How does technology impact on the self-beliefs of adult basic education learners?

OpenAIRE

Nwosu, Uchenna June

2010-01-01

Non-peer-reviewed Adult Basic Education learners return to education to solve a problem of inadequacy in life hence many adult basic education learners engage in the learning of basic skills to meet their needs in life than for the education itself. Due to feelings of inadequacy, in many instances the adult basic education learner displays low beliefs in abilities and capabilities which if not properly managed and enhanced can negatively impact on learning and consequently the mee...

Reimagining Student Engagement: How Nontraditional Adult Learners Engage in Traditional Postsecondary Environments

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Rabourn, Karyn E.; BrckaLorenz, Allison; Shoup, Rick

2018-01-01

Adult learners are a growing population in U.S. postsecondary education who experience distinct barriers to academic success. However, higher education institutions continue to create and adhere to policies that favor traditional college students. Thus, adult learner experiences must be better understood to ensure this population is supported.…

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 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…

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.

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…

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

OpenAIRE

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…

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.

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 ...

African Journals Online (AJOL)

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…

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

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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.

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…

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.

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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…

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...

When Distraction Holds Relevance: A Prospective Memory Benefit for Older Adults

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Joana S. Lourenço

2015-06-01

Full Text Available Evidence is accumulating to show that age-related increases in susceptibility to distracting information can benefit older more than young adults in several cognitive tasks. Here we focus on prospective memory (i.e., remembering to carry out future intentions and examine the effect of presenting distracting information that is intention-related as a function of age. Young and older adults performed an ongoing 1-back working memory task to a rapid stream of pictures superimposed with to-be-ignored letter strings. Participants were additionally instructed to respond to target pictures (namely, animals and, for half of the participants, some strings prior to the targets were intention-related words (i.e., animals. Results showed that presenting intention-related distracting information during the ongoing task was particularly advantageous for target detection in older compared to young adults. Moreover, a prospective memory benefit was observed even for older adults who showed no explicit memory for the target distracter words. We speculate that intention-related distracter information enhanced the accessibility of the prospective memory task and suggest that when distracting information holds relevance to intentions it can serve a compensatory role in prospective remembering in older adults.

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…

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…

Expanding Roles: Teacher Educators' Perspectives on Educating English Learners

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Daniel, Shannon; Peercy, Megan Madigan

2014-01-01

Although the underpreparation of teachers to work with English learners is a documented problem in teacher education, little research has addressed teacher educators' perspectives in guiding prospective teachers to educate English learners. This case study of one 13-month elementary certification program highlights teacher educators' efforts and…

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…

Clinic teaching made easy: a prospective study of the American Academy of Dermatology core curriculum in primary care learners.

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McCleskey, Patrick E

2013-08-01

Dermatology instruction for primary care learners is limited, and the American Academy of Dermatology (AAD) has developed a new core curriculum for dermatology. This study sought to prospectively evaluate short-term knowledge acquisition and long-term knowledge retention after using the AAD core curriculum during a clinical dermatology clerkship. Resident physicians and physician assistant students performing clerkships at military dermatology clinics were given access to the AAD core curriculum teaching modules before their public availability. Knowledge acquisition was measured with pretests and posttests, and a follow-up quiz was given up to a year after the dermatology rotation to assess knowledge retention. In all, 82 primary care learners met inclusion criteria. Knowledge improved significantly from pretest to posttest (60.1 vs 77.4, P dermatology clerkship. Copyright © 2012 American Academy of Dermatology, Inc. Published by Mosby, Inc. All rights reserved.

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…

Prospective content in the friendship conversations of young adults.

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Young, Richard A; Marshall, Sheila K; Murray, John

2017-01-01

Prospection is cognitive processes that involve constructing, encoding, and remembering the future. Less is known about the how these processes are evident in the prospective content of conversations. This study sought to identify and describe evidence of the prospective content in the conversations of friends as they transition to adulthood. The present secondary content analysis of the videotaped conversations of 15 young adult friendship dyads (n = 30, 16 females, 14 males, mean age = 21.3 years) in Canada examined these conversations based the following characteristics of prospection: simulation, reasoning about counterfactuals, constructing multiple possible futures, and episodic memory of the past. Four categories of prospective content were evident in these conversations, these processes were used sparingly in all but one conversation, and relatively few of them were collaborative in that dyad partners did not appear to serve to augment, clarify, or disconfirm prospective content. Copyright © 2016 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

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.

Post-GED-Credential College Prospects for Adults with Special Needs

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Patterson, Margaret Becker

2014-01-01

Many adults with special needs, who did not finish high school, complete a GED® credential to go to college. As they prepare to transition, they may encounter barriers and likely require supports to succeed in college. The purpose of this qualitative research paper is to describe the college prospects of transitioning adults with a GED credential…

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....

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…

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…

Prospective memory in young and older adults: the effects of task importance and ongoing task load.

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Smith, Rebekah E; Hunt, R Reed

2014-01-01

Remembering to perform an action in the future, called prospective memory, often shows age-related differences in favor of young adults when tested in the laboratory. Recently Smith, Horn, and Bayen (2012; Aging, Neuropsychology, and Cognition, 19, 495) embedded a PM task in an ongoing color-matching task and manipulated the difficulty of the ongoing task by varying the number of colors on each trial of the task. Smith et al. found that age-related differences in PM performance (lower PM performance for older adults relative to young adults) persisted even when older adults could perform the ongoing task as well or better than the young adults. The current study investigates a possible explanation for the pattern of results reported by Smith et al. by including a manipulation of task emphasis: for half of the participants the prospective memory task was emphasize, while for the other half the ongoing color-matching task was emphasized. Older adults performed a 4-color version of the ongoing color-matching task, while young adults completed either the 4-color or a more difficult 6-color version of the ongoing task. Older adults failed to perform as well as the young adults on the prospective memory task regardless of task emphasis, even when older adults were performing as well or better than the young adults on the ongoing color-matching task. The current results indicate that the lack of an effect of ongoing task load on prospective memory task performance is not due to a perception that one or the other task is more important than the other.

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

Science.gov (United States)

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.

Appling Andragogy Theory in Photoshop Training Programs

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Alajlan, Abdulrahman Saad

2015-01-01

Andragogy is a strategy for teaching adults that can be applied to Photoshop training. Photoshop workshops are frequented by adult learners, and thus andragogical models for instruction would be extremely helpful for prospective trainers looking to improve their classroom designs. Adult learners are much different than child learners, given 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.

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

Science.gov (United States)

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

Directory of Open Access Journals (Sweden)

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.

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

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

Science.gov (United States)

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

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

Science.gov (United States)

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

Science.gov (United States)

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

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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

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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…

The Cognitive Processes Underlying Event-Based Prospective Memory In School Age Children and Young Adults: A Formal Model-Based Study

OpenAIRE

Smith, Rebekah E.; Bayen, Ute Johanna; Martin, Claudia

2010-01-01

Fifty 7-year-olds (29 female), 53 10-year-olds (29 female), and 36 young adults (19 female), performed a computerized event-based prospective memory task. All three groups differed significantly in prospective memory performance with adults showing the best performance and 7-year-olds the poorest performance. We used a formal multinomial process tree model of event-based prospective memory to decompose age differences in cognitive processes that jointly contribute to prospective memory perfor...

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…

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 ...

Factors influencing the recruitment and retention of literacy learners in Oman

Science.gov (United States)

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.

Self-projection in younger and older adults: a study of episodic memory, prospection, and theory of mind.

Science.gov (United States)

Jarvis, Shoshana N; Miller, Jeremy K

2017-07-01

Self-projection is the ability to orient the self in different places in time and space. Episodic memory, prospection, and theory of mind (ToM) are all cognitive abilities that share an element of self-projection. Previous research has posited that each of these abilities stems from the same neural network. The current study compared performance of cognitively healthy older adults and younger adults on several self-projection tasks to examine the relatedness of these constructs behaviorally. Episodic memory and prospection were measured using an episodic interview task where the participants were asked to remember or imagine events that either had happened in the past or could happen in the future and then gave ratings describing the extent to which they were mentally experiencing the event and from what perspective they viewed it. ToM was measured by asking participants to make judgments regarding the intentions of characters described in stories that involved cognitive, affective, or ironic components. Our results demonstrate that aging influences episodic memory, prospection, and ToM similarly: older adult participants showed declines on each of these measures compared to younger adults. Further, we observed correlations between performance on the measures of episodic memory and prospection as well as between episodic memory and ToM, although no correlation between prospection and ToM was observed after controlling for chronological age. We discuss these results in the light of theories suggesting that each of these abilities is governed by a common brain system.

Addressing the Teaching of English Language Learners in the United States: A Case Study of Teacher Educators' Response

Science.gov (United States)

Hallman, Heidi L.; Meineke, Hannah R.

2016-01-01

This article discusses teacher educators' response to how teacher education programs should prepare prospective teachers to be teachers of English language learners. In the case study presented, the authors note that discussions have ensued about whether teaching English language learners (ELLs) should be addressed through separate coursework or…

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

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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…

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.

The influence of housing characteristics on leisure-time sitting. A prospective cohort study in Danish adults

DEFF Research Database (Denmark)

Saidj, Madina; Jørgensen, Torben; Jacobsen, Rikke Kart

2015-01-01

housing characteristics. CONCLUSIONS: Habitat type, habitat surface area and household size were associated with leisure-time sitting in adults, while especially household size was a predictor of leisure-time sitting five years later. The findings highlight the importance of home-environmental attributes...... was to examine if housing characteristics were cross-sectionally and prospectively related to leisure-time sitting in adults. METHODS: In the Danish Health2006 cohort, 2308 adults were followed for 5 years. At baseline, subjects self-reported housing characteristics (habitat type, habitat surface area...... and household size), moderate-to-vigorous physical activity (MVPA) and socio-demographic factors. Leisure-time sitting was self-reported at baseline and 5-year follow-up. Multiple linear regression was used to assess cross-sectional and prospective associations. RESULTS: At baseline habitat surface area...

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.

Investigating the Determinants of Adults' Participation in Higher Education

Science.gov (United States)

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…

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…

Self-Reports of Increased Prospective and Retrospective Memory Problems in Adults with Developmental Dyslexia.

Science.gov (United States)

Smith-Spark, James H; Zięcik, Adam P; Sterling, Christopher

2016-08-01

Short-term and working memory problems in dyslexia are well-documented, but other memory domains have received little empirical scrutiny, despite some evidence to suggest that they might be impaired. Prospective memory is memory for delayed intentions, whilst retrospective memory relates to memory for personally experienced past events. To gain an understanding of subjective everyday memory experience, a self-report measure designed to tap prospective and retrospective memory was administered to 28 adults with dyslexia and 26 IQ-matched adults without dyslexia. Adults with dyslexia reported experiencing significantly more frequent problems with memory than the adults without dyslexia. Group differences were found across seven out of the eight questionnaire scales. Further to these analyses, the participants' own ratings were compared with proxy ratings provided by close associates. The perception of poorer memory abilities in the participants did not differ between respondent types. The self-reported difficulties are, thus, unlikely to be the result of lowered self-esteem or metacognitive awareness. More frequent difficulties with both types of memory would seem, therefore, to be experienced by adults with dyslexia in everyday life. Further laboratory-based research is recommended to explore both memory domains in dyslexia and to identify the cognitive mechanisms by which these problems occur. Copyright © 2016 John Wiley & Sons, Ltd. Copyright © 2016 John Wiley & Sons, Ltd.

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

Science.gov (United States)

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…

Age effects in emotional prospective memory: cue valence differentially affects the prospective and retrospective component.

Science.gov (United States)

Schnitzspahn, Katharina M; Horn, Sebastian S; Bayen, Ute J; Kliegel, Matthias

2012-06-01

While first studies suggested that emotional task material may enhance prospective memory performance in young and older adults, the extent and mechanisms of this effect are under debate. The authors explored possible differential effects of cue valence on the prospective and retrospective component of prospective memory in young and older adults. Forty-five young and 41 older adults performed a prospective memory task in which emotional valence of the prospective memory cue was manipulated (positive, negative, neutral). The multinomial model of event-based prospective memory was used to analyze effects of valence and age on the two prospective memory components separately. Results revealed an interaction indicating that age differences were smaller in both emotional valence conditions. For older adults positive cues improved the prospective component, while negative cues improved the retrospective component. No main effect of valence was found for younger adults on an overt accuracy measure, but model-based analyses showed that the retrospective component was enhanced in the positive compared with the negative cue condition. The study extends the literature in demonstrating that processes underlying emotional effects on prospective memory may differ depending on valence and age. PsycINFO Database Record (c) 2012 APA, all rights reserved

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

Science.gov (United States)

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…

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

OpenAIRE

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...

Predicting remembering and forgetting of autobiographical memories in children and adults: a 4-year prospective study.

