There are only a few times in my undergraduate experience that I remember being in class with much older students. At that time, most of the older students were auditing classes because they could do so tuition free. They, therefore, would be in the class sessions except on exam days and they were not expected to turn in any of the assignments. This fact somewhat bothered me at the time because it made them seem as if they were receiving preferential treatment, although such was not the case.
The most salient memory I have of a non-traditional student was a class called Comparative Government in which we studied the governmental structures of the United States, Great Britain, Russia, China, and West Germany. There was a student in his 70s in this class. He was garrulous and, unlike the rest of us, remembered many of the things that had happened in the histories of these countries. For instance, he could recall the division of Germany and the Communist takeover in China. I remember one day in class when he became particularly talkative. Three things stand out in my mind about this occasion: (a) the annoyed expression on the professor’s face; (b) the aggravation I felt at his endless and irrelevant droning; and, (c) the comment a classmate made in the hall, “Someone should put that poor old fool out of his misery.”
In another class in German history, one classmate was a veteran of the Vietnam Conflict and naturally had strong feelings about communism in general. Although this student was only 10 to 15 years older than the rest of us, he had experienced things that the traditional student had only read and heard. One day in discussion, the subject of the division of Germany was broached. This stirred a lively and im...
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...ices, 43-51. Retrieved from http://web.ebscohost.com.proxy1.ncu.edu/ ehost/pdfviewer/ pdfviewer?sid=ea53e279-aa56-41c9-8269-edc2077884f5%40sessionmgr10&vid= 5&hid=25
Ross-Gordon, J. M. (2011). Research on adult learners: Supporting the needs of a student population that is no longer nontraditional. Peer Review, 13(1), 26-29. Retrieved from http://www.aacu.org/peerreview/pr-wi11/prwi11_RossGordon.cfm
Skopek, T., & Schuhmann, R. A. (2008). Traditional and non-traditional students in the same classroom? Additional challenges of the distance education environment. Online Journal of Distance Learning Administration, X1(1). Retrieved from www.westga.edu/ ~distance/ojdla/spring111/skopek111.html
Wlodkowski, R. J. (2008). Enhancing adult motivation to learn: A guide to improving instruction and increasing learner achievement (3rd ed.). San Francisco: Jossey-Bass.
Having known that adults are supposed to be self-directed, internally motivated and goal-oriented in the learning process, it is believed that Expectancy-Value Theory proposed by Wigfiled and his colleagues might be fruitful in explaining adults’ learning motivation in this case study.
Adults are self-motivated. They learn best by building on what they already know and when they are actively engaged (Lindeman, 2010). The approach of adult education revolves around non-vocational ideals and is based on experience rather than subjects (Lindeman, 2010). It helps adults gain knowledge about their powers, capacities, and limitations (Funnell et al, 2012).
... is good [,] what’s from the east is bad” (Kirschbaum). These sentiments clearly show the divide and discontent between the “Ossies”, East Germans, and the “Wessies”, West Germans, highlighting the rift in “united Germany.”
The division of Germany into West Germany and East Germany emerged as a stopgap solution for the woeful state of the nation following its defeat in the Second World War. With the United States (US) ultimately gaining full control over West Germany, East Germany increasingly became alienated towards it, as it went under the influence of the Soviet Union (USSR). West Germany, officially the Federal Republic of Germany (FRG), rapidly grew into one of the most politically and economically influential nations in Europe representing the democratic interests of the US in the region, while East Germany, officially the German Democratic Republic (GDR), went seemingly the other way. East Germans became increasingly disillusioned by the way their politicians have promoted communism in the GDR, characterized by oppressive measures and sheer inequality in living standards. The Stasi, the secret police unit of the GDR, closely monitored East Germans and purged those who are suspected or proven dissidents, while politicians of the nation enjoyed living standards that are way superior compared to the average East German. West Germans, on the other hand, enjoyed the benefits of political and economic reforms brought forth by the democratic influence of the US. Therefore, discontentment among East Germans increased the prospect of unification of the FRG and GDR – an issue that was never written off in consideration, only further complicated by political differences. Nevertheless, eventual unification of the FRG and GDR following the symbolic collapse of the Berlin Wall did not completely result to favorable circumstances, as problems that continued to alienate matters between the Western and Eastern sections of Germany remain unresolved (Brockman ...
Knowles, M., Holton, E., & Swanson, R. (2011). The adult learner. (7th ed.). Burlington, MA: Taylor and Francis.
The objective of this paper is to disclose how my career aspirations will align with the Adult Education program. The Adult Education program is important, because it provides a source for me to exercise my professional purpose. “Helping adult learners become successful one student at a time” is my professional purpose. I strive to make a difference in other lives, which drives me to contribute more than I have personally. Helping others motivate me to reach beyond my immediate means to other resources that can help adult learners to become successful.
