students’ learning performance, knowledge, and language proficiency have received a remarkable degree of attention in educational contexts. This study was undertaken to encourage learners to build the required competence in the foreign language by utilizing learning strategies so that they could become autonomous learners. Language learners' learning difficulties while learning a foreign language were identified in this study. With regard to problems which language learners faced in learning a foreign language, the teachers are able to recognize and to utilize appropriate language learning strategies in order to develop autonomy in learners who conceptualize and use those strategies in the foreign language. The research design adopted for the present study was survey method. The data for the study were collected with the use of a questionnaire. This questionnaire was administered to a total of 60 EFL learners who were selected from a university in Iran. It was used to assess learners’ awareness and perceived use of strategies and to provide data on their best utilized strategies. Results have been driven through statistical analysis. The analyzed data reveal the students’ styles and assist teachers to take part in shifting the strategies and heighten language learners' autonomy. The findings support the claim that knowing and making language learners aware of the most appropriate strategy would assist learners to improve their autonomy and to enhance their learning.

Morbidity, including fatal morbidity, throughout life in men entering adult life as obese.

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Esther Zimmermann

Full Text Available BACKGROUND: The association between obesity in adults and excess morbidity and mortality is well established, but the health impact throughout adult life of being obese in early adulthood needs elucidation. We investigated somatic morbidity, including fatal morbidity, throughout adulthood in men starting adult life as obese. METHODS: Among 362,200 Danish young men, examined for military service between 1943 and 1977, all obese (defined as BMI≥31.0 kg/m(2, and, as controls, a random 1% sample of the others was identified. In the age range of 18-25 years, there were 1,862 obese, which encompass the men above the 99.5 percentile, and 3,476 controls. Information on morbidity was obtained via national registers. Cox regression models were used to estimate the relative morbidity assessed as first incidence of disease, occurrence of disease in the year preceding death and prevalent disease at time of death. RESULTS: From age 18 through 80 years the obese had an increased risk of becoming diseased by or die from a broad range of diseases. Generally, the incidence of first event, occurrence in the year prior to death, and prevalence at time of death showed the same pattern. As an example, the relative hazard of type 2 diabetes was constant throughout life at 4.9 (95% confidence intervals [CI]: 4.1-5.9, 5.2 (95% CI: 3.6-7.5, and 6.8 (95% CI: 4.6-10.1, respectively. CONCLUSIONS: Our findings strongly support the continued need to avoid beginning adult life as obese, as obese young men experience an increased morbidity, including fatal morbidity, from many diseases throughout life.

Artificial learners adopting normative conventions from human teachers

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Cederborg Thomas

2017-11-01

Full Text Available This survey provides an overview of implemented systems, theoretical work, as well as studies of biological systems relevant to the design of artificial learners trying to figure out what a human teacher would like them to do. Implementations of artificial learners are covered, with a focus on experiments trying to find better interpretations of human behavior, as well as algorithms that autonomously improve a model of the teacher. A distinction is made between learners trying to interpret teacher behavior in order to learn what the teacher would like the learner to do on the one hand, and learners whose explicit or implicit goal is to get something from the teacher on the other hand (for example rewards, or knowledge about how the world works. The survey covers the former type of systems. Human teachers are covered, focusing on studies that say something concrete about how one should interpret the behavior of a human teacher that is interacting with an artificial learner. Certain types of biological learners are interesting as inspiration for the types of artificial systems we are concerned with. The survey focus on studies of biological learners adopting normative conventions, as well as joint intentionality team efforts.

Adult reading teachers’ beliefs about how less-skilled adult readers can be taught to read.

Directory of Open Access Journals (Sweden)

Janet McHardy

2016-12-01

Full Text Available Despite large-scale interventions, significant numbers of adults worldwide continue to have problems with basic literacy, in particular in the area of reading. To be effective, adult reading teachers need expert knowledge at practitioner level. However, practices in adult reading education vary widely, often reflecting the individual beliefs of each teacher about how an adult can learn to read. In this study, phenomenographic analysis was used to identify categories of approaches to teaching adult reading, used by a group of 60 teachers in Western Australia and New Zealand. Four approaches were identified: reassurance, task-based, theory-based and responsive. It is argued that for teachers to become effective and consistent in responding to learner needs, they must understand their own beliefs and the consequences of these. The identification of different approaches in adult reading education is an important step in this process.

The effects of collaborative reading : A Comparative Study on JSL Learners' Comprehension of Expository Text

OpenAIRE

伊東, あゆみ; 田川, 麻央; 石井, 怜子

2011-01-01

Collaborative reading is an activity in which learners work in pairs to comprehend text through sharing their own reading processes with each other. The purpose of this study is to investigate the effects of collaborative reading on learners of Japanese as a second language (JSL). This study included thirty-six intermediate-advanced JSL learners, who were divided in two groups: the collaborative reading group and the non- collaborative one; each was given a sample of expository text to read t...

Learner Motivation and Interest

OpenAIRE

Daskalovska, Nina; Gudeva, Liljana Koleva; Ivanovska, Biljana

2012-01-01

There are a lot of factors which influence success in learning. However, one of the most important factors is the learner’s motivation to reach the desired goals. Research and experience show that learners with strong motivation can achieve a lot regardless of circumstances. Studies of motivation in second language learning have led to several distinctions, one of which is the distinction between integrative and instrumental motivation. According to this distinction, some learners are motivat...

Tweetalige aanleerderswoordeboek . bilingual learner's dictionary ...

African Journals Online (AJOL)

Correct pronunciation is not guaranteed, because only syllabification and the main stress are indicated in words. Grammatical guidance is also not given to such an extent that learners will be able to generate correct sentences on their own. The role that contrastive analysis and error analysis can play to anticipate learners' ...

Learner Beliefs about Sociolinguistic Competence: A Qualitative Case Study of Four University Second Language Learners

Science.gov (United States)

Yang, Jinsuk; Rehner, Katherine

2015-01-01

This article explores the beliefs about second language (L2) sociolinguistic competence of four university-level advanced L2 learners. It places particular emphasis on 1) how these university learners conceptualized L2 sociolinguistic competence; 2) how they thought about two different language learning contexts (viz., the L2 classroom versus…

What Adult ESL Learners Say about Improving Grammar and Vocabulary in Their Writing for Academic Purposes

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Zhou, Ally A.

2009-01-01

Linguistic accuracy plays an important role in the quality of written texts, yet the explicit teaching of linguistic form--particularly grammar--for the purpose of improving learners' writing has generated an ongoing debate. Furthermore, students' voices about their learning are often ignored because they are perceived as not knowing what they…

Profiling Perceptual Learning Styles of Chinese as a Second Language Learners in University Settings.

Science.gov (United States)

Sun, Peijian Paul; Teng, Lin Sophie

2017-12-01

This study revisited Reid's (1987) perceptual learning style preference questionnaire (PLSPQ) in an attempt to answer whether the PLSPQ fits in the Chinese-as-a-second-language (CSL) context. If not, what are CSL learners' learning styles drawing on the PLSPQ? The PLSPQ was first re-examined through reliability analysis and confirmatory factor analysis (CFA) with 224 CSL learners. The results showed that Reid's six-factor PLSPQ could not satisfactorily explain the CSL learners' learning styles. Exploratory factor analyses were, therefore, performed to explore the dimensionality of the PLSPQ in the CSL context. A four-factor PLSPQ was successfully constructed including auditory/visual, kinaesthetic/tactile, group, and individual styles. Such a measurement model was cross-validated through CFAs with 118 CSL learners. The study not only lends evidence to the literature that Reid's PLSPQ lacks construct validity, but also provides CSL teachers and learners with insightful and practical guidance concerning learning styles. Implications and limitations of the present study are discussed.

An Investigation of Big Five and Narrow Personality Traits in Relation to Learner Self-Direction in Undergraduate Students

Science.gov (United States)

Kirwan, Jeral

2014-01-01

Self-direction in learning is a major topic in the field of adult learning. There has been extensive coverage of the topic by theorists, researchers, and practitioners. However, there have been few studies which look at learner self-direction specifically as a personality trait. The present study addresses the relationship between learner…

Phonological Development in Hearing Learners of a Sign Language: The Influence of Phonological Parameters, Sign Complexity, and Iconicity

Science.gov (United States)

Ortega, Gerardo; Morgan, Gary

2015-01-01

The present study implemented a sign-repetition task at two points in time to hearing adult learners of British Sign Language and explored how each phonological parameter, sign complexity, and iconicity affected sign production over an 11-week (22-hour) instructional period. The results show that training improves articulation accuracy and that…

Technologies for Learner-Centered Feedback

Science.gov (United States)

Costello, Jane; Crane, Daph

2013-01-01

As the number, type, and use of technologies to support learning increases, so do the opportunities for using these technologies for feedback. Learner-centered feedback is a core to the teaching-learning process. It is related to assessment in describing how learners perform in their learning, their gain in knowledge, skills, and attitudes.…

Teacher-Scientist-Communicator-Learner Partnerships: Reimagining Scientists in the Classroom.

Science.gov (United States)

Noel-Storr, Jacob; Terwilliger, Michael; InsightSTEM Teacher-Scientist-Communicator-Learner Partnerships Team

2016-01-01

We present results of our work to reimagine Teacher-Scientist partnerships to improve relationships and outcomes. We describe our work in implementing Teacher-Scientist partnerships that are expanded to include a communicator, and the learners themselves, as genuine members of the partnership. Often times in Teacher-Scientist partnerships, the scientist can often become more easily described as a special guest into the classroom, rather than a genuine partner in the learning experience. We design programs that take the expertise of the teacher and the scientist fully into account to develop practical and meaningful partnerships, that are further enhanced by using an expert in communications to develop rich experiences for and with the learners. The communications expert may be from a broad base of backgrounds depending on the needs and desires of the partners -- the communicators include, for example: public speaking gurus; journalists; web and graphic designers; and American Sign Language interpreters. Our partnership programs provide online support and professional development for all parties. Outcomes of the program are evaluated in terms of not only learning outcomes for the students, but also attitude, behavior, and relationship outcomes for the teachers, scientists, communicators and learners alike.

Experimenting with Theory of Change for Interculturality and Mutual Learning in Adult Education

Science.gov (United States)

Raymer, Annalisa L.

2016-01-01

With a goal of creating conditions wherein college students of adult learning paired with international adult learners form mutual partnerships for educational mentoring, where to begin? How to take into account the contextual factors and priorities of multiple stakeholders in creating academic courses and learning-focused partnerships while…

Learner-Centred Teaching Contributes in Promising Results in Improving Learner Understanding and Motivation: A Case Study at Malaysia Tertiary Education

Science.gov (United States)

Yap, Wei-Li; Neo, Mai; Neo, Tse-Kian

2016-01-01

In Malaysia, traditional teaching is still a common approach among many lecturers. There have been many studies that have reported its limitations and many lecturers have started to adopt a more learner-centred teaching approach to promote better learner understanding and learner motivation. Throughout this effort, it is noticed there are…

WORK AND LEARNER IDENTITY

DEFF Research Database (Denmark)

Kondrup, Sissel

2015-01-01

The aim of this article is to suggest a theoretical framework than can assess to how people’s engagement in specific historical and social work practices are significant to their development, maintenance or transformation of a learner identity. Such a framework is crucial in order to grasp how...... different groups have distinctive conditions for meeting the obligation of forming a proactive learner identity and engage in lifelong learning prevalent in both national and transnational policies on lifelong learning....