Science.gov (United States)

Bauer, Patricia J; Larkina, Marina

2016-11-01

Preservation and loss to forgetting of autobiographical memories is a focus in both the adult and developmental literatures. In both, there are comparative arguments regarding rates of forgetting. Children are assumed to forget autobiographical memories more rapidly than adults, and younger children are assumed to forget more rapidly than older children. Yet few studies can directly inform these comparisons: few feature children and adults, and few prospectively track the survival of specific autobiographical memories over time. In a 4-year prospective study, we obtained autobiographical memories from children 4, 6, and 8 years, and adults. We tested recall of different subsets of the events after 1, 2, and 3 years. Accelerated rates of forgetting were apparent among all child groups relative to adults; within the child groups, 4- and 6-year-olds had accelerated forgetting relative to 8-year-olds. The differences were especially pronounced in open-ended recall. The thematic coherence of initial memory reports also was a significant predictor of the survival of specific memories. The pattern of findings is consistent with suggestions that the adult distribution of autobiographical memories is achieved as the quality of memory traces increases (here measured by thematic coherence) and the rate of forgetting decreases.

Predicting remembering and forgetting of autobiographical memories in children and adults: A 4-year prospective study

Science.gov (United States)

Bauer, Patricia J.; Larkina, Marina

2015-01-01

Preservation and loss to forgetting of autobiographical memories is a focus in both the adult and developmental literatures. In both, there are comparative arguments regarding rates of forgetting. Children are assumed to forget autobiographical memories more rapidly than adults, and younger children are assumed to forget more rapidly than older children. Yet few studies can directly inform these comparisons: few feature children and adults, and few prospectively track the survival of specific autobiographical memories over time. In a 4-year prospective study, we obtained autobiographical memories from children 4, 6, and 8 years, and adults. We tested recall of different subsets of the events after 1, 2, and 3 years. Accelerated rates of forgetting were apparent among all child groups relative to adults; within the child groups, 4- and 6-year-olds had accelerated forgetting relative to 8-year-olds. The differences were especially pronounced in open-ended recall. The thematic coherence of initial memory reports also was a significant predictor of the survival of specific memories. The pattern of findings is consistent with suggestions that the adult distribution of autobiographical memories is achieved as the quality of memory traces increases (here measured by thematic coherence) and the rate of forgetting decreases. PMID:26566236

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

Science.gov (United States)

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…

Cell Phone Use While Driving: Prospective Association with Emerging Adult Use.

Science.gov (United States)

Trivedi, Neha; Haynie, Denise; Bible, Joe; Liu, Danping; Simons-Morton, Bruce

2017-09-01

Secondary task engagement such as cell phone use while driving is a common behavior among adolescents and emerging adults. Texting and other distracting cell phone use in this population contributes to the high rate of fatal car crashes. Peer engagement in similar risky driving behaviors, such as texting, could socially influence driver phone use behavior. The present study investigates the prospective association between peer and emerging adult texting while driving the first year after high school. Surveys were conducted with a national sample of emerging adults and their nominated peers. Binomial logistic regression analyses, adjusting for gender, race/ethnicity, parental education, and family affluence, showed that participants (n=212) with peers (n=675) who reported frequently texting while driving, were significantly more likely to text while driving the following year (odds ratio, 3.01; 95% CI, 1.19-7.59; P=0.05). The findings are consistent with the idea that peer texting behavior influences the prevalence of texting while driving among emerging adults. Copyright © 2017 Elsevier Ltd. All rights reserved.

Improving everyday prospective memory performance in older adults: comparing cognitive process and strategy training.

Science.gov (United States)

Brom, Sarah Susanne; Kliegel, Matthias

2014-09-01

Considering the importance of prospective memory for independence in old age recently, research has started to examine interventions to reduce prospective memory errors. Two general approaches can be proposed: (a) process training of executive control associated with prospective memory functioning, and/or (b) strategy training to reduce executive task demands. The present study was the first to combine and compare both training methods in a sample of 62 community-dwelling older adults (60-86 years) and to explore their effects on an ecologically valid everyday life prospective memory task (here: regular blood pressure monitoring). Even though the training of executive control was successful in enhancing the trained ability, clear transfer effects on prospective memory performance could only be found for the strategy training. However, participants with low executive abilities benefited particularly from the implementation intention strategy. Conceptually, this supports models suggesting interactions between task demands and individual differences in executive control in explaining individual differences in prospective memory performance. PsycINFO Database Record (c) 2014 APA, all rights reserved.

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

Science.gov (United States)

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

DEFF Research Database (Denmark)

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...

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

Science.gov (United States)

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

Directory of Open Access Journals (Sweden)

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.

Neonatal Predictors of Cognitive Ability in Adults Born Very Preterm : A Prospective Cohort Study

NARCIS (Netherlands)

Breeman, L.D.; Jaekel, Julia; Baumann, Nicole; Bartmann, Peter; Wolke, Dieter

Aim To identify neonatal predictors to allow a developmental prognosis of very preterm / very-low birthweight (VP/VLBW) survivors' cognitive abilities into adult life. Method The Bavarian Longitudinal Study is a prospective whole population study that followed 260 VP/VLBW infants from birth to

Library Literacy Programs for English Language Learners. ERIC Digest.

Science.gov (United States)

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)

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

Science.gov (United States)

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.

Prospective study of falls and risk factors for falls in adults with advanced cancer.

LENUS (Irish Health Repository)

Stone, Carol A

2012-06-10

Retrospective studies of inpatients with cancer suggest that a cancer diagnosis confers a high risk of falls. In adults with advanced cancer, we aimed to prospectively document the incidence of falls, identify the risk factors, and determine if falls in this population occur predominantly in older patients.

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

Science.gov (United States)

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

Science.gov (United States)

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

Science.gov (United States)

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…

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

Science.gov (United States)

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

Science.gov (United States)

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…

Fluid mechanics moderate the effect of implementation intentions on a health prospective memory task in older adults.

Science.gov (United States)

Brom, Sarah Susanne; Schnitzspahn, Katharina Marlene; Melzer, Marlen; Hagner, Franziska; Bernhard, Anka; Kliegel, Matthias

2014-03-01

The aim of the present study was to test if a cognitive strategy improves older adults' prospective memory performance in a naturalistic health task. Moreover, it was tested if a possible strategy effect is moderated by individual differences. Therefore, a group of older adults was asked to perform a task taken from the medication adherence literature (i.e., blood pressure monitoring). Half of them were asked to form implementation intentions. Additionally, crystallized pragmatics and fluid mechanics, conscientiousness, self-efficacy, and lifestyle factors were assessed as possible moderators. Results showed a strong positive strategy effect on prospective memory. Moreover, the effect was qualified by a significant interaction and only emerged for participants with low levels in fluid mechanics. No other moderator showed an effect. In conclusion, an enhancing effect of implementation intentions on prospective memory seems to be dependent on individual differences in cognitive capacity and less related to key motivational or personality variables.

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.

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

Directory of Open Access Journals (Sweden)

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.

Guidelines for Providing Accommodations Using CASAS Assessment for Learners with Disabilities

Science.gov (United States)

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…

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

Science.gov (United States)

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

Science.gov (United States)

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…

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

Directory of Open Access Journals (Sweden)

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.

Science.gov (United States)

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.

Labelling of Students by Prospective Teachers.

Science.gov (United States)

Frerichs, Allen H.; Adelman, Stan I.

The basic purpose of this study was to determine the effects of telling prospective teachers that a classroom of adolescents, viewed on video tape, were low-achieving students. An experimental group was informed that the adolescents were slow learners having considerable difficulty in school. A control group, observing the same video tape was told…

Take-home video for adult literacy

Science.gov (United States)

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.

Elderly Learners and Massive Open Online Courses: A Review.

Science.gov (United States)

Liyanagunawardena, Tharindu Rekha; Williams, Shirley Ann

2016-01-07

engagement with MOOCs. Similarly, there has been little research into exploiting the scope of MOOCs for delivering topics that would be of interest to elderly learners. We believe there is potential to use MOOCs as a way of tackling the issue of loneliness among older adults by engaging them as either resource personnel or learners.

The motivation of lifelong mathematics learning

Science.gov (United States)

Hashim Ali, Siti Aishah

2013-04-01

As adults, we have always learned throughout our life, but this learning is informal. Now, more career-switchers and career-upgraders who are joining universities for further training are becoming the major group of adult learners. This current situation requires formal education in courses with controlled output. Hence, lifelong learning is seen as a necessity and an opportunity for these adult learners. One characteristic of adult education is that the learners tend to bring with them life experience from their past, especially when learning mathematics. Most of them associate mathematics with the school subjects and unable to recognize the mathematics in their daily practice as mathematics. They normally place a high value on learning mathematics because of its prominent role in their prospective careers, but their learning often requires overcoming personal experience and motivating themselves to learn mathematics again. This paper reports on the study conducted on a group of adult learners currently pursuing their study. The aim of this study is to explore (i) the motivation of the adult learners continuing their study; and (ii) the perception and motivation of these learners in learning mathematics. This paper will take this into account when we discuss learners' perception and motivation to learning mathematics, as interrelated phenomena. Finding from this study will provide helpful insights in understanding the learning process and adaption of adult learners to formal education.

Whose voice matters? Learners

Directory of Open Access Journals (Sweden)

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.

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.

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…

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…

The influence of housing characteristics on leisure-time sitting. A prospective cohort study in Danish adults.

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Saidj, Madina; Jørgensen, Torben; Jacobsen, Rikke Kart; Linneberg, Allan; Aadahl, Mette

2015-12-01

Built environmental attributes have been studied in relation to domestic time spent sedentary. An indoor behaviour has thus been linked to an outdoor setting. Yet, attributes of the actual domestic environment may also influence the time spent sedentary at home. Therefore, the aim was to examine if housing characteristics were cross-sectionally and prospectively related to leisure-time sitting in adults. In the Danish Health2006 cohort, 2308 adults were followed for 5 years. At baseline, subjects self-reported housing characteristics (habitat type, habitat surface area and household size), moderate-to-vigorous physical activity (MVPA) and socio-demographic factors. Leisure-time sitting was self-reported at baseline and 5-year follow-up. Multiple linear regression was used to assess cross-sectional and prospective associations. At baseline habitat surface area and household size were inversely associated with leisure-time sitting (pleisure-time sitting compared to living in a house (pleisure-time sitting (pleisure-time sitting in adults, while especially household size was a predictor of leisure-time sitting five years later. The findings highlight the importance of home-environmental attributes when targeting a reduction in sedentary behaviours. Copyright © 2015 Elsevier Inc. All rights reserved.

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)

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…

Constructing and Role-Playing Student Avatars in a Simulation of Teaching Algebra for Diverse Learners

Science.gov (United States)

Ma, Tingting; Brown, Irving A.; Kulm, Gerald; Davis, Trina J.; Lewis, Chance W.; Allen, G. Donald

2016-01-01

From the perspectives of Graduate Research Assistants (GRAs), this study examines the design and implementation of a simulated teaching environment in "Second Life" (SL) for prospective teachers to teach algebra for diverse learners. Drawing upon the Learning-for-Use framework, the analyses provide evidence on the development of student…

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.

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

Directory of Open Access Journals (Sweden)

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.

Adult Appeal.

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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…

Delivering Instruction to Adult Learners. Revised Edition.

Science.gov (United States)

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

Directory of Open Access Journals (Sweden)

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…

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…

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…

The Role of Shifting, Updating, and Inhibition in Prospective Memory Performance in Young and Older Adults

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Schnitzspahn, Katharina M.; Stahl, Christoph; Zeintl, Melanie; Kaller, Christoph P.; Kliegel, Matthias

2013-01-01

Prospective memory performance shows a decline in late adulthood. The present article examines the role of 3 main executive function facets (i.e., shifting, updating, and inhibition) as possible developmental mechanisms associated with these age effects. One hundred seventy-five young and 110 older adults performed a battery of cognitive tests…

Increased prospective health service use for depression among adults with childhood onset bipolar disorder.

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Sala, Regina; Goldstein, Benjamin I; Wang, Shuai; Flórez-Salamanca, Ludwing; Iza, Miren; Blanco, Carlos

2013-11-01

To examine the prospective relationship between age of onset of bipolar disorder and the demographic and clinical characteristics, treatment, new onset of psychiatric comorbidity, and psychosocial functioning among adults with bipolar disorder. As part of the National Epidemiologic Survey on Alcohol and Related Conditions, 1600 adults who met lifetime Statistical Manual of Mental Disorders, 4th edition criteria for bipolar disorder-I (n = 1172) and bipolar disorder-II (n = 428) were included. Individuals were evaluated using the Alcohol Use Disorder and Associated Disabilities Interview Schedule-IV version for Diagnostic and Statistical Manual of Mental Disorders, 4th edition, and data were analyzed from Waves 1 and 2, approximately 3 years apart. Individuals with bipolar disorder were divided into three age at onset groups: childhood (adolescence (13-18 years old, n = 396), and adulthood (>19 year old, n = 1017). After adjusting for confounding factors, adults with childhood-onset bipolar disorder were more likely to see a counselor, have been hospitalized, and have received emergency room treatment for depression compared with those with adulthood-onset bipolar disorder. By contrast, there were no differences in the severity of mania or hypomania, new onset of comorbidity, and psychosocial functioning by age of bipolar disorder onset. Childhood-onset bipolar disorder is prospectively associated with seeking treatment for depression, an important proxy for depressive severity. Longitudinal studies are needed in order to determine whether prompt identification, accurate diagnosis, and early intervention can serve to mitigate the burden of childhood onset on the long-term depressive burden of bipolar disorder. Copyright © 2013 Mosby, Inc. All rights reserved.