Communism, as idealized by Marxism-Leninism, is portrayed by socialist systems as the utopian society of the future. In definitive terms, it is the sharing of social production according to the people’s needs, and thus appeals to nations of lower socioeconomic standings (Kornai 1992). This poised Vietnam, a nation neighbouring China in South Eastern Asia, to be next affected by the Domino Theory – the spread of Communism through Russia, China, North Korea and now South East Asia (Slater 1993). Following The Union of Soviet and Socialist Republics (USSR) attempt to occupy East Germany post-World War 2, a time in which many nations previously under the rule of Republics, sought independence through political reform, the communal appeal of Communism
4. Analysis: having been through the adult learning experience I have realised the roll of learner and teacher in this approach. An effective teacher can facilitate the development of independence, self confidence, learning satisfaction and help students (the learner) to critical think. This experience has taught me that there are different styles of learning and teaching that I can adopt in my future. 5.
Indeed the early stages of reunification did not answer the people’s dreams of a democratic society free of debt and suppression. Contrary to Chancellor Brandt’s claim that “what belongs together would now grow toge...
Teaching the adult student is a great and unique responsibility; Andragogy preaches that teaching the adult learner takes a certain skill set and approach in order to be highly effective. The adult teaching theory and approach is based off the characteristics of the adult student. Andragogy views the adult learner as a very highly motivated student, a student ready and prepared to learn, and a student that comes to class with expectations of learning (Knowles 1984, pg12). With such a capable learner in the classroom the teacher must make the necessary adjustments. When teaching the adult learner, the teacher will have respect for their students and respect the fact that each student will have their own individual learning style. The teacher will also allow the adult student to experie...
Since most adult literacy education programs still resemble school (Quigley 1997; Velazquez 1996), adult literacy educators must begin to change how programs are structured and delivered if they are going to attract nonparticipants. Fortunately, a growing number of practitioners, researchers, and policy makers in the field of adult literacy education are dissatisfied with the status quo and are proposing changes based on research and practice. This Digest presents emerging perspectives about adult literacy program development. First, it reviews current ideas about the relationship between learners and program development and then presents recommendations for program development based on the literature.
In a K-12 setting, distance learning or traditional learning requires careful planning that must take place in order for the educational process to work for the students. When we look at both forms of education there are still pros and cons to both. Although online learning has made a major impact in the world of education, many people have not accepted this form of education. One of the reason for their concerns is that students cannot get fast answers to their questions about the assignment from the teacher. Another concern is that the students cannot perform effectively in a group collaboration that is taking place online. Also, students may not effectively do their homework from an online program. Lastly, some families do not have the technology at home for online learning.
Most individuals are faced with difficult situations that require specific trainings or skills that most people do not have. Orientation of Adult Learning helps equip that individual with the basis of self-awareness and academic concepts to make sure that each individual is able to succeed. There are several academic concepts that were researched and discussed in this five week course.
The facilitation of this model allows adult learners to be active and self-directed in their learning.
There have been many critics that strongly advocate against the use of distance learning in elementary schools. With the increased availability and choice of new technology, comes many new concerns about the quality of instruction and the threat it may pose to the already established methods of teaching. Many believe that this new teaching method may replace the existing classroom all together, and won’t give students the adequate face-to-face contact they need. Most critics fear that “ineffective face-to-face teaching methods could be made even worse when they become technology based” (Truell, 2001, p46). The computer and internet have become dominant distance learning technologies, and hold the potential to take away from the human aspect of learning, so students do not learn the proper social skills they need to develop early on. Children need to learn to interact with one another, and function properly in a social setting, they learn this primarily within the classroom, and if these classroom settings are altered by distance learning, then they will no learn how to function in the normal social school setting. Many critics also say that all schools do not have the appropriate technological support and infrastructure to make distance learning programs effective for students. Since all schools do not have the tools and financial means needed to establish and support effective distance learning programs, they would not be able to keep up with the advancing technology in education, and therefore their students would not receive the same advantages as other students in the schools around them (Ravaglia & Sommer, 2000). Greenwood (1998) states that schools using distance learning are just contracting out their educational responsibilities and that such courses result in the elimination of teaching jobs. He feels that by using distance learning to teach students, they are minimizing the teacher’s job of actually teaching the students and designing lesson plans, and therefore slowly eliminating the need for teachers in the classroom at all. It is thought that there is more emphasis being placed on teaching than learning, and as a consequence schools are using distance education as merely a means to extend the classroom walls . While the critics of distance learning feel that this is just a way for schools to educate students, and relieve themselves of their responsibilities, there has been even more substantial evidence that these programs improve the elementary curriculum, rather than replace it altogether.