CONTINUOUS EDUCATION AND TRAINING OF ADULTS – PURPOSE OF AN ACTIVE LIFE ON THE LABOUR MARKET

Directory of Open Access Journals (Sweden)

Mergeani Nicea

2017-11-01

Full Text Available An active life on the labour market implies, besides the existence of jobs, continuous education and training of adults. Regardless of age, every person needs new knowledge, which one can obtain either by self-teaching or by attending training courses. The development of technology and information influences lifelong learning, which is why, in recent years, greater emphasis has been put on the education and training of adults. In this respect numerous Centers of Professional Training of Adults have been established, some of them attracting their learners through the implementation of projects financed from European funds, which meant free participation of adults to various courses of specialization, training or (requalification. The article highlights the importance of continuous education and training of adults related to the economic and social benefits deriving from it. The article analyzes some of the aspects of continuous education and training of adults that fosters active participation of adults in the labour market, concluding that, for an active professional life, the establishment of relationships between employers, employees, trainers and learners is required.

Learner Agency within the Design of an EAP Course

Science.gov (United States)

Seppälä, Riina

2015-01-01

To meet the demands of today's society and working life, higher education should support the development of learner agency. How the agency of individual learners emerges in university courses and what kind of agency empowers the learners to face new challenges should be considered. In this article, the focus is on learner agency enabled and…

Experiences of learners from informal settlements

African Journals Online (AJOL)

Erna Kinsey

problem is further compounded if educators are not trained to work with learners from ... to locate problems that emerge with the learners themselves rather than within the system ..... "Black students' school success: coping with the burden of ...

Not just trust: factors influencing learners' attempts to perform technical skills on real patients.

Science.gov (United States)

Bannister, Susan L; Dolson, Mark S; Lingard, Lorelei; Keegan, David A

2018-06-01

As part of their training, physicians are required to learn how to perform technical skills on patients. The previous literature reveals that this learning is complex and that many opportunities to perform these skills are not converted into attempts to do so by learners. This study sought to explore and understand this phenomenon better. A multi-phased qualitative study including ethnographic observations, interviews and focus groups was conducted to explore the factors that influence technical skill learning. In a tertiary paediatric emergency department, staff physician preceptors, residents, nurses and respiratory therapists were observed in the delivery and teaching of technical skills over a 3-month period. A constant comparison methodology was used to analyse the data and to develop a constructivist grounded theory. We conducted 419 hours of observation, 18 interviews and four focus groups. We observed 287 instances of technical skills, of which 27.5% were attempted by residents. Thematic analysis identified 14 factors, grouped into three categories, which influenced whether residents attempted technical skills on real patients. Learner factors included resident initiative, perceived need for skill acquisition and competing priorities. Teacher factors consisted of competing priorities, interest in teaching, perceived need for residents to acquire skills, attributions about learners, assessments of competency, and trust. Environmental factors were competition from other learners, judgement that the patient was appropriate, buy-in from team members, consent from patient or caregivers, and physical environment constraints. Our findings suggest that neither the presence of a learner in a clinical environment nor the trust of the supervisor is sufficient to ensure the learner will attempt a technical skill. We characterise this phenomenon as representing a pool of opportunities to conduct technical skills on live patients that shrinks to a much smaller pool of

Effects of Sound, Vocabulary, and Grammar Learning Aptitude on Adult Second Language Speech Attainment in Foreign Language Classrooms

Science.gov (United States)

Saito, Kazuya

2017-01-01

This study examines the relationship between different types of language learning aptitude (measured via the LLAMA test) and adult second language (L2) learners' attainment in speech production in English-as-a-foreign-language (EFL) classrooms. Picture descriptions elicited from 50 Japanese EFL learners from varied proficiency levels were analyzed…

Profiling Mobile English Language Learners

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Byrne, Jason; Diem, Robert

2014-01-01

The purpose of this study was to use an app-embedded survey to profile language learner demographics. A total of 3,759 EFL language learners from primarily eight L1 backgrounds (French, German, Italian, Japanese, Korean, Russian, Spanish and Thai) responded to the survey embedded within a popular English grammar app. This app has over 500,000…

Interface between problem-based learning and a learner-centered paradigm

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Karimi R

2011-05-01

Full Text Available Reza KarimiPacific University School of Pharmacy, Hillsboro, OR, USABackground: Problem-based learning (PBL has made a major shift in support of student learning for many medical school curricula around the world. Since curricular development of PBL in the early 1970s and its growth in the 1980s and 1990s, there have been growing numbers of publications providing positive and negative data in regard to the curricular effectiveness of PBL. The purpose of this study was to explore supportive data for the four core objectives of PBL and to identify an interface between the objectives of PBL and a learner-centered paradigm.Methods: The four core PBL objectives, ie, structuring of knowledge and clinical context, clinical reasoning, self-directed learning, and intrinsic motivation, were used to search MEDLINE, the Education Resources Information Center, the Educator’s Reference Complete, and PsycINFO from January 1969 to January 2011. The literature search was facilitated and narrowed if the published study included the following terms: “problem-based learning”, “medical education”, “traditional curriculum”, and one of the above four PBL objectives.Results: Through a comprehensive search analysis, one can find supportive data for the effectiveness of a PBL curriculum in achieving the four core objectives of PBL. A further analysis of these four objectives suggests that there is an interface between PBL objectives and criteria from a learner-centered paradigm. In addition, this review indicates that promotion of teamwork among students is another interface that exists between PBL and a learner-centered paradigm.Conclusion: The desire of medical schools to enhance student learning and a need to provide an environment where students construct knowledge rather than receive knowledge have encouraged many medical schools to move into a learner-centered paradigm. Implementation of a PBL curriculum can be used as a prevailing starting point to

Turning university professors into competent learners

NARCIS (Netherlands)

Stefanova, Eliza; Ilieva, Miroslava; Nikolova, Nikolina; Stefanov, Krassen

2008-01-01

Stefanova, E., Ilieva, M., Nikolova, N, & Stefanov, K. (2008). Turning university professors into competent learners. In H. W. Sligte & R. Koper (Eds.), Proceedings of the 4th TENCompetence Open Workshop. Empowering Learners for Lifelong Competence Development: pedagogical, organisational and

Interactive Exhibits Foster Partnership and Engage Diverse Learners at Their Local Libraries

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LaConte, K.; Dusenbery, P.; Fitzhugh, G.; Harold, J. B.; Holland, A.

2016-12-01

Learners frequently need to access increasingly complex information to help them understand our changing world. More and more libraries are transforming themselves into places where learners not only access STEM information, but interact with professionals and undertake hands-on learning. Libraries are beginning to position themselves as part of learning ecosystems that contribute to a collective impact on the community. Traveling STEM exhibits are catalyzing these partnerships and engaging students, families, and adults in repeat visits through an accessible venue: their public library. The impact of the STAR Library Education Network's (STAR_Net) Discover Earth: A Century of Change exhibit on partnerships, the circulation of STEM resources, and the engagement of learners was studied by an external evaluation team. The STAR_Net project's summative evaluation utilized mixed methods to investigate project implementation and its outcomes. Methods included pre- and post-exhibit surveys administered to staff from each library that hosted the exhibits; interviews with staff from host libraries; patron surveys; exhibit-related circulation records; web metrics regarding the online STAR_Net community of practice; and site visits. A subset of host libraries recruited professionals, who delivered programming that connected Earth systems science, weather, climate, and conservation themes from the exhibit to local issues. Library patrons improved their knowledge about STEM topics presented in the exhibits and associated programming, and patrons viewing the exhibit reflected the demographics of their communities. In a follow-up survey, patrons reported spending an average of 60 minutes looking at the exhibit over their cumulative visits to the library. In contrast, visitors might visit a museum only once to look at a comparably-sized traveling exhibit due to barriers such as cost and distance. Exhibit host libraries reported an increase in the circulation of Earth science

The Effect of Emotional Intelligence on Program Completion among Adult Basic Education Students

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Batiste, Mildred M.

2014-01-01

Program completion among adult learners attending adult basic education programs has been found to be an area of struggle. Cognitive ability has always been the primary factor for determining an individual's ability. However, non-cognitive ability has been proposed as a significant factor in academic success. Many attrition models have been…

Whose voice matters? LEARNERS | Bansilal | South African Journal ...

African Journals Online (AJOL)

International and national mathematics studies have revealed the poor mathematics skills of South African learners. An essential tool that can be used to improve learners' mathematical skills is for educators to use effective feedback. Our purpose in this study was to elicit learners' understanding and expectations of teacher ...

Learners' experiences of learning support in selected Western Cape schools

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Olaniyi Bojuwoye

2014-01-01

Full Text Available The study explored Western Cape primary and secondary school learners' experiences regarding the provision and utilization of support services for improving learning. A qualitative interpretive approach was adopted and data gathered through focus group interviews involving 90 learners. Results revealed that learners received and utilized various forms of learning support from their schools, teachers, and peers. The learning support assisted in meeting learners' academic, social and emotional needs by addressing barriers to learning, creating conducive learning environments, enhancing learners' self-esteem and improving learners' academic performance.

Mobile-Assisted Language Learning and Language Learner Autonomy

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Lyddon, Paul

2016-01-01

In the modern age of exponential knowledge growth and accelerating technological development, the need to engage in lifelong learning is becoming increasingly urgent. Successful lifelong learning, in turn, requires learner autonomy, or "the capacity to take control of one's own learning" (Benson, 2011, p. 58), including all relevant…

Gifted Learners: The Boomerang Kids of Middle School?

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Tomlinson, Carol Ann

1994-01-01

A variety of beliefs and practices central to middle schools may cause special difficulties for gifted learners. Such practices often focus on potentially competing goals of student competencies versus student excellence and include such practices as heterogeneous grouping, cooperative learning, and an absence of clearly defined middle school…

Corrective feedback, learner uptake, and feedback perception in a Chinese as a foreign language classroom

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Tingfeng Fu

2016-03-01

Full Text Available The role of corrective feedback in second language classrooms has received considerable research attention in the past few decades. However, most of this research has been conducted in English-teaching settings, either ESL or EFL. This study examined teacher feedback, learner uptake as well as learner and teacher perception of feedback in an adult Chinese as a foreign language classroom. Ten hours of classroom interactions were videotaped, transcribed and coded for analysis. Lyster and Ranta’s (1997 coding system involving six types of feedback was initially used to identify feedback frequency and learner uptake. However, the teacher was found to use a number of additional feedback types. Altogether, 12 types of feedback were identified: recasts, delayed recasts, clarification requests, translation, metalinguistic feedback, elicitation, explicit correction, asking a direct question, repetition, directing question to other students, re-asks, and using L1-English. Differences were noted in the frequency of some of the feedback types as well as learner uptake compared to what had been reported in some previous ESL and EFL studies. With respect to the new feedback types, some led to noticeable uptake. As for the students’ and teacher’s perceptions, they did not match and both the teacher and the students were generally not accurate in perceiving the frequency of each feedback type. The findings are discussed in terms of the role of context in affecting the provision and effectiveness of feedback and its relationship to student and teacher perception of feedback.

Does family structure matter? Comparing the life goals and aspirations of learners in secondary schools

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Eugene Lee Davids

2013-01-01

Full Text Available The aim of this study was to compare the goals and aspirations of learners from single- and two-parent families. The study used a quantitative methodology with a cross-sectional comparative group design. The sample consisted of 853 Grade 11 learners from secondary schools in the Northern, Southern and Metro Central education districts in the Western Cape. The data were collected using the Aspirations Index and a short biographical questionnaire. The results suggest that there was a significant main effect of family structure on certain goals and aspirations of learners in secondary schools. These goals and aspirations included wealth, image, personal growth, relationships, and health. Furthermore, learners in single-parent families placed more emphasis on intrinsic goals.