Chronic Stress in Young German Adults: Who Is Affected? A Prospective Cohort Study

OpenAIRE

Herrera, Ronald; Berger, Ursula; Genuneit, Jon; Gerlich, Jessica; Nowak, Dennis; Schlotz, Wolff; Vogelberg, Christian; Mutius, Erika von; Weinmayr, Gudrun; Windstetter, Doris; Weigl, Matthias; Radon, Katja

2017-01-01

We aimed to prospectively assess changes in chronic stress among young adults transitioning from high school to university or working life. A population-based cohort in Munich and Dresden (Germany) was followed from age 16–18 (2002–2003) to age 20–23 (2007–2009) (n = 1688). Using the Trier Inventory for the Assessment of Chronic Stress, two dimensions of stress at university or work were assessed: work overload and work discontent. In the multiple ordinal generalized estimating equations, soc...

Frailty and type of death among older adults in China: prospective cohort study

OpenAIRE

Dupre, Matthew E; Gu, Danan; Warner, David F; Yi, Zeng

2009-01-01

Objective To examine the association between frailty and type of death among the world?s largest oldest-old population in China. Design Prospective cohort study. Setting 2002 and 2005 waves of the Chinese longitudinal healthy longevity survey carried out in 22 provinces throughout China. Participants 13?717 older adults (aged ?65). Main outcome measures Type of death, categorised as being bedridden for fewer than 30 days with or without suffering and being bedridden for 30 or more days with o...

Associations between vertebral fractures, increased thoracic kyphosis, a flexed posture and falls in older adults: a prospective cohort study.

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van der Jagt-Willems, Hanna C; de Groot, Maartje H; van Campen, Jos P C M; Lamoth, Claudine J C; Lems, Willem F

2015-03-28

Vertebral fractures, an increased thoracic kyphosis and a flexed posture are associated with falls. However, this was not confirmed in prospective studies. We performed a prospective cohort study to investigate the association between vertebral fractures, increased thoracic kyphosis and/or flexed posture with future fall incidents in older adults within the next year. Patients were recruited at a geriatric outpatient clinic. Vertebral fractures were evaluated on lateral radiographs of the spine with the semi-quantitative method of Genant; the degree of thoracic kyphosis was assessed with the Cobb angle. The occiput-to-wall distance was used to determine a flexed posture. Self-reported falls were prospectively registered by monthly phone contact for the duration of 12 months. Fifty-one older adults were included; mean age was 79 years (SD = 4.8). An increased thoracic kyphosis was independently associated with future falls (OR 2.13; 95% CI 1.10-4.51). Prevalent vertebral fractures had a trend towards significancy (OR 3.67; 95% CI 0.85-15.9). A flexed posture was not significantly associated with future falls. Older adults with an increased thoracic kyphosis are more likely to fall within the next year. We suggest clinical attention for underlying causes. Because patients with increased thoracic curvature of the spine might have underlying osteoporotic vertebral fractures, clinicians should be aware of the risk of a new fracture.

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…

Novel use of the Wii Balance Board to prospectively predict falls in community-dwelling older adults.

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Kwok, Boon-Chong; Clark, Ross A; Pua, Yong-Hao

2015-06-01

The Wii Balance Board has received increasing attention as a balance measurement tool; however its ability to prospectively predict falls is unknown. This exploratory study investigated the use of the Wii Balance Board and other clinical-based measures for prospectively predicting falls among community-dwelling older adults. Seventy-three community-dwelling men and women, aged 60-85years were followed-up over a year for falls. Standing balance was indexed by sway velocities measured using the Wii Balance Board interfaced with a laptop. Clinical-based measures included Short Physical Performance Battery, gait speed and Timed-Up-and-Go test. Multivariable regression analyses were used to assess the ability of the Wii Balance Board measure to complement the TUG test in fall screening. Individually, the study found Wii Balance Board anteroposterior (odds ratio 1.98, 95% CI 1.16 to 3.40, P=0.01) and mediolateral (odds ratio 2.80, 95% CI 1.10 to 7.13, p=0.03) sway velocity measures predictive of prospective falls. However, when each velocity measure was adjusted with body mass index and Timed-Up-and-Go, only anteroposterior sway velocity was predictive of prospective falls (odds ratio 2.21, 95% CI 1.18 to 4.14). A faster anteroposterior velocity was associated with increased odds of falling. Area-under-the-curves for Wii Balance Board sway velocities were 0.67 and 0.71 for anteroposterior and mediolateral respectively. The Wii Balance Board-derived anteroposterior sway velocity measure could complement existing clinical-based measures in predicting future falls among community-dwelling older adults. Australian New Zealand Clinical Trials Registry number: ACTRN12610001099011. Copyright © 2015 Elsevier Ltd. All rights reserved.

Computer use and stress, sleep disturbances, and symptoms of depression among young adults--a prospective cohort study.

Science.gov (United States)

Thomée, Sara; Härenstam, Annika; Hagberg, Mats

2012-10-22

We have previously studied prospective associations between computer use and mental health symptoms in a selected young adult population. The purpose of this study was to investigate if high computer use is a prospective risk factor for developing mental health symptoms in a population-based sample of young adults. The study group was a cohort of young adults (n = 4163), 20-24 years old, who responded to a questionnaire at baseline and 1-year follow-up. Exposure variables included time spent on computer use (CU) in general, email/chat use, computer gaming, CU without breaks, and CU at night causing lost sleep. Mental health outcomes included perceived stress, sleep disturbances, symptoms of depression, and reduced performance due to stress, depressed mood, or tiredness. Prevalence ratios (PRs) were calculated for prospective associations between exposure variables at baseline and mental health outcomes (new cases) at 1-year follow-up for the men and women separately. Both high and medium computer use compared to low computer use at baseline were associated with sleep disturbances in the men at follow-up. High email/chat use was negatively associated with perceived stress, but positively associated with reported sleep disturbances for the men. For the women, high email/chat use was (positively) associated with several mental health outcomes, while medium computer gaming was associated with symptoms of depression, and CU without breaks with most mental health outcomes. CU causing lost sleep was associated with mental health outcomes for both men and women. Time spent on general computer use was prospectively associated with sleep disturbances and reduced performance for the men. For the women, using the computer without breaks was a risk factor for several mental health outcomes. Some associations were enhanced in interaction with mobile phone use. Using the computer at night and consequently losing sleep was associated with most mental health outcomes for both men

Learner's Passport

Directory of Open Access Journals (Sweden)

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.

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

Directory of Open Access Journals (Sweden)

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

NARCIS (Netherlands)

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

Science.gov (United States)

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…

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…

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

Directory of Open Access Journals (Sweden)

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.

Science.gov (United States)

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

Science.gov (United States)

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…

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.

Preventing musculoskeletal injuries among recreational adult volleyball players: design of a randomised prospective controlled trial.

Science.gov (United States)

Gouttebarge, Vincent; Zwerver, Johannes; Verhagen, Evert

2017-08-02

Both acute and overuse injuries are common among recreational volleyball players, especially finger/wrist, ankle, shoulder and knee injuries. Consequently, an intervention ('VolleyVeilig') was developed to prevent or reduce the occurrence of finger/wrist, shoulder, knee and ankle injuries among recreational volleyball players. This article describes the design of a study evaluating the effectiveness of the developed intervention on the one-season occurrence of finger/wrist, shoulder, knee and ankle injuries among recreational adult volleyball players. A randomized prospective controlled trial with a follow-up period of one volleyball season will be conducted. Participants will be healthy recreational adult volleyball players (18 years of age or older) practicing volleyball (training and/or match) at least twice a week. The intervention ('VolleyVeilig') consists of a warm-up program based on more than 50 distinct exercises (with different variations and levels). The effect of the intervention programme on the occurrence of injuries will be compared to volleyball as usual. Outcome measures will be incidence of acute injury (expressed as number of injuries per 1000 h of play) and prevalence of overuse injuries (expressed as percentage). This study will be one of the first randomized prospective controlled trials evaluating the effectiveness of an intervention on the occurrence of both acute and overuse injuries among recreational adult volleyball players. Outcome of this study could possibly lead to the nationwide implementation of the intervention in all volleyball clubs in The Netherlands, ultimately resulting in less injuries. Dutch Trial Registration NTR6202 , registered February 1st 2017. Version 3, February 2017.

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…

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…

Computer use and stress, sleep disturbances, and symptoms of depression among young adults – a prospective cohort study

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Thomée Sara

2012-10-01

Full Text Available Abstract Background We have previously studied prospective associations between computer use and mental health symptoms in a selected young adult population. The purpose of this study was to investigate if high computer use is a prospective risk factor for developing mental health symptoms in a population-based sample of young adults. Methods The study group was a cohort of young adults (n = 4163, 20–24 years old, who responded to a questionnaire at baseline and 1-year follow-up. Exposure variables included time spent on computer use (CU in general, email/chat use, computer gaming, CU without breaks, and CU at night causing lost sleep. Mental health outcomes included perceived stress, sleep disturbances, symptoms of depression, and reduced performance due to stress, depressed mood, or tiredness. Prevalence ratios (PRs were calculated for prospective associations between exposure variables at baseline and mental health outcomes (new cases at 1-year follow-up for the men and women separately. Results Both high and medium computer use compared to low computer use at baseline were associated with sleep disturbances in the men at follow-up. High email/chat use was negatively associated with perceived stress, but positively associated with reported sleep disturbances for the men. For the women, high email/chat use was (positively associated with several mental health outcomes, while medium computer gaming was associated with symptoms of depression, and CU without breaks with most mental health outcomes. CU causing lost sleep was associated with mental health outcomes for both men and women. Conclusions Time spent on general computer use was prospectively associated with sleep disturbances and reduced performance for the men. For the women, using the computer without breaks was a risk factor for several mental health outcomes. Some associations were enhanced in interaction with mobile phone use. Using the computer at night and consequently losing

Childhood maltreatment, juvenile disorders and adult post-traumatic stress disorder: a prospective investigation.

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Breslau, N; Koenen, K C; Luo, Z; Agnew-Blais, J; Swanson, S; Houts, R M; Poulton, R; Moffitt, T E

2014-07-01

We examine prospectively the influence of two separate but potentially inter-related factors in the etiology of post-traumatic stress disorder (PTSD): childhood maltreatment as conferring a susceptibility to the PTSD response to adult trauma and juvenile disorders as precursors of adult PTSD. The Dunedin Multidisciplinary Health and Development Study (DMHDS) is a birth cohort (n = 1037) from the general population of New Zealand's South Island, with multiple assessments up to age 38 years. DSM-IV PTSD was assessed among participants exposed to trauma at ages 26-38. Complete data were available on 928 participants. Severe maltreatment in the first decade of life, experienced by 8.5% of the sample, was associated significantly with the risk of PTSD among those exposed to adult trauma [odds ratio (OR) 2.64, 95% confidence interval (CI) 1.16-6.01], compared to no maltreatment. Moderate maltreatment, experienced by 27.2%, was not associated significantly with that risk (OR 1.55, 95% CI 0.85-2.85). However, the two estimates did not differ significantly from one another. Juvenile disorders (ages 11-15), experienced by 35% of the sample, independent of childhood maltreatment, were associated significantly with the risk of PTSD response to adult trauma (OR 2.35, 95% CI 1.32-4.18). Severe maltreatment is associated with risk of PTSD response to adult trauma, compared to no maltreatment, and juvenile disorders, independent of earlier maltreatment, are associated with that risk. The role of moderate maltreatment remains unresolved. Larger longitudinal studies are needed to assess the impact of moderate maltreatment, experienced by the majority of adult trauma victims with a history of maltreatment.

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…

Narrating the Good Life: Illuminations.

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Suoranta, Juha

2000-01-01

The conception of the good life in theoretical texts and adult learners' written narratives depicts well-being in terms of aesthetic experiences, values, existential experiences, autonomy, and significant others. Future prospects for adult education as legislative practice, as therapy and as commitment are derived from the discussion. (SK)

Prospective multicenter surveillance and risk factor analysis of deep surgical site infection after posterior thoracic and/or lumbar spinal surgery in adults.

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Ogihara, Satoshi; Yamazaki, Takashi; Maruyama, Toru; Oka, Hiroyuki; Miyoshi, Kota; Azuma, Seiichi; Yamada, Takashi; Murakami, Motoaki; Kawamura, Naohiro; Hara, Nobuhiro; Terayama, Sei; Morii, Jiro; Kato, So; Tanaka, Sakae

2015-01-01

Surgical site infection is a serious and significant complication after spinal surgery and is associated with high morbidity rates, high healthcare costs and poor patient outcomes. Accurate identification of risk factors is essential for developing strategies to prevent devastating infections. The purpose of this study was to identify independent risk factors for surgical site infection among posterior thoracic and/or lumbar spinal surgery in adult patients using a prospective multicenter surveillance research method. From July 2010 to June 2012, we performed a prospective surveillance study in adult patients who had developed surgical site infection after undergoing thoracic and/or lumbar posterior spinal surgery at 11 participating hospitals. Detailed preoperative and operative patient characteristics were prospectively recorded using a standardized data collection format. Surgical site infection was based on the definition established by the Centers for Disease Control and Prevention. A total of 2,736 consecutive adult patients were enrolled, of which 24 (0.9%) developed postoperative deep surgical site infection. Multivariate regression analysis indicated four independent risk factors. Preoperative steroid therapy (P = 0.001), spinal trauma (P = 0.048) and gender (male) (P = 0.02) were statistically significant independent patient-related risk factors, whereas an operating time ≥3 h (P operating time ≥3 h were independent risk factors for deep surgical site infection after thoracic and/or lumbar spinal surgery in adult patients. Identification of these risk factors can be used to develop protocols aimed at decreasing the risk of surgical site infection.