A Development of Game-Based Learning Environment to Activate Interaction among Learners

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Takaoka, Ryo; Shimokawa, Masayuki; Okamoto, Toshio

Many studies and systems that incorporate elements such as “pleasure” and “fun” in the game to improve a learner's motivation have been developed in the field of learning environments. However, few are the studies of situations where many learners gather at a single computer and participate in a game-based learning environment (GBLE), and where the GBLE designs the learning process by controlling the interactions between learners such as competition, collaboration, and learning by teaching. Therefore, the purpose of this study is to propose a framework of educational control that induces and activates interaction between learners intentionally to create a learning opportunity that is based on the knowledge understanding model of each learner. In this paper, we explain the design philosophy and the framework of our GBLE called “Who becomes the king in the country of mathematics?” from a game viewpoint and describe the method of learning support control in the learning environment. In addition, we report the results of the learning experiment with our GBLE, which we carried out in a junior high school, and include some comments by a principal and a teacher. From the results of the experiment and some comments, we noticed that a game may play a significant role in weakening the learning relationship among students and creating new relationships in the world of the game. Furthermore, we discovered that learning support control of the GBLE has led to activation of the interaction between learners to some extent.

Advancing Learner Autonomy in TEFL via Collaborative Learning

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Jacobs, George M.; Shan, Tan Hui

2015-01-01

The present paper begins by situating learner autonomy and collaborative learning as part of a larger paradigm shift towards student-centred learning. Next are brief discussions of learner autonomy and how learner autonomy links with collaborative learning. In the main part of the paper, four central principles of collaborative learning are…

An interview study of how clinical teachers develop skills to attend to different level learners.

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Chen, H Carrie; Fogh, Shannon; Kobashi, Brent; Teherani, Arianne; Ten Cate, Olle; O'Sullivan, Patricia

2016-06-01

One clinical teaching challenge is the engagement of learners at different levels. Faculty development offerings mostly address general strategies applicable to all learners. This study examined how clinical faculty members develop the skills to work with different level learners. We conducted semi-structured interviews with medical school faculty members identified as excellent clinical teachers teaching multiple levels of learners. They discussed how they developed their approach to teaching different level learners and how their teaching evolved over time. We performed thematic analysis of the interview transcripts using open and axial coding. We interviewed 19 faculty members and identified three themes related to development of teaching practices: teacher agency and work-based learning of teaching strategies, developmental trajectory of clinical teachers, and interplay between clinical confidence and teaching skills. Faculty members were proactive in using on-the-job experiences to develop their teaching practices. Their teaching practices followed a developmental trajectory towards learner centeredness, and this evolution was associated with the development of clinical skills and confidence. Learning skills to teach multi-level learners requires workplace learning. Faculty development should include workplace learning opportunities and use a developmental approach that accounts for the trajectory of teaching as well as clinical skills attainment.

The Effect of Flipped Model of Instruction on EFL Learners' Reading Comprehension: Learners' Attitudes in Focus

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Karimi, Mehrnoosh; Hamzavi, Raouf

2017-01-01

The present study aimed at investigating the effect of flipped model of instruction on EFL learners' reading comprehension ability. Moreover, this study aimed at identifying EFL students' attitudes toward flipped model of instruction. To this end, 60 EFL learners studying at an accredited private language institute in Isfahan were first…

South African law and policy regulating learner absenteeism

African Journals Online (AJOL)

Packard Bell

Learner absenteeism often occurs involuntarily due to learners' social and economic circumstances. ..... still a child; e.g. under 18 years of age, and ... schools to take the age and maturity of the ... 5). The Policy on Learner Attendance (DBE, RSA,. 2010, para. 13(i)) allows the ..... Emotional literacy and the ecology of.

Online Games for Young Learners' Foreign Language Learning

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Butler, Yuko Goto; Someya, Yuumi; Fukuhara, Eiji

2014-01-01

Young learners' use of instructional games in foreign language learning is not yet well understood. Using games that were part of the learning tools for an online assessment, Jido-Eiken, a standardized English proficiency test for young learners in Japan, we examined young learners' game-playing behaviours and the relationship of these behaviours…

Lexical and Grammatical Collocations in Writing Production of EFL Learners

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Maryam Bahardoust

2012-05-01

Full Text Available Lewis (1993 recognized significance of word combinations including collocations by presenting lexical approach. Because of the crucial role of collocation in vocabulary acquisition, this research set out to evaluate the rate of collocations in Iranian EFL learners' writing production across L1 and L2. In addition, L1 interference with L2 collocational use in the learner' writing samples was studied. To achieve this goal, 200 Persian EFL learners at BA level were selected. These participants were taking paragraph writing and essay writing courses in two successive semesters. As for the data analysis, mid-term, final exam, and also the assignments of L2 learners were evaluated. Because of the nominal nature of the data, chi-square test was utilized for data analysis. Then, the rate of lexical and grammatical collocations was calculated. Results showed that the lexical collocations outnumbered the grammatical collocations. Different categories of lexical collocations were also compared with regard to their frequencies in EFL writing production. The rate of the verb-noun and adjective-noun collocations appeared to be the highest and noun-verb collocations the lowest. The results also showed that L1 had both positive and negative effect on the occurrence of both grammatical and lexical collocations.

Teaching Multilevel Adult ESL Classes. ERIC Digest.

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Shank, Cathy C.; Terrill, Lynda R.

Teachers in multilevel adult English-as-a-Second-Language classes are challenged to use a variety of materials, activities, and techniques to engage the interest of the learners and assist them in their educational goals. This digest recommends ways to choose and organize content for multilevel classes, explains grouping strategies, discusses a…

Parental perceptions of the learner driver log book system in two Australian states.

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Bates, Lyndel; Watson, Barry; King, Mark Johann

2014-01-01

Though many jurisdictions internationally now require learner drivers to complete a specified number of hours of supervised driving practice before being able to drive unaccompanied, very few require learner drivers to complete a log book to record this practice and then present it to the licensing authority. Learner drivers in most Australian jurisdictions must complete a log book that records their practice, thereby confirming to the licensing authority that they have met the mandated hours of practice requirement. These log books facilitate the management and enforcement of minimum supervised hours of driving requirements. Parents of learner drivers in 2 Australian states, Queensland and New South Wales, completed an online survey assessing a range of factors, including their perceptions of the accuracy of their child's learner log book and the effectiveness of the log book system. The study indicates that the large majority of parents believe that their child's learner log book is accurate. However, they generally report that the log book system is only moderately effective as a system to measure the number of hours of supervised practice a learner driver has completed. The results of this study suggest the presence of a paradox, with many parents possibly believing that others are not as diligent in the use of log books as they are or that the system is too open to misuse. Given that many parents report that their child's log book is accurate, this study has important implications for the development and ongoing monitoring of hours of practice requirements in graduated driver licensing systems.

The Effect of Kagan's Cooperative Structures on Speaking Skill of Iranian EFL Learners

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Hassan Soleimani

2018-03-01

Full Text Available Speaking is an important skill in language learning and EFL learners sometimes face difficulties when they want to speak. This study attempted to measure the effect of Kagan’s cooperative structures on speaking skill of Iranian EFL learners. The participants were selected from EFL learners studying at Ideal Language Institute. The Cambridge English Language Assessment was administered in order to select homogenous participants. Forty eight adult female EFL learners were selected as intermediate learners based on their results of the language proficiency test. They were divided into two groups, 24 as the control group and 24 as the experimental group. A pre-test was administered to both groups at the beginning of the experiment then, the students participated in 90 minute classes two times a week for eight sessions. At the end of the experiment, a post-test was assigned to both groups to determine whether the Kagan’s cooperative structures had positively affected the students’ speaking skills. The normality of data was tested through Skewness, Kurtosis, and K-S. To make sure the participants were homogenous, the parametric statistical technique of independent -samples t-test was calculated between the pre-tests of both groups and they were homogenous. Independent-samples t-test between the posttests of the experimental group and the control group was calculated and it showed that the participants of the experimental group outperformed the subjects of the control group. Moreover, paired-samples ttest between the pre-test and post-test of the experimental group was calculated and it was shown that the experimental participants progressed from the pre-test to the post-test. The study revealed that: (1 Kagan’s cooperative structures had a positive effect on the students’ speaking skills, (2 the experimental group obtained higher scores in the post-test than in the pre-test, making the difference between the pre-test and post-test scores

'Passivity' or 'Potential'?: Teacher responses to learner identity in the low-level ESL classroom

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Sue Ollerhead

2012-05-01

Full Text Available This paper explores some initial findings from a multi-site, classroom-based case study research project into English as a Second Language (ESL literacy provision to very low-literate adult learners within Australia’s Language, Literacy and Numeracy Program (LLNP. The aim of the research is to report on the researcher’s observations of teachers’ pedagogical practices and to investigate the extent to which they are responsive to learners’ developing and multiple identities.

Design and Implementation of an Extensible Learner-Adaptive Environment

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Kiyoshi Nakabayashi

2010-09-01

Full Text Available This paper describes the design and implementation of a flexible architecture that is capable of extending the functions of a learner-adaptive self-learning environment. A “courseware object”, which is a program module that is used to implement various educational functionalities, has been newly introduced to ensure both function extensibility as well as content reusability. A prototype system was designed and implemented to investigate the feasibility of the proposed architecture and to identify the core behavior and interaction schema of courseware objects. The results from this trial indicated that several learner-adaptive functionalities including the SCORM 2004 standard specifications will be able to be successfully implemented into the proposed architecture.

Do Adults Show an Effect of Delayed First Language Acquisition When Calculating Scalar Implicatures?

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Davidson, Kathryn; Mayberry, Rachel I

Language acquisition involves learning not only grammatical rules and a lexicon, but also what someone is intending to convey with their utterance: the semantic/pragmatic component of language. In this paper we separate the contributions of linguistic development and cognitive maturity to the acquisition of the semantic/pragmatic component of language by comparing deaf adults who had either early or late first exposure to their first language (ASL). We focus on the particular type of meaning at the semantic/pragmatic interface called scalar implicature , for which preschool-age children typically differ from adults. Children's behavior has been attributed to either their not knowing appropriate linguistic alternatives to consider or to cognitive developmental differences between children and adults. Unlike children, deaf adults with late language exposure are cognitively mature, although they never fully acquire some complex linguistic structures, and thus serve as a test for the role of language in such interpretations. Our results indicate an overall high performance by late learners, especially when implicatures are not based on conventionalized items. However, compared to early language learners, late language learners compute fewer implicatures when conventionalized linguistic alternatives are involved (e.g. ). We conclude that (i) in general, Gricean pragmatic reasoning does not seem to be impacted by delayed first language acquisition and can account for multiple quantity implicatures, but (ii) the creation of a scale based on lexical items can lead to ease in alternative creation that may be advantageously learned early in life, and that this may be one of several factors contributing to differences between adults and children on scalar implicature tasks.

“TOTTO-CHAN”: INSIGHTS INTO MULTIPLE INTELLIGENCES-BASED ENGLISH TEACHING TO YOUNG LEARNERS

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K. M. Widi Hadiyanti

2017-04-01

Full Text Available Children are unique individuals who have their own ways to learn about the world and solve problems. It is supported by Gardner‘s ideas about multiple intelligences. Gardner (1993, 1998 suggested several kinds of intelligences. In their attempt to learn about the world, children make use of all resources, including their multiple intelligences. The application of multiple intelligences in teaching young learner seems to be apparent in Tetsuko Kuroyanagi‘s autobiographical memoir, ―Totto-chan: The Little Girl at the Window‖. This study identified and analyzed the techniques used to apply multiple intelligences in teaching young learners in Totto-chan‘s elementary school, Tomoe Gakuen. Based on the identification and analysis conducted in ―Totto-chan‖, this study elaborated the techniques in teaching English for young learners. In particular, this study proposed teaching techniques for four language skills. This study will be of great benefit for English teachers for young learners to enrich their teaching techniques that accord with the children nature of development.

Exercise: Benefits for Body and Mind. Teacher's Guide. Health Promotion for Adult Literacy Students: An Empowering Approach.

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Hudson River Center for Program Development, Glenmont, NY.

This teaching guide is part of a series of materials developed, with input from adult learners, to aid adult literacy teachers in incorporating health education into the curriculum. This guide aims to help teachers to provide adult students with information about good fitness habits and positive health behaviors that will substantially reduce the…

From Cultural Deprivation to Individual Deficits: A Genealogy of Deficiency in Inuit Adult Education

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McLean, Scott

2016-01-01

Adult education programs are often grounded in problematic assumptions about learners' inadequacies. The purpose of this article is to critique such assumptions through presenting a history of the manner in which representatives of Canadian governments conceptualized the education of Inuit adults from the 1940s through the 1980s. Using…

Identifying Successful Learners from Interaction Behaviour

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McCuaig, Judi; Baldwin, Julia

2012-01-01

The interaction behaviours of successful, high-achieving learners when using a Learning Management System (LMS) are different than the behaviours of learners who are having more difficulty mastering the course material. This paper explores the idea that conventional Learning Management Systems can exploit data mining techniques to predict the…

The learner’s perspective in GP teaching practices with multi-level learners: a qualitative study

Science.gov (United States)

2014-01-01

Background Medical students, junior hospital doctors on rotation and general practice (GP) registrars are undertaking their training in clinical general practices in increasing numbers in Australia. Some practices have four levels of learner. This study aimed to explore how multi-level teaching (also called vertical integration of GP education and training) is occurring in clinical general practice and the impact of such teaching on the learner. Methods A qualitative research methodology was used with face-to-face, semi-structured interviews of medical students, junior hospital doctors, GP registrars and GP teachers in eight training practices in the region that taught all levels of learners. Interviews were audio-recorded and transcribed. Qualitative analysis was conducted using thematic analysis techniques aided by the use of the software package N-Vivo 9. Primary themes were identified and categorised by the co-investigators. Results 52 interviews were completed and analysed. Themes were identified relating to both the practice learning environment and teaching methods used. A practice environment where there is a strong teaching culture, enjoyment of learning, and flexible learning methods, as well as learning spaces and organised teaching arrangements, all contribute to positive learning from a learners’ perspective. Learners identified a number of innovative teaching methods and viewed them as positive. These included multi-level learner group tutorials in the practice, being taught by a team of teachers, including GP registrars and other health professionals, and access to a supernumerary GP supervisor (also termed “GP consultant teacher”). Other teaching methods that were viewed positively were parallel consulting, informal learning and rural hospital context integrated learning. Conclusions Vertical integration of GP education and training generally impacted positively on all levels of learner. This research has provided further evidence about the

Using the Keyword Mnemonics Method among Adult Learners

Science.gov (United States)

Campos, Alfredo; Camino, Estefania; Perez-Fabello, Maria Jose

2011-01-01

The aim of the present study was to assess the influence of word image vividness on the immediate and long-term recall (one-day interval) of words using either the rote repetition learning method or the keyword mnemonics method in a sample of adults aged 55 to 70 years. Subjects learned a list of concrete and abstract words using either rote…

Learners' experiences of learning support in selected Western Cape ...

African Journals Online (AJOL)

The learning support assisted in meeting learners' academic, social and emotional needs by addressing barriers to learning, creating conducive learning environments, enhancing learners' self-esteem and improving learners' academic performance. Keywords: academic needs; academic performance; barriers to learning; ...

Empowering Adult Learners. NIF Literacy Program Helps ABE Accomplish Human Development Mission.

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Hurley, Mary E.

1991-01-01

The National Issues Forum's Literacy Program uses study circles and group discussion to promote empowerment and enhance adult literacy through civic education. The program has helped the Westonka (Minnesota) Adult Basic Education project accomplish its mission and has expanded the staff's view of adult learning. (SK)

Short Films in the EFL Classroom: Creating Resources for Teachers and Learners

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Paikar Fatima Mazhar Hameed

2016-03-01

Full Text Available This study aims to promote the use of films in learning English language in Qassim University, Saudi Arabia.  It also tends to explore whether or not the inappropriate use of media like computers and mobiles is the cause behind the learners' low level of proficiency in English. Further, it will shed light on the importance of using multimedia in creating a collaborative and more meaningful learning environment. With the growing use of ICT in education, pedagogies the world over have become more learner centered and function oriented. In Saudi Arabia, however, old, outmoded and conventional methods including the now redundant Grammar Translation Method are followed. The result is that EFL learners are barely equipped in the use of English in real life situations. This study is not only an analysis of the current situation but also a resource for the teachers who wish to include films in their EFL classrooms. Empirically, the study proves, albeit with a small sample of fifty students, that learning outcomes improve drastically with the use of films in English language teaching.

When Is an English Language Learner Not an English Language Learner? Exploring Individual Differences in Developmental Language and Literacy Acquisition for At-Risk Learners: A Latent Transition Approach

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Guzman-Orth, Danielle Alicia

2012-01-01

Empirical evidence suggests oral language proficiency is correlated with literacy outcomes; however, the relationship between oral language proficiency and literacy outcomes for English Language Learners is highly variable. As a result, the field lacks critical direction to identify children who are English Language Learners experiencing general…

Teaching Literacy to English Language Learners in the Borderlands: A Case Study of A Sixth Grade Language Arts and Reading Teacher

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Smith, Ann Marie; Salgado, Yolanda

2018-01-01

The purpose of this case study was to investigate how an English language arts teacher used young adult literature to help English language learners improve English and literacy comprehension. Through the lens of Anzaldua's (2007) "borderlands", and Rolon-Dow's (2005) "critical care", the authors analyze the case study…

Adult Students' Perceptions in Distance Education Learning Environments Based on a Videoconferencing Platform--QoE Analysis

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Malinovski, Toni; Vasileva-Stojanovska, Tatjana; Jovevski, Dobri; Vasileva, Marina; Trajkovik, Vladimir

2015-01-01

Distance education learning environments provide tremendous convenience and flexibility, allowing busy, mobile adult learners to engage in education while coping with their limited resources in terms of time, energy and finances. Following a student-centered approach this study investigates adult students' subjective perceptions while using…

Editorial: Technology for higher education, adult learning and human performance

OpenAIRE

Minhong Wang; Chi-Cheng Chang; Feng Wu

2013-01-01

This special issue is dedicated to technology-enabled approaches for improving higher education, adult learning, and human performance. Improvement of learning and human development for sustainable development has been recognized as a key strategy for individuals, institutions, and organizations to strengthen their competitive advantages. It becomes crucial to help adult learners and knowledge workers to improve their self-directed and life-long learning capabilities. Meanwhile, advances in t...

Use of games as a learner-centered strategy in gerontology, geriatrics, and aging-related courses.

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Schmall, Vicki; Grabinski, C Joanne; Bowman, Sally

2008-01-01

Based on their experience as designers and/or users of games as a learner-centered strategy in gerontology, geriatric, and aging-related courses and training programs, the authors note multiple advantages of using games as a learning tool, list six relevant games (including order information), and suggest a variety of ways games can be used. They offer guidelines to apply in selecting appropriate games and discuss key aspects of the instructor or facilitator's role in preparing learners for game playing, monitoring game play, and debriefing students once game play has ended. Outcomes for learners and course instructors are shared.

Tearing Down Our Little Berlin Walls. New Developments in British and Welsh Adult Continuing Education.

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Francis, Hywel

1990-01-01

The chief providers of adult continuing education in Britain are dependent on central government policy and financial support. In the new world of the 1990s, a needs-based rather than enterprise strategy should strive for accessibility, coherence, and quality, with the focus on the adult learner. (SK)

Implementing learnerships: learner recruitment and selection B ...

African Journals Online (AJOL)

Implementing learnerships: learner recruitment and selection B lessons learnt from the KwaZulu-Natal pilot projects. ... 2001 in KwaZulu-Natal, with specific reference to the recruitment and selection of learners. ... AJOL African Journals Online.

E-learning for medical education: reflections of learners on patients.

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Walsh, Kieran

2018-01-01

There is a growing research interest in how healthcare professionals learn online. This paper reports an analysis of reflections that relate to patients from users of an e-learning resource, BMJ Learning. Healthcare professionals who use BMJ Learning are encouraged to reflect on their learning. Over one year, all of the learners' reflections that related to patients were captured by the programme's software and were analysed using thematic analysis. A number of key themes emerged from this analysis: many learners reflected on patients in the context of their disease; many learners reflected on how they had put their learning into action or planned to put their learning into action for the benefit of patients; many learners reflected on how they would pass on what they had learned to patients; learners greatly appreciated patients contributing to the learning. Learners predominantly reflect about patients in the context of their disease. The reflections demonstrate that learners are keen to put their learning into action for the benefit of their patients. Learners' reflections show a keen interest in the patient-centredness of the learning resources.

Promoting Conditional Use of Communication Skills for Learners With Complex Communication Needs: A Tutorial.

Science.gov (United States)

Simacek, Jessica; Reichle, Joe; Byiers, Breanne J; Parker-McGowan, Quannah; Dimian, Adele F; Elmquist, Marianne

2018-05-03

Conditional use of communication skills refers to the ability of a learner to appropriately generalize and discriminate when, where, and how to communicate based on constant variation and shifts in environmental cues. We describe discrimination and generalization challenges encountered by learners with complex communication needs and ways in which these challenges are fostered through traditional communication intervention programming. We address arrangements in instruction that maximize the probability of learners acquiring the conditional use of new vocabulary and the modest instructional technology implemented when planning for generalization. We propose establishing well-discriminated and generalized use of new vocabulary items through the application of a general case instruction framework to communication intervention programming. We provide intervention methodology, including intervention steps for general case instruction, a plethora of functional examples, and graphic displays to assess and intervene to promote conditional use of communication skills for learners with complex communication needs.

De Facto Language Policy in Legislation Defining Adult Basic Education in the United States

Science.gov (United States)

Vanek, Jenifer

2016-01-01

This paper investigates the impact of differing interpretation of federal education policy in three different states. The policy, the Workforce Investment Act Title II, has defined the services provided for adult English language learners (ELLs) enrolled in Adult Basic Education programs in the United States since it was passed in 1998. At the…

Which Dictionary? A Review of the Leading Learners' Dictionaries.