Mobile phone use and stress, sleep disturbances, and symptoms of depression among young adults - a prospective cohort study

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2011-01-01

Background Because of the quick development and widespread use of mobile phones, and their vast effect on communication and interactions, it is important to study possible negative health effects of mobile phone exposure. The overall aim of this study was to investigate whether there are associations between psychosocial aspects of mobile phone use and mental health symptoms in a prospective cohort of young adults. Methods The study group consisted of young adults 20-24 years old (n = 4156), who responded to a questionnaire at baseline and 1-year follow-up. Mobile phone exposure variables included frequency of use, but also more qualitative variables: demands on availability, perceived stressfulness of accessibility, being awakened at night by the mobile phone, and personal overuse of the mobile phone. Mental health outcomes included current stress, sleep disorders, and symptoms of depression. Prevalence ratios (PRs) were calculated for cross-sectional and prospective associations between exposure variables and mental health outcomes for men and women separately. Results There were cross-sectional associations between high compared to low mobile phone use and stress, sleep disturbances, and symptoms of depression for the men and women. When excluding respondents reporting mental health symptoms at baseline, high mobile phone use was associated with sleep disturbances and symptoms of depression for the men and symptoms of depression for the women at 1-year follow-up. All qualitative variables had cross-sectional associations with mental health outcomes. In prospective analysis, overuse was associated with stress and sleep disturbances for women, and high accessibility stress was associated with stress, sleep disturbances, and symptoms of depression for both men and women. Conclusions High frequency of mobile phone use at baseline was a risk factor for mental health outcomes at 1-year follow-up among the young adults. The risk for reporting mental health symptoms at

Mobile phone use and stress, sleep disturbances, and symptoms of depression among young adults--a prospective cohort study.

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Thomée, Sara; Härenstam, Annika; Hagberg, Mats

2011-01-31

Because of the quick development and widespread use of mobile phones, and their vast effect on communication and interactions, it is important to study possible negative health effects of mobile phone exposure. The overall aim of this study was to investigate whether there are associations between psychosocial aspects of mobile phone use and mental health symptoms in a prospective cohort of young adults. The study group consisted of young adults 20-24 years old (n = 4156), who responded to a questionnaire at baseline and 1-year follow-up. Mobile phone exposure variables included frequency of use, but also more qualitative variables: demands on availability, perceived stressfulness of accessibility, being awakened at night by the mobile phone, and personal overuse of the mobile phone. Mental health outcomes included current stress, sleep disorders, and symptoms of depression. Prevalence ratios (PRs) were calculated for cross-sectional and prospective associations between exposure variables and mental health outcomes for men and women separately. There were cross-sectional associations between high compared to low mobile phone use and stress, sleep disturbances, and symptoms of depression for the men and women. When excluding respondents reporting mental health symptoms at baseline, high mobile phone use was associated with sleep disturbances and symptoms of depression for the men and symptoms of depression for the women at 1-year follow-up. All qualitative variables had cross-sectional associations with mental health outcomes. In prospective analysis, overuse was associated with stress and sleep disturbances for women, and high accessibility stress was associated with stress, sleep disturbances, and symptoms of depression for both men and women. High frequency of mobile phone use at baseline was a risk factor for mental health outcomes at 1-year follow-up among the young adults. The risk for reporting mental health symptoms at follow-up was greatest among those who

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.

Successful weight maintainers among young adults-A ten-year prospective population study.

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Kärkkäinen, Ulla; Mustelin, Linda; Raevuori, Anu; Kaprio, Jaakko; Keski-Rahkonen, Anna

2018-03-07

To assess factors associated with successful weight maintenance over ten years in a prospective general population sample of young adults. Our study comprised 2452 women and 2227 men born in 1975-1979 (mean age at baseline 24 years, attrition 27.1%). Weight maintenance was defined as weight maintained within ±5% of baseline body mass index (BMI). We examined the role of various sociodemographic and lifestyle factors in successful weight maintenance. Relatively few young adults were able to maintain their weight over ten years (28.6% of women vs. 23.0% of men); net weight loss was uncommon (7.5% and 3.8%). Most participants gained weight (mean annual weight gain was 0.9 kg in women and 1.0 kg in men). Among women, exercise was associated with successful weight maintenance, but having two or more children, frequent use of sweet drinks, irregular eating, history of dieting (intentional weight loss) and low life satisfaction were associated with weight gain. Among men, higher baseline BMI and higher education were associated with successful weight maintenance, whereas irregular eating, history of dieting and smoking were associated with weight gain. Only about a quarter of young adults were able to resist weight gain. Regular eating and having no history of dieting were associated with successful weight maintenance in young women and men. Copyright © 2018 Elsevier Ltd. All rights reserved.

Retrieval cue and delay interval influence the relationship between prospective memory and activities of daily living in older adults.

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Tierney, Savanna M; Bucks, Romola S; Weinborn, Michael; Hodgson, Erica; Woods, Steven Paul

2016-01-01

Older adults commonly experience mild declines in everyday functioning and the strategic aspects of prospective memory (PM). This study used multiprocess theory to examine whether the strategic demands of retrieval cue type (event vs. time based) and delay interval length (2 vs. 15 min) influence the relationship between PM and activities of daily living (ADLs) in older adults. Participants included 97 community-dwelling older adults recruited from the Western Australia Participant Pool. Participants were administered the Memory for Intentions Screening Test (MIST) and Prospective and Retrospective Memory Questionnaire (PRMQ) as part of a larger neurocognitive assessment. A knowledgeable informant completed the Activities of Daily Living Questionnaire (ADLQ), from which a cutpoint of ≥ 1 was used to classify participants into "ADL normal" (n = 37) or "mild ADL problems" (n = 60) groups. Repeated measures multivariate analysis of variance (MANOVA) controlling for age was conducted with ADL group as the between-subjects factor and either MIST or PRMQ cue and delay scores as the within-subjects factors. We observed a significant ADL group by PM interaction on the MIST, with pair-wise analyses showing that the mild ADL problems group performed worse than ADL normal participants on the 15-min time-based scale (p cue-delay variable differed between the two ADL groups (ps > .10). Findings indicate that decrements in strategically demanding cue monitoring and detection over longer PM delays may partly explain older adults' mild problems in everyday functioning. Findings may inform neuropsychological interventions aimed at maintaining ADL independence and enhancing quality of life in older adults.

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.

Characteristics, Effectiveness, and Prospects of Supplementary Professional Education

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Kliucharev, Grigorii Arturovich

2010-01-01

Today the system of supplementary professional education (SPE) is the main institutionalized subunit that is oriented toward "adult learners". Surveys have shown that in many cases investment in SPE is more profitable, predictable, reliable, and short term than that in any other form of education. Data on supplemental professional…

Childhood intelligence, educational attainment and adult body mass index: findings from a prospective cohort and within sibling-pairs analysis.

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Lawlor, D A; Clark, H; Davey Smith, G; Leon, D A

2006-12-01

The mechanisms underlying the observed association of childhood intelligence with body mass index (BMI) are unclear and few studies of this association have been prospective in design. Prospective study in a birth cohort of 5467 individuals who were born in Aberdeen, Scotland between 1950 and 1956 and who responded to a follow-up survey in 2001. Comparison of associations within sibling pairs of the same family to associations between different families in 643 sibling pairs (1286 individuals) who are participants in the main cohort. Childhood intelligence (age 7 years) and educational attainment were both inversely associated with adult BMI (mean age 48 years): the sex- and age-adjusted mean change in adult BMI per s.d. of intelligence was -0.35 kg/m(2) (95% CI: -0.49, -0.21 kg/m(2)) and per unit increase in educational category (seven categories) was -0.28 kg/m(2) (95% CI: -0.34, -0.22). On adjustment for education the association between childhood intelligence and adult BMI attenuated to the null (-0.03 kg/m(2) (-0.19, 0.13 kg/m(2))); other potential confounding or mediating factors had little or only modest effects on this association. The association between education and adult BMI was not affected by adjustment for childhood intelligence or other potential covariates. The within sibling-pair effect of education on adult BMI (-0.06 kg/m(2) (95% CI: -0.26, 0.14)) was weaker than the effect between different families (-0.37 kg/m(2) (95%CI: -0.58, -0.17)), P-value for difference of within sibling and between family effect=0.03. The association of childhood intelligence with adult BMI is attenuated to the null on adjustment for educational attainment, whereas the association of educational attainment with adult BMI appears to be independent of childhood intelligence and other measured covariates. However, our family analyses suggest that fixed family and neighbourhood factors, which are closely matched in siblings of a similar age, explain much of the association

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…

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.

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...

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?

Acquired pneumonias in the community in adults: An etiologic prospective study with emphasis in the diagnosis

International Nuclear Information System (INIS)

Robledo, J; Sierra, P; Bedoya, F; Londono, A; Porras, A; Lujan, M; Correa, N; Mejia, GI; Realpe, T; Trujillo, H

2003-01-01

Is defined prospectively in adults the etiology of acquired pneumonia in the community (NAC) in three hospitals of the city of Medellin. The etiology of NAC in the studied group does not vary of the one reported in other countries, the pneumococo frequency and M. pneumoniae, suggests that the empiric therapies should contemplate these two pathologies, the resource toasted by the microbiology laboratory allows to define the etiology and the specific treatment

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.

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

Science.gov (United States)

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.

Spouse's subjective social status predicts older adults' prospective cognitive functioning.

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Zhang, Fan; Fung, Helene; Kwok, Timothy

2017-12-06

The current study aims to investigate the association between subjective social status (SSS) and prospective cognitive functioning of older adults and their spouses, and to explore the potential mediating roles of health habits and physical activities in this association. Using the longitudinal data of 512 pairs of community-dwelling older couples aged 65-91 years (M = 72.2 ± 4.6), we tested the effects of SSS in cognitive functioning using an Actor-Partner Interdependence Model. SSS was measured by a self-anchoring social ladder, and cognitive functioning was measured by the Mini-Mental State Examination at baseline and 4-year follow-up. Socioeconomic status (i.e. education) was tested as a moderator, and physical activity (measured by the Physical Activity Scale for the Elderly) as well as health habits (i.e. tobacco and alcohol consumption) were included as potential mediators. A partner effect of SSS was found only in the low-education group, in which the wife's higher level of SSS in the community was associated with the husband's better cognitive functioning in the follow-up. A small proportion of this effect was found to be partially mediated by participation in housework, such that the wife's higher SSS was associated with the husband's increased housework activity, which was related to higher prospective cognitive functioning. By examining the dyadic effects of SSS with a longitudinal design, our findings extended the understanding on how subjective social status influenced older couples' cognitive health, and provided evidence-based insights for future studies on cognitive health in later life.

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

Chronic Stress in Young German Adults: Who Is Affected? A Prospective Cohort Study.

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Herrera, Ronald; Berger, Ursula; Genuneit, Jon; Gerlich, Jessica; Nowak, Dennis; Schlotz, Wolff; Vogelberg, Christian; von Mutius, Erika; Weinmayr, Gudrun; Windstetter, Doris; Weigl, Matthias; Radon, Katja

2017-10-31

We aimed to prospectively assess changes in chronic stress among young adults transitioning from high school to university or working life. A population-based cohort in Munich and Dresden (Germany) was followed from age 16-18 (2002-2003) to age 20-23 (2007-2009) ( n = 1688). Using the Trier Inventory for the Assessment of Chronic Stress, two dimensions of stress at university or work were assessed: work overload and work discontent. In the multiple ordinal generalized estimating equations, socio-demographics, stress outside the workplace, and job history were additionally considered. At follow-up, 52% of the population were university students. Work overload increased statistically significantly from first to second follow-up, while work discontent remained constant at the population level. Students, compared to employees, reported a larger increase in work overload (adjusted odds ratio (OR): 1.33; 95% confidence interval (95% CI): 1.07, 1.67), while work discontent did not differ between the groups. In conclusion, work overload increases when young adults transition from school to university/job life, with university students experiencing the largest increase.

ESL Instruction and Adults with Learning Disabilities. ERIC Digest.

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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…

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

Directory of Open Access Journals (Sweden)

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.

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…

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

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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…

Chinese English Learners' Strategic Competence.

Science.gov (United States)

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…

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...

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...

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

Science.gov (United States)

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.

Science.gov (United States)

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…

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 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.

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…

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

Science.gov (United States)

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'…

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

Science.gov (United States)

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.

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....

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.