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Nesi, Hilary

Three major dictionaries designed for learners of English as a second language are reviewed, their elements and approaches compared and evaluated, their usefulness for different learners discussed, and recommendations for future dictionary improvement made. The dictionaries in question are the "Oxford Advanced Learner's Dictionary," the…

The Developmental Relationship between Bilingual Morphological Awareness and Reading for Chinese EFL Adult Learners: A Longitudinal Study

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Xue, Jin; Jiang, Xiaoming

2017-01-01

The present research aimed to explore the developmental relationship between bilingual morphological awareness and reading for Chinese natives learning English as a foreign language (EFL learners). Pre- and post-tests were conducted with in an interval of 9 months. Morphological and reading measures in Chinese and English were administered to 139…

Factors Contributing Decreased Performance Of Slow Learners

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Dr. L. Kannan

2015-03-01

Full Text Available Back ground Even experienced teaching faculty and administrators can be challenged by learners who have not able to perform up to expected need in their annual performance of their students these students are called as slow learnersStruggle learners. There should be a designed study to foster discussion about diagnosing particular problems that contribute with meeting objectives of slow learners. Methodology The study was performed on the entire current first year of Medical students were all the three internal assessments of 250 students performance is taken in to consideration for the study. This study is of cross section type.After obtaining the list of all students marks in internal examination from medical education unit supporting mentors are contacted to meet the students and confidentiality is maintained throughout the study. After obtaining informed consent a questionnaire was administered to the students by the investigator. The questionnaire contains the following sections. Section I will be on the background characteristics of the student name age sex type of family. Section II will be on the details of their learning capabilities. Section III will focus on the awareness of the slow learners in which the precipitating factors contributing to them. Results The prevalence of slow learners as low achievers were contributed to be 32.4 percentages.The performance of the students is based on combination of all three internal assessment marks including theory and practical performance. In this the students age ranges from 17 to 21 years the mean age of student was contributed to be 17.81 and majority of the students were in the age group of 18 years which contributed to be 16867.2.In the present study majority were males 13252.8 compared to females 11847.2.but when study is compared to percentage of attendance majority of the individual 15177 scored more than 50 percentage of marks have more than 80 percentage of attendance but when

Successful Approaches to Helping Students--Including English Learners--Succeed in Elementary School. Parent Guide = Enfoques exitosos para ayudar a los estudiantes--incluyendo a los que aprenden ingles--a triunfar en la escuela primaria. Guia de padres

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EdSource, 2007

2007-01-01

This guide informs parents about some instructional practices that work well for all elementary school students, in particular English learners. It includes questions parents can ask teachers and principals to help them understand how their children's school approaches teaching and learning. Both English and Spanish versions of the document are…

Modeling the effects of multicontextual physics instruction on learner expectations and understanding of force and motion systems

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Deese Becht, Sara-Maria Francis

1999-11-01

The purpose of this study is two-fold involving both practical and theoretical modeling components. The practical component, an experiential-learning phase, investigated a study population for effects that increasing levels of multicontextual physics activities have on student understanding of Newtonian systems of motion. This contextual-learning model measured learner convictions and non-response gaps and analyzed learner response trends on context, technology, challenge, growth, and success. The theoretical component, a model-building phase, designed a dynamic-knowing model for learning along a range of experiential tasks, from low to high context, monitored for indicators of learning in science and mathematics: learner academic performance and ability, learner control and academic attitude, and a learner non- response gap. This knowing model characterized a learner's process-of-knowing on a less to more expert- like learner-response continuum using performance and perspective indices associated with level of contextual- imagery referent system. Data for the contextual-learning model were collected on 180 secondary subjects: 72 middle and 108 high, with 36 physics subjects as local experts. Subjects were randomly assigned to one of three experimental groups differing only on context level of force and motion activities. Three levels of information were presented through context-based tasks: momentum constancy as inertia, momentum change as impulse, and momentum rate of change as force. The statistical analysis used a multi-level factorial design with repeated measures and discriminate analysis of response-conviction items. Subject grouping criteria included school level, ability level in science and mathematics, gender and race. Assessment criteria used pre/post performance scores, confidence level in physics concepts held, and attitude towards science, mathematics, and technology. Learner indices were computed from logit- transforms applied to learner outcomes

TOWARDS UNDERSTANDING THE SUCCESSFUL LEARNER: A Case Study of IGNOU

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Sindhu P. NAIR

2012-04-01

Full Text Available The growth of enrolment in the ODL system has been considerable. However, another parameter of significance in the context of Open and Distance learning is the learner success rate. While enrolment rates have been very encouraging in distance education, the pass-out rates haven’t been similar. There is a need to focus on the dynamics involved after a learner enrols himself in an OU and what drives him to stay focussed and complete his academic pursuit successfully or alternatively what holds or slows his academic progress and eventually makes him drop out. The study highlights that there are both institution-based (that is OU-based and learner-centric factors that could facilitate learners to successfully complete their studies. There are both controllable and uncontrollable factors that affect the OU learners’ success rate. This study attempts to capture the learner-centric factors and OU-related factors that have facilitated the learners to successfully complete their study. The paper delves into those key aspects or factors which would have facilitated the passed out learners in successfully completing their programmes in the open system. The findings are of direct interest, both from an institution perspective and that of a distance learner. It provides inputs to the Open and distance learning system, towards formulating appropriate strategies that further facilitate learners to successfully pass out. Also the findings serve as indicators/guide rules for any learner in the open system.

English Learners (ELs) Who Are American Indian and/or Alaska Native (AI/AN). Fast Facts

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Office of English Language Acquisition, US Department of Education, 2016

2016-01-01

The Office of English Language Acquisition (OELA) has synthesized key data on English learners (ELs) into two-page PDF sheets, by topic, with graphics, plus key contacts. The topics for this report on English Learners (ELs) Who Are American Indian and/or Alaska Native (AI/AN) include: (1) States With the Highest Percentage of ELs Who Were AI/AN:…

Assessment concessions for learners with impairments

African Journals Online (AJOL)

Erna Kinsey

Vol 25(3)185–189. Assessment ... We focus on the use of different types of assessment concessions as a basis for the development of .... to facilitate the development of meaning. .... changing the vocabulary in the test to make them more accessible to learners. .... For learners who are not able to produce recognizable words.

Oncology education in Canadian undergraduate and postgraduate medical programs: a survey of educators and learners

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Tam, V.C.; Berry, S.; Hsu, T.; North, S.; Neville, A.; Chan, K.; Verma, S.

2014-01-01

Background The oncology education framework currently in use in Canadian medical training programs is unknown, and the needs of learners have not been fully assessed to determine whether they are adequately prepared to manage patients with cancer. Methods To assess the oncology education framework currently in use at Canadian medical schools and residency training programs for family (fm) and internal medicine (im), and to evaluate opinions about the content and utility of standard oncology education objectives, a Web survey was designed and sent to educators and learners. The survey recipients included undergraduate medical education curriculum committee members (umeccms), directors of fm and im programs, oncologists, medical students, and fm and im residents. Results Survey responses were received from 677 educators and learners. Oncology education was felt to be inadequate in their respective programs by 58% of umeccms, 57% of fm program directors, and 50% of im program directors. For learners, oncology education was thought to be inadequate by 67% of medical students, 86% of fm residents, and 63% of im residents. When comparing teaching of medical subspecialty–related diseases, all groups agreed that their trainees were least prepared to manage patients with cancer. A standard set of oncology objectives was thought to be possibly or definitely useful for undergraduate learners by 59% of respondents overall and by 61% of postgraduate learners. Conclusions Oncology education in Canadian undergraduate and postgraduate fm and im training programs are currently thought to be inadequate by a majority of educators and learners. Developing a standard set of oncology objectives might address the needs of learners. PMID:24523624

Cue generation: How learners flexibly support future retrieval.

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Tullis, Jonathan G; Benjamin, Aaron S

2015-08-01

The successful use of memory requires us to be sensitive to the cues that will be present during retrieval. In many situations, we have some control over the external cues that we will encounter. For instance, learners create shopping lists at home to help remember what items to later buy at the grocery store, and they generate computer file names to help remember the contents of those files. Generating cues in the service of later cognitive goals is a complex task that lies at the intersection of metacognition, communication, and memory. In this series of experiments, we investigated how and how well learners generate external mnemonic cues. Across 5 experiments, learners generated a cue for each target word in a to-be-remembered list and received these cues during a later cued recall test. Learners flexibly generated cues in response to different instructional demands and study list compositions. When generating mnemonic cues, as compared to descriptions of target items, learners produced cues that were more distinct than mere descriptions and consequently elicited greater cued recall performance than those descriptions. When learners were aware of competing targets in the study list, they generated mnemonic cues with smaller cue-to-target associative strength but that were even more distinct. These adaptations led to fewer confusions among competing targets and enhanced cued recall performance. These results provide another example of the metacognitively sophisticated tactics that learners use to effectively support future retrieval.

Nurturing gifted learners in Mainland China

DEFF Research Database (Denmark)

Shi, Jiannong; Zhang, X.; Chen, N.

2013-01-01

-socio-intellectual model, illustrated the nature of human being and the nature of gifted learners. From the perspective of the BSI model, the authors suggested three aspects are very critical to curriculum design to meet the needs of gifted education: physical maturation or physical development, social maturation......In this article, based on the previous researches on the development of gifted learners, the authors summarized the problems in nurturing gifted learners due to lacking of the appropriate educational philosophy and educational methodology in Mainland China. The authors proposed the Bio...... or social and interpersonal development, and mental maturation or intellectual development. It was proved that BSI model has its theoretical rationality and practical validity in Mainland China...

Explaining differences in adult second language learning : The role of language input characteristics and learners’ cognitive aptitudes

NARCIS (Netherlands)

Ćurčić, M.

2018-01-01

This dissertation examines how adult learning of novel language structures is affected by the characteristics of the language input that learners are exposed to and by learners’ cognitive aptitudes, such as analytical ability and working memory capacity. In a series of experiments, adult native

Language diversity in the mathematics classroom: does a learner ...

African Journals Online (AJOL)

In this study, the researchers developed an 'aid' that would assist learners to relate mathematics terms and concepts in English with terms in their own languages. The study determined whether a visual multilingual learner companion brought change in learners' performance in mathematics. Also what the educators' views ...

Interface between problem-based learning and a learner-centered paradigm.

Science.gov (United States)

Karimi, Reza

2011-01-01

Problem-based learning (PBL) has made a major shift in support of student learning for many medical school curricula around the world. Since curricular development of PBL in the early 1970s and its growth in the 1980s and 1990s, there have been growing numbers of publications providing positive and negative data in regard to the curricular effectiveness of PBL. The purpose of this study was to explore supportive data for the four core objectives of PBL and to identify an interface between the objectives of PBL and a learner-centered paradigm. The four core PBL objectives, ie, structuring of knowledge and clinical context, clinical reasoning, self-directed learning, and intrinsic motivation, were used to search MEDLINE, the Education Resources Information Center, the Educator's Reference Complete, and PsycINFO from January 1969 to January 2011. The literature search was facilitated and narrowed if the published study included the following terms: "problem-based learning", "medical education", "traditional curriculum", and one of the above four PBL objectives. Through a comprehensive search analysis, one can find supportive data for the effectiveness of a PBL curriculum in achieving the four core objectives of PBL. A further analysis of these four objectives suggests that there is an interface between PBL objectives and criteria from a learner-centered paradigm. In addition, this review indicates that promotion of teamwork among students is another interface that exists between PBL and a learner-centered paradigm. The desire of medical schools to enhance student learning and a need to provide an environment where students construct knowledge rather than receive knowledge have encouraged many medical schools to move into a learner-centered paradigm. Implementation of a PBL curriculum can be used as a prevailing starting point to develop not only a learner-centered paradigm, but also to facilitate a smooth curricular transition from a teacher-centered paradigm to a

Dynamics of learner affective development in early FLL

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Jelena Mihaljević Djigunović

2012-10-01

Full Text Available Affective learner factors were first considered as a cause of success in language learning. This was followed by a change in approach and recently authors (e.g., Edelenbos, Johnstone, & Kubanek, 2006 have considered them an important outcome, especially in early foreign language learning (FLL. Current research into affective learner factors in early FLL tries to catch the developmental aspects too, and studies are emerging that take a contextual view as well. This paper describes a study on affective characteristics of young FL learners that combines the developmental and contextual perspectives. Using the case study methodology the author analyses the affective profiles of three young learners of English as a foreign language who were followed for 4 years. The analyses are done taking into account their immediate language learning environment, home support, out-of-school exposure to English and language achievement. The findings suggest that affective learner factors contribute to the dynamic complexity of early FLL.

Learner Analysis Framework for Globalized E-Learning: A Case Study

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Mamta Saxena

2011-06-01

Full Text Available The shift to technology-mediated modes of instructional delivery and increased global connectivity has led to a rise in globalized e-learning programs. Educational institutions face multiple challenges as they seek to design effective, engaging, and culturally competent instruction for an increasingly diverse learner population. The purpose of this study was to explore strategies for expanding learner analysis within the instructional design process to better address cultural influences on learning. A case study approach leveraged the experience of practicing instructional designers to build a framework for culturally competent learner analysis.The study discussed the related challenges and recommended strategies to improve the effectiveness of cross-cultural learner analysis. Based on the findings, a framework for conducting cross-cultural learner analysis to guide the cultural analysis of diverse learners was proposed. The study identified the most critical factors in improving cross-cultural learner analysis as the judicious use of existing research on cross-cultural theories and joint deliberation on the part of all the participants from the management to the learners. Several strategies for guiding and improving the cultural inquiry process were summarized. Barriers and solutions for the requirements are also discussed.

Dyslexic learners' experiences with their peers and teachers in special and mainstream primary schools in North-West Province.

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Leseyane, Monicca; Mandende, Peter; Makgato, Mary; Cekiso, Madoda

2018-01-01

Inclusive education requires that the framework within which education is delivered should be broad enough to accommodate equally the needs and circumstances of every learner in the society. This includes learners with disabilities like dyslexia who have been excluded from the formal education system. This article reports the findings of a qualitative study that explored and described the dyslexic learners' experiences with their peers and teachers in special and public schools in North-West Province of South Africa. The study adopted a qualitative methodology and used a phenomenology research design. The sample was purposively selected and comprised nine dyslexic learners. All the learners were in public schools previously and were later moved to a special school after being diagnosed as dyslexic. The participants were aged 9-12 years. The researchers conducted one-on-one interviews with the participants and content-analysed the data. The findings revealed that in public schools the dyslexic learners were exposed to ill-treatment by other learners who despised, ridiculed, bullied and undermined them. The findings further revealed that teachers in public schools were not patient with dyslexic learners, did not give them extra attention and that some teachers used negative comments that embarrassed them. The article spells out the barriers experienced by dyslexic learners in public schools and also recommends training of teachers so that they know how to deal with dyslexic learners, thereby eliminating the barriers. The study further recommended awareness campaigns among the student body about dyslexia.

Language, Learners and Levels. Progression and Variation

NARCIS (Netherlands)

Haan, P.J.M. de; Vries, C.M. de; Vuuren, S. van

2017-01-01

Learner Corpus Research (LCR) is a vibrant discipline, which combines methodological rigour in the analysis of authentic learner data with a focus on practical pedagogical application. Following earlier successful conferences in Louvain and Bergen, the third LCR conference, hosted by Radboud

Concept mapping for learners of all ages

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Nancy L. Gallenstein

2013-02-01

Full Text Available Concept mapping is an inquiry technique that provides students at all ages with opportunities to demonstrate learning through performance. A concept map refers to a graphic/visual representation of concepts with linking connections that show various relationships between concepts (Novak & Gowin, 1984. Assessment is an ongoing process integrated with instruction across subject areas. The National Council of Teachers of Mathematics (NCTM emphasizes that assessment should focus on both the enhancement of student learning as well as serve as a valuable tool for making instructional decisions (NCTM, 2000. Assessment activities can take on a variety of forms, one being performance tasks. In this manuscript, an explanation of concept mapping is provided for learners ages 3 – 12 along with several examples of concept maps for young learners, including examples from an assessment project in the subject area of mathematics. Also presented are the numerous benefits of the concept mapping technique for both students and teachers.

Teaching strategies to support isiXhosa learners who receive ...

African Journals Online (AJOL)

how learners acquire learning, there is still a dearth of material on descriptions of current support provided to learners within the theoretical ... schools where the Language of Learning and Teaching (LOLT) is English and/or Afrikaans (i.e. the learner's second or third .... Languages (IIAL) policy for public comment. This.

Action towards hope: Addressing learner behaviour in a classroom

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Raelene LeeFon

2013-11-01

Full Text Available Unruly learners and disciplinary problems are an intractable part of every teacher’s teaching experience. It appears that, even though most schools have enacted a code of conduct to regulate learner behaviour, this does not always have the desired effect. Disciplinary problems in schools impact negatively on the teaching and learning environment as well as on teachers’ personal and professional well-being and morale. Framed within the context of a biblical worldview, this article narrates the experiences of one teacher who decided to take action towards hope. The situation in her classroom was quite desperate with learners coming to school unprepared and behaving very badly and parents being uninterested in the performance of their children at school. She realised that she could not change the learners or their parents unless she started with herself. In this context, she, as a postgraduate student under the supervision of the co-authors, embarked on an action-research project to promote positive learner behaviour. By collaborating with the learners on a set of classroom rules, engaging in reflective teaching and changing her own behaviour towards the learners, the situation in her classroom improved. Based on her experiences, this article argues that teachers should empower themselves with knowledge and a better understanding of the concept of discipline rather than viewing the classroom as a battlefield. It is important to acknowledge and show respect and appreciation for each learner in his or her own context.

Case Studies of Action Research in Various Adult Education Settings.

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Kuhne, Gary W.; Weirauch, Drucie; Fetterman, David J.; Mearns, Raiana M.; Kalinosky, Kathy; Cegles, Kathleen A.; Ritchey, Linda

1997-01-01

Six case studies illustrate action research in adult education: faculty development in a museum, participation in a church congregation, retention of literacy volunteers in a corrections center, learner participation in a homeless shelter, technology innovation in a university, and infection control in a hospital. (SK)

Supporting learner-centered technology integration through situated mentoring

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Rosenberg, Marian Goode

Situated mentoring was used as a professional development method to help 11 high school science teachers integrate learner-centered technology. The teachers' learner-centered technology beliefs and practices as well as their perception of barriers to learner-centered technology integration were explored before and after participating in the mentoring program. In addition, the participants' thoughts about the effectiveness of various components of the mentoring program were analyzed along with the mentor's observations of their practices. Situated mentoring can be effective for supporting learner-centered technology integration, in particular decreasing the barriers teachers experience. Goal setting, collaborative planning, reflection, and onsite just-in-time support were thought to be the most valuable components of the mentoring program.

Relational aggression: the voices of primary school learners

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Johan Botha

2014-06-01

Full Text Available The aim of this research was to explore and describe primary school learners' experiences of relational aggression at school. This was done within a qualitative research design with a phenomenological approach. In order to give a voice to primary school learners' lived experiences of relational aggression, 25 individual interviews were conducted with a purposeful sample of learners from two primary schools in the Dr Kenneth Kaunda District, North-West Province. Data analysis was done using Tesch's systematic open coding process. Social Learning Theory underscored the theoretical foundation that emphasises relational aggression as a socially learned phenomenon through observation. Although existing theory supports the findings, the reality, however, is that the effects of relational aggression impede negatively on learners' social and academic development and well-being. This jeopardises schools' endeavours to effectively socialise learners in order to establish and maintain effective personal and social relationships. Curtailing relational aggression has the possibility of reducing other forms of aggression in schools and will enhance the creation of effective teaching-learning environments that are conducive to teaching and learning that will support the task of schooling, which is the socialisation of learners to optimally achieve their potential in schools. The article provides some suggestions to assist teachers in endeavours to effectively curtail relational aggression.

The Effectiveness of Reading Interventions for English Learners: A Research Synthesis

Science.gov (United States)

Richards-Tutor, Catherine; Baker, Doris L.; Gersten, Russell; Baker, Scott K.; Smith, Jeanie Mercier

2016-01-01

This article reviews published experimental studies from 2000 to 2012 that evaluated the effects of providing reading interventions to English learners who were at risk for experiencing academic difficulties, including students with learning disabilities. Criteria included: (a) the study was published in a peer-referred journal, (b) the study was…

Using Learner Corpora for L2 Lexicography: Information on ...

African Journals Online (AJOL)

In this paper, we describe an on-going project of the corpus of EFL (English as a Foreign Language) learners in Japan and its application for pedagogical dictionary compilation. We especially focus on the learners' errors in verb collocation patterns and describe how the leamer's dictionary can benefit from the learners' ...

Differential prevalence and associations of overweight and obesity by gender and population group among school learners in South Africa: a cross-sectional study.

Science.gov (United States)

Negash, Sarah; Agyemang, Charles; Matsha, Tandi E; Peer, Nasheeta; Erasmus, Rajiv T; Kengne, Andre P

2017-01-01

Factors influencing the increasing prevalence of overweight/obesity among children and adolescents in sub-Saharan Africa remain unclear. We assessed the prevalence and determinants of overweight and obesity and effects on cardio-metabolic profile in school learners in the Western Cape, South Africa. Cross-sectional data were collected from 7 to 18-year-old South African school learners attending 14 schools, randomly selected from 107 government schools in the areas. The learners were selected through stratified random sampling techniques. Logistic regressions were used to assess the determinants of overweight/obesity and its association with cardio-metabolic profile. Among the 1559 participants, the overall prevalence of overweight/obesity was 22.9%. Being a girl (Odds ratio 2.51, 95% CI: 1.92-3.29), or Black African (1.35, 1.04-.75) was associated with increased odds of being overweight/obese. The identified health consequences among the overweight/obese learners differed between the ethnic groups. Overweight/obese coloured (mixed ancestry) learners were more likely to have hypertension (3.27, 1.18-9.08), hypertriglyceridemia (1.94, 0.99-3.78) and low high-density lipoprotein cholesterol (HDL-C) (3.65, 2.33-5.72), overweight/obese Black African learners had higher odds for hypertension (3.62, 1.31-10.04) and low HDL-C (1.56, 1.01-2.40) and overweight/obese White learners were prone to low HDL-C (5.04, 1.35-18.80). Overweight/obesity is highly prevalent among school learners in Western Cape (South Africa), with being female or Black African increasing the odds. That overweight/obesity is also associated with adverse cardio-metabolic risk profile aggravates the problem and suggests worse cardiovascular outcomes in South African young adults in the future.

Qualification paths of adult educators in Sweden and Denmark

DEFF Research Database (Denmark)

Andersson, Per; Köpsén, Susanne; Larson, Anne

2013-01-01

fields of education and training. In this study, we analyse the qualification paths, or learning trajectories, of prospective adult educators in Sweden and Denmark. The analysis is based on narrative interviews with 29 students in training to become adult educators. The career paths of adult educators...... are often long and winding roads. Becoming an adult educator could be their primary desire, but it could also be their ‘Plan B’, a second choice. Individual motives and external demands interact in the professionalisation process. A shift in focus from teaching subject and methods to teaching context...... and the relation to the learners is part of the professional development. Finally, we argue that both academic studies and hands-on work in the adult education community are crucial parts of the adult educator’s qualification path....

Young Learner Perspectives on Four Focus-on-Form Tasks

Science.gov (United States)

Shak, Juliana; Gardner, Sheena

2008-01-01

Recent studies suggest that focus-on-form (FonF) instruction has a positive effect on the second language proficiency of young learners. However, few have looked at learner perspectives on different FonF tasks, particularly in those young learners. This study investigates children's attitudes towards four FonF task-types in three Primary 5 English…

Creating a Global Community of Learners in Nursing and Beyond: Caring Science, Mindful Practice MOOC.

Science.gov (United States)

Sitzman, Kathleen L; Jensen, Andrea; Chan, Sang

The aim was to examine the usefulness of a massive open online course (MOOC) on caring and mindfulness to a broad international audience that included nurses, allied health professionals, and others. MOOCs in higher education have been evident since 2008. Very few MOOCs on nursing topics have appeared since that time. Exploration was needed regarding how MOOCs could be employed to share nursing knowledge with national and international communities. Two "Caring Science, Mindful Practice" MOOC sessions were examined. Demographics, learner satisfaction, course flow, and perceived usefulness of content were analyzed. Learners from varied backgrounds participated. Higher than expected course activity levels and completion rates suggested effective learner engagement. Excellent course ratings demonstrated that content and delivery methods were effective. Active learners communicated specific plans to apply new knowledge in the future. MOOCs facilitate learning where participants learn about topics of interest in nursing and beyond.