Chronic Stress in Young German Adults: Who Is Affected? A Prospective Cohort Study

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Ronald Herrera

2017-10-01

Full Text Available We aimed to prospectively assess changes in chronic stress among young adults transitioning from high school to university or working life. A population-based cohort in Munich and Dresden (Germany was followed from age 16–18 (2002–2003 to age 20–23 (2007–2009 (n = 1688. Using the Trier Inventory for the Assessment of Chronic Stress, two dimensions of stress at university or work were assessed: work overload and work discontent. In the multiple ordinal generalized estimating equations, socio-demographics, stress outside the workplace, and job history were additionally considered. At follow-up, 52% of the population were university students. Work overload increased statistically significantly from first to second follow-up, while work discontent remained constant at the population level. Students, compared to employees, reported a larger increase in work overload (adjusted odds ratio (OR: 1.33; 95% confidence interval (95% CI: 1.07, 1.67, while work discontent did not differ between the groups. In conclusion, work overload increases when young adults transition from school to university/job life, with university students experiencing the largest increase.

Young adults' perceptions on life prospects and gender roles as important factors to influence health behaviour: a qualitative study from Karachi, Pakistan.

Science.gov (United States)

Hasnain, Syed Farid-ul; Johansson, Eva; Mogren, Ingrid; Krantz, Gunilla

2012-04-28

The purpose of this qualitative study was to explore perceptions and expectations of young males and females, in Karachi, Pakistan, regarding their life prospects and gender roles, with resulting implications for health behaviour. The main theme emerging was "Young adults' prospects in life are hampered by psychosocial and gender equality constraints". Gender inequality and the low status of women in society were described as major obstacles to the overall development. Persistent withholding of information to the younger generation on sexual and reproductive health issues was perceived to increase exposure to health risks, particularly sexually transmitted infections (STIs). The present study reveals new discourses on equality among young adults, pointing towards an increasing, sound interaction between the sexes and aspirations for more gender equal relationships. Such views and awareness among the younger generation constitutes a strong force towards change of traditional norms, including reproductive health behaviour, and calls for policy change.

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.

ICT USAGE BY DISTANCE LEARNERS IN INDIA

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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.

Association between Adult Height and Risk of Colorectal, Lung, and Prostate Cancer : Results from Meta-analyses of Prospective Studies and Mendelian Randomization Analyses

NARCIS (Netherlands)

Khankari, Nikhil K.; Shu, Xiao Ou; Wen, Wanqing; Kraft, Peter; Lindström, Sara; Peters, Ulrike; Schildkraut, Joellen; Schumacher, Fredrick; Bofetta, Paolo; Risch, Angela; Bickeböller, Heike; Amos, Christopher I.; Easton, Douglas; Eeles, Rosalind A.; Gruber, Stephen B.; Haiman, Christopher A.; Hunter, David J.; Chanock, Stephen J.; Pierce, Brandon L.; Zheng, Wei; Blalock, Kendra; Campbell, Peter T.; Casey, Graham; Conti, David V.; Edlund, Christopher K.; Figueiredo, Jane; James Gauderman, W.; Gong, Jian; Green, Roger C.; Harju, John F.; Harrison, Tabitha A.; Jacobs, Eric J.; Jenkins, Mark A.; Jiao, Shuo; Li, Li; Lin, Yi; Manion, Frank J.; Moreno, Victor; Mukherjee, Bhramar; Raskin, Leon; Schumacher, Fredrick R.; Seminara, Daniela; Severi, Gianluca; Stenzel, Stephanie L.; Thomas, Duncan C.; Hopper, John L.; Southey, Melissa C.; Makalic, Enes; Schmidt, Daniel F.; Fletcher, Olivia; Peto, Julian; Gibson, Lorna; dos Santos Silva, Isabel; Ahsan, Habib; Whittemore, Alice; Waisfisz, Quinten; Meijers-Heijboer, Hanne; Adank, Muriel; van der Luijt, Rob B.; Uitterlinden, Andre G.; Hofman, Albert; Meindl, Alfons; Schmutzler, Rita K.; Müller-Myhsok, Bertram; Lichtner, Peter; Nevanlinna, Heli; Muranen, Taru A.; Aittomäki, Kristiina; Blomqvist, Carl; Chang-Claude, Jenny; Hein, Rebecca; Dahmen, Norbert; Beckman, Lars; Crisponi, Laura; Hall, Per; Czene, Kamila; Irwanto, Astrid; Liu, Jianjun; Easton, Douglas F.; Turnbull, Clare; Rahman, Nazneen; Eeles, Rosalind; Kote-Jarai, Zsofia; Muir, Kenneth; Giles, Graham; Neal, David; Donovan, Jenny L.; Hamdy, Freddie C.; Wiklund, Fredrik; Gronberg, Henrik; Haiman, Christopher; Schumacher, Fred; Travis, Ruth; Riboli, Elio; Hunter, David; Gapstur, Susan; Berndt, Sonja; Chanock, Stephen; Han, Younghun; Su, Li; Wei, Yongyue; Hung, Rayjean J.; Brhane, Yonathan; McLaughlin, John; Brennan, Paul; McKay, James D.; Rosenberger, Albert; Houlston, Richard S.; Caporaso, Neil; Teresa Landi, Maria; Heinrich, Joachim; Wu, Xifeng; Ye, Yuanqing; Christiani, David C.

2016-01-01

Background: Observational studies examining associations between adult height and risk of colorectal, prostate, and lung cancers have generated mixed results. We conducted meta-analyses using data from prospective cohort studies and further carried out Mendelian randomization analyses, using

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…

Exploring high school learners' perceptions of bullying.

Science.gov (United States)

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.

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…

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.

Association between Adult Height and Risk of Colorectal, Lung, and Prostate Cancer: Results from Meta-analyses of Prospective Studies and Mendelian Randomization Analyses

Science.gov (United States)

Khankari, Nikhil K.; Shu, Xiao-Ou; Wen, Wanqing; Kraft, Peter; Lindström, Sara; Peters, Ulrike; Schildkraut, Joellen; Schumacher, Fredrick; Bofetta, Paolo; Risch, Angela; Bickeböller, Heike; Amos, Christopher I.; Easton, Douglas; Gruber, Stephen B.; Haiman, Christopher A.; Hunter, David J.; Chanock, Stephen J.; Pierce, Brandon L.; Zheng, Wei

2016-01-01

Background Observational studies examining associations between adult height and risk of colorectal, prostate, and lung cancers have generated mixed results. We conducted meta-analyses using data from prospective cohort studies and further carried out Mendelian randomization analyses, using height-associated genetic variants identified in a genome-wide association study (GWAS), to evaluate the association of adult height with these cancers. Methods and Findings A systematic review of prospective studies was conducted using the PubMed, Embase, and Web of Science databases. Using meta-analyses, results obtained from 62 studies were summarized for the association of a 10-cm increase in height with cancer risk. Mendelian randomization analyses were conducted using summary statistics obtained for 423 genetic variants identified from a recent GWAS of adult height and from a cancer genetics consortium study of multiple cancers that included 47,800 cases and 81,353 controls. For a 10-cm increase in height, the summary relative risks derived from the meta-analyses of prospective studies were 1.12 (95% CI 1.10, 1.15), 1.07 (95% CI 1.05, 1.10), and 1.06 (95% CI 1.02, 1.11) for colorectal, prostate, and lung cancers, respectively. Mendelian randomization analyses showed increased risks of colorectal (odds ratio [OR] = 1.58, 95% CI 1.14, 2.18) and lung cancer (OR = 1.10, 95% CI 1.00, 1.22) associated with each 10-cm increase in genetically predicted height. No association was observed for prostate cancer (OR = 1.03, 95% CI 0.92, 1.15). Our meta-analysis was limited to published studies. The sample size for the Mendelian randomization analysis of colorectal cancer was relatively small, thus affecting the precision of the point estimate. Conclusions Our study provides evidence for a potential causal association of adult height with the risk of colorectal and lung cancers and suggests that certain genetic factors and biological pathways affecting adult height may also affect the

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…

Adolescent delinquency and antisocial tendencies as precursors to adult violent offending: a prospective study of a representative sample of swiss men.

Science.gov (United States)

Laubacher, Arja; Rossegger, Astrid; Endrass, Jérôme; Angst, Jules; Urbaniok, Frank; Vetter, Stefan

2014-05-01

Studies on adult sex and violent offenders have found high rates of adolescent delinquency, while early delinquency has been shown to be significantly associated with adult offending. The examined subsample (n = 123) of a longitudinal prospective study (n = 6,315) includes all men who at the age of 19 had an entry in the criminal records. During the observation period of 34 years, 68.3% of the sample had been reconvicted as adults, 23.6% for violent or sex offenses. The odds of adult sex or violent offending were 2.8 times higher for those who had committed a violent offense in adolescence and 1.05 times higher for any offense committed before the age of 19. The characteristics of criminal history showed the highest discriminative values (area under the curve [AUC] = 0.61-0.65). The most important finding of this study was that characteristics of adolescent delinquency predicted adult violent or sex offending, whereas socioeconomic and psychiatric characteristics did not.

Development of affective modelling competencies in primary school learners

Directory of Open Access Journals (Sweden)

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.

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…

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 ...

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…

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

Directory of Open Access Journals (Sweden)

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…

Alcohol use amongst learners in rural high school in South Africa

Directory of Open Access Journals (Sweden)

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.

Science.gov (United States)

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.

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.

Artificial learners adopting normative conventions from human teachers

Directory of Open Access Journals (Sweden)

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.

Sarcopenia as a Risk Factor for Cognitive Deterioration in Community-Dwelling Older Adults: A 1-Year Prospective Study.

Science.gov (United States)

Nishiguchi, Shu; Yamada, Minoru; Shirooka, Hidehiko; Nozaki, Yuma; Fukutani, Naoto; Tashiro, Yuto; Hirata, Hinako; Yamaguchi, Moe; Tasaka, Seishiro; Matsushita, Tomofumi; Matsubara, Keisuke; Tsuboyama, Tadao; Aoyama, Tomoki

2016-04-01

The purpose of this 1-year prospective study was to determine whether sarcopenia is an independent risk factor of cognitive deterioration in community-dwelling older adults. One-year prospective study. Japanese community. A total of 131 community-dwelling older adults aged 65 years and older participated in this study. We defined sarcopenia using the diagnostic algorithm recommended by the Asian Working Group for Sarcopenia, and the participants were classified into the sarcopenia and normal groups according to this definition. The participants' cognitive functions were assessed using the Mini-Mental State Examination (MMSE) during pre- and postdata collection (after 1 year). The rate of change in pre- and post-MMSE scores during the follow-up term was significantly different between the 2 groups (normal group, -0.32 ± 8.39%; sarcopenia group, -5.86 ± 5.16%; P = .002). The analysis of covariance, adjusted for demographic data and the pre-MMSE scores, showed a significant change in the MMSE scores between the normal and sarcopenia group (F = 9.30, P = .003). Furthermore, in the multivariate logistic regression analysis, the cognitive function was significantly more likely to deteriorate (defined as a loss of at least 2 points of MMSE) in the sarcopenia group during the follow-up term (odds ratio: 7.86, 95% confidence interval: 1.53-40.5). Sarcopenia was identified as an independent risk factor of cognitive deterioration in community-dwelling older adults during the 1-year study period. Copyright © 2016 AMDA – The Society for Post-Acute and Long-Term Care Medicine. Published by Elsevier Inc. All rights reserved.

Adult age differences in prospective memory in the laboratory: are they related to higher stress levels in the elderly?

Science.gov (United States)

Ihle, Andreas; Kliegel, Matthias; Hering, Alexandra; Ballhausen, Nicola; Lagner, Prune; Benusch, Julia; Cichon, Anja; Zergiebel, Annekathrin; Oris, Michel; Schnitzspahn, Katharina M

2014-01-01

To explain age deficits found in laboratory-based prospective memory (PM) tasks, it has recently been suggested that the testing situation per se may be more stressful for older adults, thereby impairing their performance. To test this assumption, subjective and physiological stress levels were assessed at several times during the experiment in 33 younger and 29 older adults. In addition, half of participants were randomized in a condition where they completed a relaxation intervention before performing a time-based PM task. Results confirmed the age deficit in laboratory PM. Subjective and physiological stress levels showed no age difference and no detrimental association with PM. The intervention successfully reduced stress levels in both age groups but had no effect on PM or the age deficit. In conclusion, data suggest that age deficits usually observed in laboratory PM may not be due to higher stress levels in the older adults.

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.

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

Science.gov (United States)

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…

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…

Imagining a brighter future: the effect of positive imagery training on mood, prospective mental imagery and emotional bias in older adults.

Science.gov (United States)

Murphy, Susannah E; Clare O'Donoghue, M; Drazich, Erin H S; Blackwell, Simon E; Christina Nobre, Anna; Holmes, Emily A

2015-11-30

Positive affect and optimism play an important role in healthy ageing and are associated with improved physical and cognitive health outcomes. This study investigated whether it is possible to boost positive affect and associated positive biases in this age group using cognitive training. The effect of computerised imagery-based cognitive bias modification on positive affect, vividness of positive prospective imagery and interpretation biases in older adults was measured. 77 older adults received 4 weeks (12 sessions) of imagery cognitive bias modification or a control condition. They were assessed at baseline, post-training and at a one-month follow-up. Both groups reported decreased negative affect and trait anxiety, and increased optimism across the three assessments. Imagery cognitive bias modification significantly increased the vividness of positive prospective imagery post-training, compared with the control training. Contrary to our hypothesis, there was no difference between the training groups in negative interpretation bias. This is a useful demonstration that it is possible to successfully engage older adults in computer-based cognitive training and to enhance the vividness of positive imagery about the future in this group. Future studies are needed to assess the longer-term consequences of such training and the impact on affect and wellbeing in more vulnerable groups. Copyright © 2015 The Authors. Published by Elsevier Ireland Ltd.. All rights reserved.