A career exploration programme for learners with special educational needs.

Science.gov (United States)

van Niekerk, Matty

2007-01-01

Learners with disabilities lag far behind their peers without disabilities in achievement, graduation rates, post-school education and employment outcomes [4]. Against the current state of education affairs in South Africa, where curriculum models for learners with special educational needs (LSEN) are still under revision, therapists and teachers are finding it difficult to prepare these learners for appropriate employment after school. Even where systems in education are established, persons with learning disabilities face more challenges to enter employment [5]. This article reports on a unique career exploration programme for grade 11 learners at a school for learners with special educational needs in Gauteng, South Africa. It is a collaborative strategy between the learners, their parents, a teacher and the occupational therapists at the school. Two case studies are described to indicate the success of the program.

Factors Affecting the Level of Test Anxiety among EFL Learners at Elementary Schools/İngilizceyi Yabancı Dil olarak Öğrenen İlköğretim Öğrencilerinde Yabancı Dil Kaygısını Etkileyen Faktörler

OpenAIRE

Aydın, Assoc.Prof.Dr.Selami

2013-01-01

Many studies on test anxiety among adult language learners have been performed, while only a few studies have dealt with overall test anxiety. In addition, these studies do not specifically address test anxiety in foreign language learning among elementary school language learners. Thus, this study aims to investigate the level of test anxiety among young learners of English as a foreign language (EFL) and the relationship between test anxiety and factors such as gender, age, grade, achieveme...

Efficacy of using career and self-construction to help learners ...

African Journals Online (AJOL)

Antoinette Cook

Department of Educational Psychology, University of Pretoria, Pretoria, South Africa ... included the Collage, the Career Interest Profile and the lifeline technique. ... as well as more frequent and complex career challenges (Savickas, Nota, Rossier, ... Learners who receive this support in high school are seen to manage.

Video Self-Modeling for English Language Learners

Science.gov (United States)

Boisvert, Précille; Rao, Kavita

2015-01-01

Teachers of English language learners (ELLs), expected to address grade-level standards and prepare ELLs for standardized assessments, have the difficult task of designing instruction that meets the range of needs in their classrooms. When these learners have experienced limited or interrupted education, the challenges intensify. Whereas…

Kokugo Dictionaries as Tools for Learners: Problems and Potential

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Tom GALLY

2012-10-01

Full Text Available For second-language learners, monolingual dictionaries can be useful tools because they often provide more detailed explanations of meanings and more extensive vocabulary coverage than bilingual dictionaries do. While learners of English have access to many monolingual dictionaries designed specifically to meet their needs, learners of Japanese must make do with Kokugo dictionaries, that is, monolingual dictionaries intended for native Japanese speakers. This paper, after briefly describing Kokugo dictionaries in general, analyzes a typical entry from such a dictionary to illustrate the advantages and challenges of the use of Kokugo dictionaries by learners of Japanese.

LEARNER AUTONOMY IN THE INDONESIAN EFL SETTINGS

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Nenden Sri Lengkanawati

2017-01-01

Full Text Available Learner autonomy in Indonesian educational institutions has not commonly been listed as a teaching-learning objective, and most teachers seem to be hardly acquainted with learner autonomy (LA.  Therefore, it is very essential  to conduct a study of LA as perceived and experienced by school teachers and to find out the importance of LA training for professional development. A questionnaire was used to collect the data about English teachers’ perceptions regarding LA and LA-based practices. In addition, an LA training was conducted to see its significance for professional development.  After the data were qualitatively and quantitatively analyzed, it was found that the participating teachers tended to maintain that autonomy should be inculcated among learners, and that the LA concept should not be misinterpreted as learning without a teacher. Concerning choices and decisions by  the learners, it was believed that learners’ making choices about how they learned and what activities they did, and involving them to decide what and how to learn could promote autonomy among learners. As regards LA-based teaching-learning practices, it was revealed that most teachers desired to implement LA principles in their teaching-learning contexts, although they identified that many of the LA principles were not that feasible to apply in their situation. It was also found that LA training could improve the teachers’ perceptions regarding LA concepts and principles. There were some constraints which could make learner autonomy difficult to develop among Indonesian learners in general: limited time allotted for the implementation of the curriculum, learners’ lack of autonomous learning experience, too much focus on national examinations, and insufficient proficiency of English.  LA-based teaching-learning practices were most desired; however, many were considered as having insufficient feasibility. In this respect, commitment is certainly the key to

Between the Social and the Selfish: Learner Autonomy in Online Environments

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Lewis, Tim

2013-01-01

This paper explores what it means to be an autonomous learner in an online social context. Using distinctions originally drawn by Jürgen Habermas, it argues that classic accounts of learner autonomy as teleological action are inadequate to explain learner activity in group settings. It points out that learners in such settings display attitudes…

QoS-based experience-aware adaptation in multimedia e-learning - A learner, is a learner, is a user, is a customer

OpenAIRE

Moebs, Sabine

2011-01-01

One of the challenges for the future of technology-enhanced learning is the retention of learners. On-line learning environments should engage learners and provide an appropriate “Quality of Experience” (QoE). For more than a decade, adaptive hypermedia systems have been used to adapt content and instruction to individual knowledge, goals and preferences in an effort to engage learners. However, even if the content is highly engaging it can be very difficult to achieve good Quality ...

Learner Autonomy in Foreign Language Education and in Cultural Context

OpenAIRE

Ivanovska, Biljana

2015-01-01

The present paper is a brief review of the theoretical concepts about learner autonomy focusing on highlighting the main themes on learner autonomy in foreign language education and in cultural context as a globalized construct. These themes are based on the concepts of learner responsibility and independence, the importance of the autonomy in foreign language education in both the Western and Eastern style and the role of the culture in the concept of learner independence. The present study ...

An Empirical Investigation into Nigerian ESL Learners ...

African Journals Online (AJOL)

General observations indicate that ESL learners in Nigeria tend to manifest fear and anxiety in grammar classes, which could influence their performance negatively or positively. This study examines empirically some of the reasons for some ESL learners' apprehension of grammar classes. The data for the study were ...

The impact of teachers' limited english proficiency on english second language learners in South African schools

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Norma Nel

2010-01-01

Full Text Available The importance of the role of language in teacher education programmes and in children's learning is crucial. This study focuses on the use of English as the language of learning and teaching and its impact on the language development of English second language (ESL student teachers and ESL learners. Against the background of major theories in second language (L2 acquisition and learning, this topic is contextualized within the South African education system. An empirical inquiry was carried out in which portfolios (evidence of practical teaching including lesson plans and learners' work submitted by final year student teachers enrolled at a large distance teaching university for the Advanced Certificate in Education: Inclusive Education were scrutinised. A comparison of teacher and learner written errors was made. Based on the findings, a questionnaire was designed to determine the extent of the impact of teachers' limited English proficiency on learners' English proficiency. The findings of the questionnaire responses are presented. Recommendations are made on how student teachers can improve their teaching practice to ensure quality ESL teacher input and ESL learner performance.

The Effect of Problem Solving Task on Critical Reading of Intermediate EFL Learners in Iranian Context

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Masoud Khalili Sabet

2017-12-01

Full Text Available The attempt in this study is to investigate the effect of teaching critical thinking through problem solving on  reading comprehension performance of EFL intermediate learners. In so doing, forty including twenty male and twenty female intermediate students studying English in an institute in Ardabil, Iran, were selected based on their scores on Preliminary English Test and assigned into control and experimental groups. Afterwards, the sample TOEFL reading comprehension pre-test was administered to both of these groups to ensure homogeneity. The learners in experimental group were taught through problem solving instruction and the learners in control group were taught through traditional method of instructing reading comprehension. After ten sessions of instruction, the same sample TOEFL reading comprehension as post-test was given to the learners to measure the possible differences between pre-test and post-test. The finding revealed teaching problem solving had statistically significant effect on EFL learners reading comprehension performance. Conclusion can be drawn to confirm that teaching critical thinking through problem solving bring better understanding of the text.

Overview English Asa Second Language for Young Learners

OpenAIRE

Rini, Setia

2016-01-01

Young learners have special charactheristics hence the teachers of English as a Second language needs special strategy too. It is indicated that the increas of abilities to learn second language is started from the early age. We can imagine when the teachers do not use and apply appropriate teaching methods and strategy in teaching English for young learners. As a result, the students’ achievement does not work well. Thus, except to be successful in teaching English for young learners, it is ...

Reassembling Formal Features in Articles by L1 Persian Learners of L2 English

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Marjansadat Momenzadeh

2015-08-01

Full Text Available There has been considerable debate over what the sources of morphological variation in second language acquisition are. From among various hypotheses put forth on the topic, the feature reassembly hypothesis (Lardiere, 2005 assumes that it is the reconfiguration of features in the L2 which causes variation between the performance of natives and non-natives. Acknowledged as one of the most difficult elements of English grammar to be acquired by learners, the article system was the focus of the present study which aimed at attending to the acquisition of that system by Persian learners. This descriptive piece of research focused on how the article system functions in English and Persian, the similarities found across the two languages and the possible sources of difficulty for Persian learners in using English articles as related to their L1. The participants included Persian learners at three levels of grammatical knowledge. A group of English native speakers also took part in the study. A grammaticality judgment test and a translation test were conducted to collect data. Comparisons were made among the four groups, using ANOVAs. Based on the results, it is argued that the observed pattern of article use among Persian speaking learners can be best accounted for by the feature reassembly hypothesis.

The effect of learner's control of self-observation strategies on learning of front crawl.

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Marques, Priscila Garcia; Corrêa, Umberto Cesar

2016-02-01

This study investigated the effect of learner's control of self-observation strategies on motor skill learning. For this purpose, beginner and intermediate learner swimmers practised the front crawl. Seventy college students took part in this experiment. They comprised 40 novice learners, both male (n=19) and female (n=21), with an average age of 20.7 years (±0.44), and 30 intermediate learners, both male (n=17) and female (n=13), with an average age of 21.1 years (±0.86). The design involved a pretest (one day), four acquisition sessions (four days), and a retention test (one day). They were divided into three groups: (1) choice, which could choose to watch a video with their best or overall performance during practise; (2) yoked, which were paired to those of the choice group; and (3) control (did not watch any video). The measures included the performance of front crawl and self-efficacy. The results showed that: (1) beginners who chose a type of observation strategy had superior motor skill learning; (2) for intermediate learners, self-observation promoted better motor learning, regardless of the control of choices; (3) self-observation improved self-efficacy beliefs. Copyright © 2016 Elsevier B.V. All rights reserved.