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.…

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 ...

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

Science.gov (United States)

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…

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

The development and validation of the Self-Efficacy Beliefs about Equitable Science Teaching and learning instrument for prospective elementary teachers

Science.gov (United States)

Ritter, Jennifer M.

1999-12-01

The purpose of this study was to develop, validate and establish the reliability of an instrument to assess the self-efficacy beliefs of prospective elementary teachers with regards to science teaching and learning for diverse learners. The study used Bandura's theoretical framework, in that the instrument would use the self-efficacy construct to explore the beliefs of prospective elementary science teachers with regards to science teaching and learning to diverse learners: specifically the two dimensions of self-efficacy beliefs defined by Bandura (1977): personal self-efficacy and outcome expectancy. A seven step plan was designed and followed in the process of developing the instrument, which was titled the Self-Efficacy Beliefs about Equitable Science Teaching or SEBEST. Diverse learners as recognized by Science for All Americans (1989) are "those who in the past who have largely been bypassed in science and mathematics education: ethnic and language minorities and girls" (p. xviii). That definition was extended by this researcher to include children from low socioeconomic backgrounds based on the research by Gomez and Tabachnick (1992). The SEBEST was administered to 226 prospective elementary teachers at The Pennsylvania State University. Using the results from factor analyses, Coefficient Alpha, and Chi-Square a 34 item instrument was found to achieve the greatest balance across the construct validity, reliability and item balance with the content matrix. The 34 item SEBEST was found to load purely on four factors across the content matrix thus providing evidence construct validity. The Coefficient Alpha reliability for the 34 item SEBEST was .90 and .82 for the PSE sub-scale and .78 for the OE sub-scale. A Chi-Square test (X2 = 2.7 1, df = 7, p > .05) was used to confirm that the 34 items were balanced across the Personal Self-Efficacy/Outcome Expectancy and Ethnicity/LanguageMinority/Gender Socioeconomic Status/dimensions of the content matrix. Based on

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

Science.gov (United States)

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

Directory of Open Access Journals (Sweden)

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.

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

Directory of Open Access Journals (Sweden)

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.

Advancing Learner Autonomy in TEFL via Collaborative Learning

Science.gov (United States)

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…

Theory of mind and switching predict prospective memory performance in adolescents.

Science.gov (United States)

Altgassen, Mareike; Vetter, Nora C; Phillips, Louise H; Akgün, Canan; Kliegel, Matthias

2014-11-01

Research indicates ongoing development of prospective memory as well as theory of mind and executive functions across late childhood and adolescence. However, so far the interplay of these processes has not been investigated. Therefore, the purpose of the current study was to investigate whether theory of mind and executive control processes (specifically updating, switching, and inhibition) predict prospective memory development across adolescence. In total, 42 adolescents and 41 young adults participated in this study. Young adults outperformed adolescents on tasks of prospective memory, theory of mind, and executive functions. Switching and theory of mind predicted prospective memory performance in adolescents. Copyright © 2014 Elsevier Inc. All rights reserved.

The role of cue detection for prospective memory development across the lifespan.

Science.gov (United States)

Hering, Alexandra; Wild-Wall, Nele; Gajewski, Patrick D; Falkenstein, Michael; Kliegel, Matthias; Zinke, Katharina

2016-12-01

Behavioral findings suggest an inverted U-shaped pattern of prospective memory development across the lifespan. A key mechanism underlying this development is the ability to detect cues. We examined the influence of cue detection on prospective memory, combining behavioral and electrophysiological measures, in three age groups: adolescents (12-14 years), young (19-28 years), and old adults (66-77 years). Cue detection was manipulated by varying the distinctiveness (i.e., how easy it was to detect the cue based on color) of the prospective memory cue in a semantic judgment ongoing task. Behavioral results supported the pattern of an inverted U-shape with a pronounced prospective memory decrease in old adults. Adolescents and young adults showed a prospective memory specific modulation (larger amplitudes for the cues compared to other trials) already for the N1 component. No such specific modulation was evident in old adults for the early N1 component but only at the later P3b component. Adolescents showed differential modulations of the amplitude also for irrelevant information at the P3b, suggesting less efficient processing. In terms of conceptual implications, present findings underline the importance of cue detection for prospective remembering and reveal different developmental trajectories for cue detection. Our findings suggest that cue detection is not a unitary process but consists of multiple stages corresponding to several ERP components that differentially contribute to prospective memory performance across the lifespan. In adolescents resource allocation for detecting cues seemed successful initially but less efficient at later stages; whereas we found the opposite pattern for old adults. Copyright © 2016 Elsevier Ltd. All rights reserved.

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

Science.gov (United States)

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…

Teaching Multilevel Adult ESL Classes. ERIC Digest.

Science.gov (United States)

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…

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.

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

Science.gov (United States)

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.

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

Science.gov (United States)

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

Science.gov (United States)

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

Science.gov (United States)

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…

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.

Science.gov (United States)

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)

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

Science.gov (United States)

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

Science.gov (United States)

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...

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

Directory of Open Access Journals (Sweden)

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.

Negative Prospective Memory in Alzheimer's Disease: "Do Not Perform That Action".

Science.gov (United States)

El Haj, Mohamad; Coello, Yann; Kapogiannis, Dimitrios; Gallouj, Karim; Antoine, Pascal

2018-01-01

Relatively to "standard" prospective memory, i.e., remembering to perform a future action, little is known about negative prospective memory, i.e., remembering not to perform a future action. This study investigated the latter ability in Alzheimer's disease (AD). AD participants and healthy older adults were asked to click on the keyboard or not to click on it when a cue word was encountered. Results showed more omissions (i.e., forgetting to click the keyboard when the instruction was to do so) in AD participants than in healthy older adults, suggesting a prospective memory deficit. Interestingly, more commissions (i.e., clicking the keyboard when the instruction was not to do so) were also observed in AD participants than in healthy older adults. Similar levels of commissions and omissions were observed in AD participants and in healthy older adults. Also, commissions and omissions were correlated with performance on an inhibition assessment task. Our findings reveal that AD is characterized by not only difficulty in the retrieval of recent information, but also difficulty to inhibit no-longer appropriate stimulus-response associations previously learned, suggesting a specific deficit of negative prospective memory in AD.

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

Science.gov (United States)

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.

Science.gov (United States)

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.

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

Science.gov (United States)

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.

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.

Science.gov (United States)

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

Science.gov (United States)

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…

TOWARDS UNDERSTANDING THE SUCCESSFUL LEARNER: A Case Study of IGNOU

Directory of Open Access Journals (Sweden)

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.

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.

Freshman year alcohol and marijuana use prospectively predict time to college graduation and subsequent adult roles and independence.

Science.gov (United States)

Wilhite, Emily R; Ashenhurst, James R; Marino, Elise N; Fromme, Kim

2017-06-15

This study examined how freshman year substance use prospectively predicted time to college graduation, and whether delayed graduation predicted postponed adoption of adult roles and future substance use. Participants were part of a longitudinal study that began in 2004. The first analyses focused on freshman year (N = 2,050). The second analyses corresponded to a subset of participants at age 27 (N = 575). Measures included self-reported substance use, adult role adoption, and university reported graduation dates. Results indicated that frequent binge drinking and marijuana use during freshman year predicted delayed college graduation. Those who took longer to graduate were more likely to have lower incomes and were less likely to obtain a graduate degree. Taking 5-6 years to graduate was associated with greater likelihood of alcohol-related problems. Findings support the importance of interventions during freshman year of college to decrease substance use and promote timely graduation.

Cue generation: How learners flexibly support future retrieval.

Science.gov (United States)

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...

Impact of fear of falling and fall history on disability incidence among older adults: Prospective cohort study.

Science.gov (United States)

Makino, Keitaro; Makizako, Hyuma; Doi, Takehiko; Tsutsumimoto, Kota; Hotta, Ryo; Nakakubo, Sho; Suzuki, Takao; Shimada, Hiroyuki

2018-04-01

Fear of falling (FOF) is a major health problem for older adults, present not just in fallers, but also nonfallers. This study examined the impact of FOF and fall history on disability incidence among community-dwelling older adults from a prospective cohort study. A total of 5104 older adults living in community settings participated in baseline assessment and were followed up for about 4 years (median 52 mo, range 49-55 mo). At baseline, participants were assessed the presence of FOF and their fall history, and divided into 4 groups: Fall (-) FOF (-), Fall (+) FOF (-), Fall (-) FOF (+), and Fall (+) FOF (+). Disability incidence was defined as national long-term care insurance certification for personal support or care. During the follow-up period, 429 participants (9.9%) were newly certified as having a disability and needing personal support for long-term care insurance. Fall (-) FOF (+) group and Fall (+) FOF (+) group showed a significantly higher risk of disability incidence than Fall (-) FOF (-) group even after adjusting for covariates (Fall (-) FOF (+): hazard ratio 1.28, 95% confidence interval, 1.01-1.62, Fall (+) FOF (+): hazard ratio 1.44, 95% confidence interval, 1.05-1.98). Fear of falling could be a simple and useful predictor of disability incidence in community-dwelling older adults. Identifying and decreasing fall risk factors may prevent fall-related injuries, but excessive FOF may be associated with increased risk of disability incidence. Copyright © 2017 John Wiley & Sons, Ltd.

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 ...

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.

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

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

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Danya Ramírez-Gómez

2017-12-01

structures and foster memorization. Additionally, textbooks should also present verb tenses and conjugations in a balanced fashion that pays more attention to prototypical structures of Spanish. The conclusions of this article are relevant because they question the status quo regarding how to introduce structures and vocabulary to initial level learners. Also, they suggest textbook modifications that may help older adults make more efficient use of their cognitive resources, enhance memorization and thus overcome some of their most important challenges when learning an FL.

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.

Science.gov (United States)

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

Science.gov (United States)

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.

Prospective Associations of Actual and Perceived Descriptive Norms with Drinking Among Emerging Adults.

Science.gov (United States)

Simons-Morton, Bruce; Haynie, Denise; Bible, Joe; Liu, Danping

2018-02-05

Descriptive norms are commonly associated with participant drinking. However, study participants may incorrectly perceive that their peers drink about the same amount as they do, which would bias estimates of drinking homogeneity. This research examined the magnitude of associations between emerging adults' reports of their own drinking and peer drinking measured the previous year by measures of (1) participants' perceptions of friends' drinking; and (2) actual drinking reported by nominated peers. The data are from annual surveys conducted in 2014 and 2015, Waves 4 and 5 (the first 2 years after high school) of 7 annual assessments as part of the NEXT Generation Health Study (n = 323). Associations of participant alcohol use with perceived friend use (five closest, closest male, and closest female friends), and with actual peer use. Logistic regression analyses estimated the magnitudes of prospective associations between each measure of peer drinking at W4 and participant drinking at W5.

A prospective study of the impact of floods on the mental and physical health of older adults.

Science.gov (United States)

Bei, Bei; Bryant, Christina; Gilson, Kim-Michelle; Koh, Juliana; Gibson, Penelope; Komiti, Angela; Jackson, Henry; Judd, Fiona

2013-01-01

With a longitudinal prospective design, we examined the impact of floods on the mental and physical health of older adults and explored risk and protective factors. Two hundred and seventy four older adults (age ≥60) completed surveys before and after a flood event. Both the surveys included measures of anxiety, depression, self-reported health, and satisfaction with life; the post-flood survey also included questionnaires on flood experience, symptoms of post-traumatic stress disorder (PTSD), stoicism, and psychological coping with floods. Compared to those not personally affected (78.8%), personally affected individuals (21.2%) reported significantly higher PTSD symptoms, with about one in six reporting PTSD symptoms that might require clinical attention. Personally affected individuals also reported a greater increase in anxiety post-flood, but changes in their depressive symptoms and self-reported health were not significantly different from those not personally affected. Greater flood exposure and the lack of social support were the risk factors for poorer mental and physical health. Higher stoicism was associated with higher post-flood depression and poorer self-reported mental health. The use of maladaptive coping, such as venting and distraction, was associated with greater deterioration in mental health after floods, whilst emotion-focused coping such as acceptance, positive reframing, and humour, was protective against such deterioration. Floods had adverse psychological impacts on some older adults who were personally affected. Despite the evidence of resilience, a small proportion of older adults experienced significant difficulties after the floods. The findings in this study help understand older adults' psychological responses to disasters and have practical implications for service planning and delivery.

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.

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' ...

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.

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.

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

Science.gov (United States)

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…

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…

Early childhood behavioral inhibition, adult psychopathology and the buffering effects of adolescent social networks: a twenty-year prospective study.

Science.gov (United States)

Frenkel, Tahl I; Fox, Nathan A; Pine, Daniel S; Walker, Olga L; Degnan, Kathryn A; Chronis-Tuscano, Andrea

2015-10-01

We examined whether the temperament of behavioral inhibition is a significant marker for psychopathology in early adulthood and whether such risk is buffered by peer social networks. Participants (N = 165) were from a prospective study spanning the first two decades of life. Temperament was characterized during infancy and early childhood. Extent of involvement in peer social networks was measured during adolescence, and psychopathology was assessed in early adulthood. Latent Class Analyses generated comprehensive variables at each of three study time-points. Regressions assessed (a) the direct effect of early behavioral inhibition on adult psychopathology (b) the moderating effect of adolescent involvement in social peer networks on the link between temperamental risk and adult psychopathology. Stable behavioral inhibition in early childhood was negatively associated with adult mental health (R(2 ) = .07, p = .005, β = -.26), specifically increasing risk for adult anxiety disorders (R(2) = .04, p = .037, β = .19). These temperament-pathology relations were significantly moderated by adolescent peer group social involvement and network size (Total R(2) = .13, p = .027, β = -.22). Temperament predicted heightened risk for adult anxiety when adolescent social involvement was low (p = .002, β = .43), but not when adolescent social involvement was high. Stable behavioral inhibition throughout early childhood is a risk factor for adult anxiety disorders and interacts with adolescent social involvement to moderate risk. This is the first study to demonstrate the critical role of adolescent involvement in socially active networks in moderating long-lasting temperamental risk over the course of two decades, thus informing prevention/intervention approaches. © 2015 Association for Child and Adolescent Mental Health.

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

Science.gov (United States)

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.

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.

Self-awareness of prospective memory failure in adults with traumatic brain injury.

Science.gov (United States)

Roche, Nadine L; Fleming, Jennifer M; Shum, David H K

2002-11-01

The frequency of prospective memory failure in individuals with severe traumatic brain injury (TBI) was investigated by comparison with a non-brain-injured control group. Self-awareness of prospective memory function was also assessed by comparing self-ratings with ratings by significant others. Study participants included 33 individuals with severe TBI and 29 non-brain-injured persons. Each participant nominated a close friend or relative who completed the informant's version of the questionnaire. Participants and their significant others both rated the participants' frequency of prospective memory lapses using the Comprehensive Assessment of Prospective Memory (CAPM). An independent groups design was adopted to compare the TBI and control groups. No significant difference was found between the TBI and control participants' self-ratings of frequency of prospective memory failure, but ratings by significant others were significantly different. The TBI group demonstrated less self-awareness (i.e. underestimated the frequency of prospective memory failure compared to significant others) than the control group.

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...

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

Lifelong education for older adults in Malta: Current trends and future visions

Science.gov (United States)

Formosa, Marvin

2012-04-01

With European demographic developments causing a decline of the available workforce in the foreseeable future and the unsustainability of dominant pay-as-you-go pension systems (where contributions from the current workforce sustain pensioners), governments need to come up with strategies to deal with this upcoming challenge and to adjust their policies. Based on a study carried out between September 2009 and May 2010, this article evaluates the policies guiding late-life education in Malta, as well as the local plethora of learning opportunities for older adult education, and participation rates. The Maltese government is committed to supporting the inclusion of older persons (aged 60+) in lifelong education policies and programmes, to the extent that local studies have uncovered a recent rise in the overall participation of older adults in formal, non-formal and informal areas of learning. While the present and future prospects for late-life education in Malta seem promising, a critical scrutiny of present ideologies and trends finds the field to be no more than seductive rhetoric. Though the coordination of late-life education in Malta does result in various social benefits to older learners and Maltese society in general, it also occurs within five intersecting lines of inequality - namely an economic rationale, elitism, gender bias, the urban-rural divide and third ageism. This article ends by proposing policy recommendations for the future of late-life education.

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

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.

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

Science.gov (United States)

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…

Becoming adult educators in Denmark

DEFF Research Database (Denmark)

Milana, Marcella; Søgaard Lund, Lise

2009-01-01

In this paper we present an analysis of identity-construction processes among adult educators in Denmark and we address the question how adult educators develop professionalism, not least by taking advantage of existing opportunity structures for current and prospective adult educators. A between......-cases analysis of fifteen narrative interviews explores the professional pathways towards adult education, the perceived images of a (professional) adult educator, processes of identification with concrete or imaginary communities, and motivation for adult educator to enrol in current opportunity structures...

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...

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 ...

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 ...

A prospective cohort study of depression course, functional disability, and NEET status in help-seeking young adults.

Science.gov (United States)

O'Dea, Bridianne; Lee, Rico S C; McGorry, Patrick D; Hickie, Ian B; Scott, Jan; Hermens, Daniel F; Mykletun, Arnstein; Purcell, Rosemary; Killackey, Eoin; Pantelis, Christos; Amminger, G Paul; Glozier, Nicholas

2016-10-01

To examine the associations between depression course, functional disability, and Not in Education or Training (NEET) status in a clinical sample of young adults with mental health problems. Young adults aged 15-25 years seeking help from four primary mental health services were invited to participate in a prospective cohort study evaluating the course of psychiatric disorders in youth. Demographic and clinical characteristics, including depressive symptomatology and functioning, were evaluated through clinical interview and self-report at baseline and 12 month follow-up. A total of 448 young adults participated (70 % female; M: 20.05 years, SD = 2.85). A significant interaction effect for time and depression course was found, such that those who became depressed reported an increase in functional disability and those whose depression remitted reported a significant reduction in functional disability. Developing depression was not a significant predictor of becoming NEET and vice versa: remitted depression did not make a person more likely to reengage in employment or education. This is the first study to examine the course of depression, functional disability, and NEET rates among help-seeking young adults. This study confirms the importance of symptom reduction for improved functioning; however, functional disability remained greater than that seen in young people in the community and there was no association between a change in depression and a change in NEET status. These results argue that services need to address functional outcomes and reengagement with education and employment in addition to symptom reduction.

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.…

Self-perceived gait stability modulates the effect of daily life gait quality on prospective falls in older adults.

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Weijer, R H A; Hoozemans, M J M; van Dieën, J H; Pijnappels, M

2018-05-01

Quality of gait during daily life activities and perceived gait stability are both independent risk factors for future falls in older adults. We investigated whether perceived gait stability modulates the association between gait quality and falling in older adults. In this prospective cohort study, we used one-week daily-life trunk acceleration data of 272 adults over 65 years of age. Sample entropy (SE) of the 3D acceleration signals was calculated to quantify daily life gait quality. To quantify perceived gait stability, the level of concern about falling was assessed using the Falls Efficacy Scale international (FES-I) questionnaire and step length, estimated from the accelerometer data. A fall calendar was used to record fall incidence during a six-month follow up period. Logistic regression analyses were performed to study the association between falling and SE, step length or FES-I score, and their interactions. High (i.e., poor) SE in vertical direction was significantly associated with falling. FES-I scores significantly modulated this association, whereas step length did not. Subgroup analyses based on FES-I scores showed that high SE in the vertical direction was a risk factor for falls only in older adults who had a high (i.e. poor) FES-I score. In conclusion, perceived gait stability modulates the association between gait quality and falls in older adults such that an association between gait quality and falling is only present when perceived gait stability is poor. The results of the present study indicate that the effectiveness of interventions for fall prevention, aimed at improving gait quality, may be affected by a modulating effect of perceived gait stability. Results indicate that interventions to reduce falls in older adults might sort most effectiveness in populations with both a poor physiological and psychological status. Copyright © 2018 Elsevier B.V. All rights reserved.

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…

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

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…

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…

"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…

Risk factors for generally reduced productivity--a prospective cohort study of young adults with neck or upper-extremity musculoskeletal symptoms.

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Boström, Maria; Dellve, Lotta; Thomée, Sara; Hagberg, Mats

2008-04-01

This study prospectively assessed the importance of individual conditions and computer use during school or work and leisure time as risk factors for self-reported generally reduced productivity due to musculoskeletal complaints among young adults with musculoskeletal symptoms in the neck or upper extremities. A cohort of 2914 young adults (18-25 years, vocational school and college or university students) responded to an internet-based questionnaire concerning musculoskeletal symptoms related to individual conditions and computer use during school or work and leisure time that possibly affected general productivity. Prevalence ratios (PR) were used to assess prospective risk factors for generally reduced productivity. The selected study sample (N=1051) had reported neck or upper-extremity symptoms. At baseline, 280 of them reported reduced productivity. A follow-up of the 771 who reported no reduced productivity was carried out after 1 year. Risk factors for self-reported generally reduced productivity for those followed-up were symptoms in two or three locations or dimensions for the upper back or neck and the shoulders, arms, wrists, or hands [PR 2.30, 95% confidence interval (95% CI) 1.40-3.78], symptoms persisting longer than 90 days in the shoulders, arms, wrists, or hands (PR 2.50, 95% CI 1.12-5.58), current symptoms in the shoulders, arms, wrists, or hands (PR 1.78, 95% CI 1.10-2.90) and computer use 8-14 hours/week during leisure time (PR 2.32, 95% CI 1.20-4.47). A stronger relationship was found if three or four risk factors were present. For women, a relationship was found between generally reduced productivity and widespread and current symptoms in the upper extremities. The main risk factors for generally reduced productivity due to musculoskeletal symptoms among young adults in this study were chronic symptoms in the upper extremities and widespread symptoms in the neck and upper extremities.

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…

Prospective assessment of disease-specific quality of life in adults with eosinophilic esophagitis.

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Stern, E; Taft, T; Zalewski, A; Gonsalves, N; Hirano, I

2017-10-27

Eosinophilic esophagitis (EoE) is an important cause of upper gastrointestinal dysfunction in children and adults. The EoE-quality of life (QOL)-A was validated as a disease-specific measure of quality of life in EoE. This study characterized the extent of QOL concerns in a cohort of adult EoE patients and delineated the relationships between QOL and other disease activity measures. One hundred sixty-seven patients enrolled in this prospective cohort study. Patients with established and suspected EoE undergoing endoscopy at a single university-based medical center were recruited. EoE was diagnosed on the basis of the clinical criteria and histologic demonstration of ≥15 eos/hpf while on proton pump inhibition therapy. Sixty five patients undergoing repeat endoscopy during the enrollment period participated twice. Patients provided demographic information and completed symptom assessments and the EoE-QOL-A. Analyses included comparisons with overall QOL as well as QOL subscales. Outcome measures included endoscopic activity using a validated instrument, the EoE Endoscopic Reference Score, and histology. Overall QOL was significantly correlated with dysphagia frequency, intensity, and severity (P food impaction in the last 30 days had significantly worse overall QOL (P = 0.009). There was no correlation between overall QOL and years since diagnosis, symptom duration, endoscopic features, or histologic findings. Patient symptoms correlated with endoscopic features of edema, rings, and stricture severity. Histologic activity was highly correlated with severity of endoscopic features. Patients who underwent repeat endoscopy with histologic response demonstrated improved eating and social QOL; however, overall QOL was unchanged. In adults with EoE, patient reported QOL is associated with symptom severity but not endoscopic or histologic features. Disease-specific QOL may complement parameters of biologic activity in the assessment of overall disease burden in EoE. �

Dairy Consumption and Risk of Frailty in Older Adults: A Prospective Cohort Study.

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Lana, Alberto; Rodriguez-Artalejo, Fernando; Lopez-Garcia, Esther

2015-09-01

To examine the association between consumption of dairy products and risk of frailty in community-dwelling older adults. Prospective cohort study. General population from the older cohort of the Study on Nutrition and Cardiovascular Risk in Spain. Community-dwelling adults aged 60 and older free of frailty at baseline (N = 1,871). From 2008 to 2010, food consumption was assessed using a validated diet history. Participants were examined again in 2012 to assess incident frailty, defined as at least three of the five Fried criteria (exhaustion, weakness, low physical activity, slow walking speed, unintentional weight loss). Adjusted odds ratios (OR) for the main confounders were obtained using logistic regression. During follow-up, 134 new cases of frailty were identified. Participants consuming seven or more servings per week of low-fat milk and yogurt had lower incidence of frailty (OR = 0.52; 95% confidence interval (CI) = 0.29-0.90; P for trend = .03) than those consuming less than one serving per week. Specifically, consumers of seven or more servings per week of low-fat milk and yogurt had less risk of slow walking speed (OR = 0.64, 95% CI = 0.44-0.92, P trend = .01) and of weight loss (OR = 0.54, 95% CI = 0.33-0.87, P trend = .02). Consuming seven or more servings per week of whole milk or yogurt (OR = 1.53, 95% CI = 0.90-2.60, P trend = .10) or of cheese (OR = 0.91, 95% CI = 0.52-1.61; P trend = .61) was not associated with incident frailty. Higher consumption of low-fat milk and yogurt was associated with lower risk of frailty and, specifically, of slow walking speed and weight loss. Current recommendations to prevent frailty include protein supplementation; thus, although experimental research is needed, increasing the consumption of low-fat yogurt and milk might prevent frailty in older adults. © 2015, Copyright the Authors Journal compilation © 2015, The American Geriatrics Society.

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…

The development of national standards for adult educators in Namibia

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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-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.

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

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.

Transparent meta-analysis of prospective memory and aging.