Connecting with Texts: Teacher Candidates Reading Young Adult Literature

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Bull, Kelly Byrne

2011-01-01

Preparing teachers to understand their students' reading processes so that they can guide their students toward connecting with texts in meaningful and personal ways are goals that can be met through the study of young adult literature. Twenty-first century learners live in an increasingly interconnected world and have access to countless texts…

Simulation Methodology in Nursing Education and Adult Learning Theory

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Rutherford-Hemming, Tonya

2012-01-01

Simulation is often used in nursing education as a teaching methodology. Simulation is rooted in adult learning theory. Three learning theories, cognitive, social, and constructivist, explain how learners gain knowledge with simulation experiences. This article takes an in-depth look at each of these three theories as each relates to simulation.…

Factors Influencing Learner Permit Duration

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Johnathon P. Ehsani

2016-12-01

Full Text Available An increasing number of countries are requiring an extended learner permit prior to independent driving. The question of when drivers begin the learner permit period, and how long they hold the permit before advancing to independent licensure has received little research attention. Licensure timing is likely to be related to “push” and “pull” factors which may encourage or inhibit the process. To examine this question, we recruited a sample of 90 novice drivers (49 females and 41 males, average age of 15.6 years soon after they obtained a learner permit and instrumented their vehicles to collect a range of driving data. Participants completed a series of surveys at recruitment related to factors that may influence licensure timing. Two distinct findings emerged from the time-to-event analysis that tested these push and pull factors in relation to licensure timing. The first can be conceptualized as teens’ motivation to drive (push, reflected in a younger age when obtaining a learner permit and extensive pre-permit driving experience. The second finding was teens’ perceptions of their parents’ knowledge of their activities (pull; a proxy for a parents’ attentiveness to their teens’ lives. Teens who reported higher levels of their parents’ knowledge of their activities took longer to advance to independent driving. These findings suggest time-to-licensure may be related to teens’ internal motivation to drive, and the ability of parents to facilitate or impede early licensure.

Ego Is a Hurdle in Second Language Learning: A Contrastive Study between Adults and Children

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Abdullah, Shumaila; Akhter, Javed

2015-01-01

The aim of this research paper is to find out by comparing and contrasting between the adults and children in second language learning process how language ego of adult learners affects them to learn second language, and how it becomes a barrier for them in second language learning process. Nowadays learning English as foreign and second language…

The Costs and Benefits of Undertaking Adult Education Courses from the Perspective of the Individual

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AONTAS The National Adult Learning Organisation, 2009

2009-01-01

The aim of this study is to examine the costs and benefits of undertaking adult education courses from the perspective of the individual, using three different case studies. This will give a snapshot of the benefits and the types of costs incurred by three adult learners. Three individuals were contacted by Aontas and were asked if they would be…

Promising Instructional Practices for English Language Learners

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Prince, Johanna

2018-01-01

Aim/Purpose: The purpose of this exploratory case study was to understand how teachers, working with English Language Learners (ELLs), expanded their knowledge and instructional practices as they implemented a one-to-one iPad® program. Background: English Language Learners experience linguistic, cultural, and cognitive shifts that can be…

"Harry Potter" and the English Language Learner.

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Coatney, Kathy

2001-01-01

Describes one teacher's success with using "Harry Potter" in a program to teach elementary school English language learners. Provides comprehension strategies incorporated to help learners understand the story. Highlights the importance of creating a classroom environment with a low level of anxiety, the implications of the program, and the value…

Treating the Non-Learner: Penicillin or Placebo?

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McDonald, Carl B.; Cotroneo, Keith

Non-learners are externally controlled students conditioned to expect both failure and success. They are aware of their basic skill deficiencies yet know that passive behavior in high school classrooms has resulted in passing grades. Given the nature of the non-learner, developmental educators cannot achieve positive results through manipulating…

Educating English Learners: What Every Classroom Teacher Needs to Know

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Nutta, Joyce W.; Strebel, Carine; Mokhtari, Kouider; Mihai, Florin M.; Crevecoeur-Bryant, Edwidge

2014-01-01

In "Educating English Learners," Joyce W. Nutta and her colleagues offer practical tools for helping schools and teachers successfully integrate English learners into mainstream classrooms. Drawing on the One Plus model presented in their award-winning book, "Preparing Every Teacher to Reach English Learners," the authors now…

An Investigation of Pronunciation Learning Strategies of Advanced EFL Learners

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Hismanoglu, Murat

2012-01-01

This paper aims at investigating the kinds of strategies deployed by advanced EFL learners at English Language Teaching Department to learn or improve English pronunciation and revealing whether there are any significant differences between the strategies of successful pronunciation learners and those of unsuccessful pronunciation learners. After…

The Evolving Military Learner Population: A Review of the Literature

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Ford, Kate; Vignare, Karen

2015-01-01

This literature review examines the evolving online military learner population with emphasis on current generation military learners, who are most frequently Post-9/11 veterans. The review synthesizes recent scholarly and grey literature on military learner demographics and attributes, college experiences, and academic outcomes against a backdrop…

English Language Learners in a Digital Classroom

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Prince, Johanna

2017-01-01

English language learners (ELLs) experience linguistic, cultural, and cognitive shifts that can be challenging and at times lead to isolation for ELLs. While education technology may be an instructional resource and engage learners, devices alone do not shift instructional practices or lead to student gains. This case study was performed at an…

User-Centered Design through Learner-Centered Instruction

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Altay, Burçak

2014-01-01

This article initially demonstrates the parallels between the learner-centered approach in education and the user-centered approach in design disciplines. Afterward, a course on human factors that applies learner-centered methods to teach user-centered design is introduced. The focus is on three tasks to identify the application of theoretical and…

Scaffolding Learner Autonomy in Online University Courses

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Ribbe, Elisa; Bezanilla, María José

2013-01-01

This paper deals with the question in what ways teachers and course designers can support the development and exertion of learner autonomy among online university students. It advocates that a greater attention to learner autonomy could help more students to complete their course successfully and thus contribute the decrease of the high dropout…

Video Chat vs. Face-to-Face Recasts, Learners' Interpretations and L2 Development: A Case of Persian EFL Learners

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Rassaei, Ehsan

2017-01-01

This study investigated the effects of two modes of corrective feedback, namely, face-to-face recasts and computer-mediated recasts during video-conferencing on Iranian English as a foreign language (EFL) learners' second language (L2) development. Moreover, the accuracy of the learners' interpretations of recasts in the two modalities was…

Corpus-Based Websites to Promote Learner Autonomy in Correcting Writing Collocation Errors

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Pham Thuy Dung

2016-12-01

Full Text Available The recent yet powerful emergence of E-learning and using online resources in learning EFL (English as a Foreign Language has helped promote learner autonomy in language acquisition including self-correcting their mistakes. This pilot study despite conducted on a modest sample of 25 second year students majoring in Business English at Hanoi Foreign Trade University is an initial attempt to investigate the feasibility of using corpus-based websites to promote learner autonomy in correcting collocation errors in EFL writing. The data is collected using a pre-questionnaire and a post-interview aiming to find out the participants’ change in belief and attitude toward learner autonomy in collocation errors in writing, the extent of their success in using the corpus-based websites to self-correct the errors and the change in their confidence in self-correcting the errors using the websites. The findings show that a significant majority of students have shifted their belief and attitude toward a more autonomous mode of learning, enjoyed a fair success of using the websites to self-correct the errors and become more confident. The study also yields an implication that a face-to-face training of how to use these online tools is vital to the later confidence and success of the learners

Learner-to-teacher bullying as a potential factor influencing teachers ...

African Journals Online (AJOL)

Learner-to-teacher bullying is a focus area that has not been widely researched. The current research, underpinned by the ecosystemic paradigm, examined the proportion of teachers who reported exposure to bullying by learners. The study was carried out by using the Learner-to-teacher Bullying Questionnaire developed ...

A Study of Learners PerceptIon and AttItude towards BA/BSS Program of SSHL of Bangladesh Open UnIversity

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Sabiha SULTANA

2011-07-01

Full Text Available In the present day open and distance education has become a significant way of the development of higher education. Bangladesh Open University (BOU, the only public institution in Bangladesh offers several formal and non-formal programs from secondary to post graduate level through distance mode. The main objectives of BOU’s program is to provide flexible and need based education particularly to the rural and disadvantaged groups like woman, agricultural workers, unemployed youths, uneducated adults, on-the-job people etc. The School of Social Science, Humanities and Language (SSHL at the BOU offers Bachelor of Arts/Bachelor of Social Science (BA/BSS to create efficient and skilled manpower in the country. The focuses of this paper is to find out learners’ views and attitude towards BA/BSS program at BOU. In this study, 187 respondents were randomly selected from 15 tutorial centers of 2 Regional Resource centers (RRCs of BOU. The study showed that 62% learners were male and the mean age of the learners was 34.05 years (minimum 22; maximum 54. More than 50% learners were married and nearly half (47.6% of them were private employees and 86.6% were Muslims. Amongst them, 72.2% were come from urban areas and residing around 23.08 km from the tutorial centers. Most (72% of the learners of BA/BSS program stated that the program was as usual but 24.1% expressed that it was difficult to understand but 97.7% learners responded that text materials were up to the mark. Regarding the media programs, 61% of the learners gave their opinion that TV programs were at the level best but they wanted to watch these at the evening or night schedule. It was surprising that 26.2% of the learners had bitter experience with the services of RRCs. Finally, some measures have been proposed to offer effective and more popular educational program through BOU.

[Dichotic perception of Mandarin third tone by Mexican Chinese learners].

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Wang, Hongbin

2014-05-01

To investigate the relationship between the advantage ear (cerebral hemisphere) of Spanish-speaking Mexican learners and the third Chinese tone. Third tone Chinese vowel syllables were used as experimental materials with dichotic listening technology to test the Spanish-speaking Mexican Chinese learners (20-32 years old) who studied Chinese about 20 h. In terms of error rates to identify the third Chinese tone, the Spanish-speaking Mexican Chinese learners's reaction to the third tone suggested that their left ears were the advantageous ear (the right cerebral hemisphere) (Z=-2.091, P=0.036). The verbal information of tones influenced the perception of Mexican Chinese learners' mandarin tones. In the process of learning mandarin tones, Mexican Chinese learners gradually formed the category of tones.

OUTCOMES OF ALTERNATIVE ASSESSMENT IN ADULT LANGUAGE TRAINING

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Brândușa Elena Octavia ȚEICAN

2016-06-01

Full Text Available The purpose of this article is to highlight the switch from traditional assessment to alternative, formative assessment, in other words assessment for learning, in adult language training. We focused on two aspects of formative assessment: self-assessment and peer-assessment, methods that can be used as teaching tools in communicative language teaching in adult English classes. Reportedly, these methods lead to improved results in language learning and production, as well as in motivation and self-esteem. Based on previous studies, our aim is to present how frequent employment of formative feedback based on adult opinions and perceptions – obtained via informal interviews – and tailored to their needs, result in improved learner outcome.

Evaluating Learner Autonomy: A Dynamic Model with Descriptors

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Maria Giovanna Tassinari

2012-03-01

Full Text Available Every autonomous learning process should entail an evaluation of the learner’s competencies for autonomy. The dynamic model of learner autonomy described in this paper is a tool designed in order to support the self-assessment and evaluation of learning competencies and to help both learners and advisors to focus on relevant aspects of the learning process. The dynamic model accounts for cognitive, metacognitive, action-oriented and affective components of learner autonomy and provides descriptors of learners’ attitudes, competencies and behaviors. It is dynamic in order to allow learners to focus on their own needs and goals.The model (http://www.sprachenzentrum.fuberlin.de/v/autonomiemodell/index.html has been validated in several workshops with experts at the Université Nancy 2, France and at the Freie Universität Berlin, Germany and tested by students, advisors and teachers. It is currently used at the Centre for Independent Language Learning at the Freie Universität Berlin for language advising. Learners can freely choose the components they would like to assess themselves in. Their assessment is then discussed in an advising session, where the learner and the advisor can compare their perspectives, focus on single aspects of the leaning process and set goals for further learning. The students’ feedback gathered in my PhD investigation shows that they are able to benefit from this evaluation; their awareness, self-reflection and decision-making in the autonomous learning process improved.

The challenges for an African DE learner - a distance educator's ...

African Journals Online (AJOL)

This article will first provide a theoretical overview of the problems that learners experience in distance education. It will also deal with some of the implications for course design. Problems associated with study through a distance education institution include loneliness, time management, examination skills and the format of ...