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Bob Uttl

Full Text Available Prospective memory (ProM refers to our ability to become aware of a previously formed plan at the right time and place. After two decades of research on prospective memory and aging, narrative reviews and summaries have arrived at widely different conclusions. One view is that prospective memory shows large age declines, larger than age declines on retrospective memory (RetM. Another view is that prospective memory is an exception to age declines and remains invariant across the adult lifespan. The present meta-analysis of over twenty years of research settles this controversy. It shows that prospective memory declines with aging and that the magnitude of age decline varies by prospective memory subdomain (vigilance, prospective memory proper, habitual prospective memory as well as test setting (laboratory, natural. Moreover, this meta-analysis demonstrates that previous claims of no age declines in prospective memory are artifacts of methodological and conceptual issues afflicting prior research including widespread ceiling effects, low statistical power, age confounds, and failure to distinguish between various subdomains of prospective memory (e.g., vigilance and prospective memory proper.

Naturalistic Assessment of Executive Function and Everyday Multitasking in Healthy Older Adults

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McAlister, Courtney; Schmitter-Edgecombe, Maureen

2013-01-01

Everyday multitasking and its cognitive correlates were investigated in an older adult population using a naturalistic task, the Day Out Task. Fifty older adults and 50 younger adults prioritized, organized, initiated and completed a number of subtasks in a campus apartment to prepare for a day out (e.g., gather ingredients for a recipe, collect change for a bus ride). Participants also completed tests assessing cognitive constructs important in multitasking. Compared to younger adults, the older adults took longer to complete the everyday tasks and more poorly sequenced the subtasks. Although they initiated, completed, and interweaved a similar number of subtasks, the older adults demonstrated poorer task quality and accuracy, completing more subtasks inefficiently. For the older adults, reduced prospective memory abilities were predictive of poorer task sequencing, while executive processes and prospective memory were predictive of inefficiently completed subtasks. The findings suggest that executive dysfunction and prospective memory difficulties may contribute to the age-related decline of everyday multitasking abilities in healthy older adults. PMID:23557096

Course-embedded student support for online English language learners

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Maureen Andrade

2014-02-01

Full Text Available This paper describes an embedded approach to learner support in online English language courses. The support model is based on language acquisition, transactional distance, and self-regulated learning theories. Based on these theories, courses were designed to provide the interaction necessary for academic English language gains, decrease the transactional distance between the teacher and learner, and assist learners in developing the ability to control the factors that affect their learning; in other words, to be self-regulated learners. The latter is critical for those who lack the autonomy needed for successful distance learning. In this paper, three course activities are described and analyzed to demonstrate how the embedded support model responds to the needs of diverse learners and assists them in achieving identified outcomes. The courses were designed for off-site international students enrolled in traditional English-speaking higher education institutions.http://dx.doi.org/10.5944/openpraxis.6.1.90

Self-regulation across time of first-generation online learners

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Lucy Barnard-Brak

2010-12-01

Full Text Available Self-regulatory skills have been associated with positive outcomes for learners. In the current study, we examined the self-regulatory skills of students who are firstgeneration online learners over the course of their first semester of online instruction. The purpose of this study is to determine whether the online selfregulatory skills of learners changed across time as associated with being immersed in their first online learning environment. The results of the current study indicate no significant differences in the online self-regulatory skills of learners across time. Results suggest that environmental factors such as being immersed in an online learning environment for the first time is not, in and of itself, associated with the development of self-regulatory skills of online learners. We conclude that the design of online courses needs to consider ways of developing self-regulatory skills as these skills are not automatically developed with students' online learning experiences.

Literature Review of Residents as Teachers from an Adult Learning Perspective

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Blanchard, Rebecca D.; Hinchey, Kevin T.; Bennett, Elisabeth E.

2011-01-01

Academic medical centers represent the intersection of higher education and workforce development. However residents often utilize traditional pedagogical approaches learned from higher education settings that fail to translate with adult learners. The purpose of this study is to synthesize literature on resident teachers from the perspective of…

The Awareness of Morphemic Knowledge for Young Adults' Vocabulary Learning

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Varatharajoo, Chandrakala; Asmawi, Adelina Binti; Abdallah, Nabeel; Abedalaziz, Mohammad

2015-01-01

The study explored the awareness of morphemic knowledge among young adult learners in the ESL context. Morphological Relatedness Test and Morphological Structure Test (adapted from Curinga, 2014) were two important tools used to assess the students' morphemic knowledge in this study. The tests measured the students' ability to reflect and…

Prospective memory and aging: evidence for preserved spontaneous retrieval with exact but not related cues.

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Mullet, Hillary G; Scullin, Michael K; Hess, Theodore J; Scullin, Rachel B; Arnold, Kathleen M; Einstein, Gilles O

2013-12-01

We examined whether normal aging spares or compromises cue-driven spontaneous retrieval processes that support prospective remembering. In Experiment 1, young and older adults performed prospective-memory tasks that required either strategic monitoring processes for retrieval (nonfocal) or for which participants relied on spontaneous retrieval processes (focal). We found age differences for nonfocal, but not focal, prospective-memory performance. Experiments 2 and 3 used an intention-interference paradigm in which participants were asked to perform a prospective-memory task (e.g., press "Q" when the word money appears) in the context of an image-rating task and were then told to suspend their prospective-memory intention until after completing an intervening lexical-decision task. During the lexical-decision task, we presented the exact prospective-memory cue (e.g., money; Experiments 2 and 3) or a semantically related lure (e.g., wallet; Experiment 3), and we inferred spontaneous retrieval from slowed lexical-decision responses to these items relative to matched control items. Young and older adults showed significant slowing when the exact prospective-memory cue was presented. Only young adults, however, showed significant slowing to the semantically related lure items. Collectively, these results partially support the multiprocess theory prediction that aging spares spontaneous retrieval processes. Spontaneous retrieval processes may become less sensitive with aging, such that older adults are less likely to respond to cues that do not exactly match their encoded targets. PsycINFO Database Record (c) 2013 APA, all rights reserved.

ICT Usage by Distance Learners in India

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Awadhiya, Ashish Kumar; Gowthaman, K.

2014-01-01

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…

Vocabulary Growth of the Advanced EFL Learner

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Ozturk, Meral

2015-01-01

This article reports the results of two studies on the vocabulary growth of advanced learners of English as a foreign language in an English-medium degree programme. Growth in learners' written receptive and productive vocabularies was investigated in one cross-sectional and one longitudinal study over three years. The effect of word frequency on…

English and Socio-Economic Disadvantage: Learner Voices from Rural Bangladesh

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Hamid, M. Obaidul; Baldauf, Richard B., Jr.

2011-01-01

L2 education research has shown immense interest in learners and their views of L2 learning. Nevertheless, the different directions of learner-focused research have been inadequate in highlighting learners' learning experiences in relation to their social backgrounds, particularly in the developing world. Drawing on the first author's PhD…

Chinese Learners' Acquisition of English Verbs: A Corpus-Driven Approach

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Wang, Linxiao; Jo, Hie-myung

2012-01-01

Limited research has investigated advanced language learners' acquisition of English verbs. The current study examines and compares the acquisition pattern of English verbs among Chinese second language (L2) learners at both intermediate and advanced levels to answer the following questions: (1) Do L2 learners acquire regular verbs and irregular…

Discomfort in e-Learning: Does it Impact Learners?

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Issham Ismail

2012-06-01

Full Text Available This study is designed to measure readiness among distance learner to embrace new technologies in their studies. This study involved 190 distance learner from the School of Distance Education, Universiti Sains Malaysia as a respondent and the data were collected by questionnaire that adapted from Parasuraman and Colby (2001 [1]. The study was carried out to see whether distance education learners are comfortable to study by using new technology. The results show that all respondent are comfortable and confidence enough to embrace new technology in their learning.

HOW TO MOTIVATE ENGLISH LEARNERS FACED WITH PSYCHOLOGICAL BURDEN

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Himpun Panggabean

2007-01-01

Full Text Available The misleading assumptions of Indonesian-speaking learners of English on the nature of English results in psychological burden inhibiting the process of teaching and learning. The assumptions should be eliminated at the beginning of English class. Besides, the instructor should extensively motivate and encourage the learners to maximize their potentials in learning process. Such approach will gradually lead the learners to self-confidence and self-discovery.

Predictors of Successful Learning in Multilingual Older Adults Acquiring a Majority Language

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Henrike K. Blumenfeld

2017-12-01

Full Text Available Understanding language learning in later life can elucidate how linguistic experiences and age-specific cognitive skills can be leveraged for language acquisition, providing insight into how lifelong experiences configure our learning capacity. In this study, we examined to what extent acquisition and maintenance of a non-native language (English is scaffolded by cognitive skills and previous linguistic experiences in older adults; and to what extent these cognitive/linguistic factors predict older learners’ success in acquiring novel functional language. We recruited 53 participants who were native speakers of Mandarin, Spanish, Tagalog, and Somali, had continued to learn English as adults, and were currently exposed to majority-English contexts. To identify contributors to participants’ English skills, we administered a language history and self-reported proficiency interview, brief cognitive testing, and verbal fluency tasks in L1 and English. We found that digit span and orientation measures were cognitive predictors of English proficiency, while similarity of known languages to English, L1 skills, and English language exposure were linguistic predictors of English skills. To examine participants’ ability to maintain language knowledge and to learn new functional English, we also conducted a preliminary longitudinal service-based study in a subset of 19 participants using our Specific-Purpose English Communication System for Seniors (SPECSS curriculum. In this subset of SPECSS learners, we identified digit span and orientation, but not age, as cognitive predictors of short-term language maintenance. Further, better novel English learning as a result of our curriculum was observed in learners whose other known languages were less similar to English. Findings inform best practices in developing language curricula for older adults, and help generate new hypotheses on preparedness for language learning across the adult lifespan with a

Maximing Learning Strategies to Promote Learner Autonomy

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Junaidi Mistar

2001-01-01

Full Text Available Learning a new language is ultimately to be able to communicate with it. Encouraging a sense of responsibility on the part of the learners is crucial for training them to be proficient communicators. As such, understanding the strategies that they employ in acquiring the language skill is important to come to ideas of how to promote learner autonomy. Research recently conducted with three different groups of learners of English at the tertiary education level in Malang indicated that they used metacognitive and social startegies at a high frequency, while memory, cognitive, conpensation, and affective strategies were exercised at a medium frewuency. This finding implies that the learners have acquired some degrees of autonomy because metacognive strategies requires them to independently make plans for their learning activities as well as evaluate the progress, and social strategies requires them to independently enhance communicative interactions with other people. Further actions are then to be taken increase their learning autonomy, that is by intensifying the practice of use of the other four strategy categories, which are not yet applied intensively.

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.

Understanding the Effects of Training Programs for Vulnerable Adults on Social Inclusion as Part of Continuing Education

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

2012-01-01

According to the increasing rates of unemployment and poverty a significant share of the European population can be considered at-risk-of-social exclusion. In order to combat social exclusion adult education seemed to be a possible tool, which can increase social inclusion among adult learners. This study explores factors relating to training…

Do children born to teenage parents have lower adult intelligence? A prospective birth cohort study.

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Khatun, Mohsina; Al Mamun, Abdullah; Scott, James; William, Gail M; Clavarino, Alexandra; Najman, Jake M

2017-01-01

Teenage motherhood has been associated with a wide variety of negative offspring outcomes including poorer cognitive development. In the context of limitations of previous research, this paper assesses the contemporary relevance of this finding. In this study we investigate the long-term cognitive status (IQ) among 21 year adult offspring born to teenage parents using the Mater University Study of Pregnancy- a prospective birth cohort study, which recruited all pregnant mothers attending a large obstetrical hospital in Brisbane, Australia, from 1981 to 1983. The analyses were restricted to a sub-sample of 2643 mother-offspring pair. Offspring IQ was measured using the Peabody Picture Vocabulary Test at 21 year. Parental age was reported at first clinic visit. Offspring born to teenage mothers (parental socioeconomic status, maternal IQ, maternal smoking and binge drinking in pregnancy, birthweight, breastfeeding and parenting style attenuates the association, though the effect remains statistically significant (-1.4 IQ points; 95% CI: -2.8,-0.1). Similarly the risk of offspring having low IQ remained marginally significantly higher in those born to teenage mothers (OR 1.3; 95% CI: 1.0, 1.9). In contrast, teenage fatherhood is not associated with adult offspring IQ, when adjusted for maternal age. Although the reduction in IQ is quantitatively small, it is indicative of neurodevelopmental disadvantage experienced by the young adult offspring of teenage mothers. Our results suggest that public policy initiatives should be targeted not only at delaying childbearing in the population but also at supporting early life condition of children born to teenage mothers to minimize the risk for disadvantageous outcomes of the next generation.

The Role of the Educator in Adult Education

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Georgios Giannoukos

2015-08-01

Full Text Available The educator in adult education according to the theory of Andragogy, social change and transformative learning is to work towards achieving positive change by coordinating the learning procedure in a way that enables the learner to overcome certain false believes he has due to social conditioning, his working environment and the way in which he has learned.

Automatic Annotation Method on Learners' Opinions in Case Method Discussion

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Samejima, Masaki; Hisakane, Daichi; Komoda, Norihisa

2015-01-01

Purpose: The purpose of this paper is to annotate an attribute of a problem, a solution or no annotation on learners' opinions automatically for supporting the learners' discussion without a facilitator. The case method aims at discussing problems and solutions in a target case. However, the learners miss discussing some of problems and solutions.…