From Research to Practice: A Framework for Contextualizing Teaching and Learning

Ambrose, Valerie K.; Davis, C. Amelia; Ziegler, Mary

doi:10.1080/10790195.2013.10850371

Cited by 13 publications

(9 citation statements)

References 11 publications

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“…This illustrates the need for programs to find ways to offer one‐on‐one learning experiences for students every day in the classroom from instructors who seem like they care, treat them differently than high school teachers, and do not use high school discipline in the adult education classroom. There is a call for adult education program planners and instructors to be sensitive to student stories, create a flexible learning environment, set clear expectations, provide relevant and appropriate curriculum for adult learners (Ambrose, Davis, & Ziegler, ), and be aware of resources available to students, particularly those students transitioning as adult learners and into adulthood (Davis, ; Xie, Sen, & Foster, Chapter 3 of this volume). Given limited funding and personnel in many adult education programs, community partnerships with social service offices, volunteer organizations, and even local universities or county school systems should be considered as one way to open spaces for collaboration and untapped resources for youths transitioning as adult learners.…”

Section: Implications For Adult Educationmentioning

confidence: 99%

Youths Transitioning as Adult Learners

Davis

2014

New Dir Adult Contin Educ

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Section: Implications For Adult Educationmentioning

confidence: 99%

Youths Transitioning as Adult Learners

Davis

2014

New Dir Adult Contin Educ

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“…CTL is a strategy that engages adult learners and promotes improved skills development by helping instructors relate subject matter to real-world situations and experiences (Berns, 2001). Throughout the literature (Ambrose, Davis, Zeigler, & Kirvan, 2013), various terminology is used for the practice of systematically connecting basic skills instruction to specific content that is meaningful and useful to students; contextual teaching and learning, contextualized instruction, content area literacy, embedded instruction, integrative curriculum, situated cognition, problem-based learning, theme-based instruction, anchored instruction, curriculum integration, academic–occupation integration, work-based learning , and functional context education (Perin, 2011; Specht, 2008; Wenger & Lave, 1991). Each of these descriptions has been used to express or define CTL (Carrigan, 2008).…”

Section: Introductionmentioning

confidence: 99%

Workforce Development Through Online Experiential Learning for STEM Education

2019

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The U.S. workforce is increasingly comprised of older adults, women, and minorities who lack basic skills and are unable to acquire these skills through traditional educational and training programs. New approaches are needed to provide effective training to the adult learner and flexible support for nontraditional students who must balance work-life demands with limited educational opportunities. Contextualized teaching and learning (CTL) is a form of experiential learning that blends both basic skills and occupational training together in environments that allow students to relate subject matter to real-world situations. Virtual CTL environments can be created to better engage students, provide immediate performance feedback, reduce training time, and improve accessibility. To determine the effectiveness of CTL, the Society of Manufacturing Engineers Tooling U curriculum and learning management system (LMS) was studied. This intervention consisted of online modules with basic skills remediation blended with interactive labs and virtual reality exercises. A nonrandom population of 342 participants was chosen for study, including 75 exposed to the CTL intervention (experimental group) and 267 not exposed to the CTL intervention (control group). Learning outcomes such as test scores, completed credit hours, course completions, and earned credentials, were compared between CTL and non-CTL groups and between demographic subsets within the CTL group. Underrepresented groups, including older adults, women, and minorities, were 2 to 3 times greater in the CTL group compared with the non-CTL group. Overall, students exposed to CTL achieved higher rates of credentialing (55%) when compared with students not exposed to contextualized instruction (20%).

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“…Contextualizing or contextualization is defined as an instructional approach that focuses on integrating academic and occupational skills by connecting academic subjects to real-world situations (Ambrose et al, 2013). It refers to circumstances relevant to something under consideration, in this case, the everyday life and experiences students may have had or are likely to have.…”

Section: Contextualizingmentioning

confidence: 99%

Non-Native English Lecturers' Motivational Practices in a Tertiary Educational Environment

Nur

Hardini

Patak

2021

Indonesian J. Appl. Linguist.

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To fill in the gap on how tertiary educational environment’s non-native English lecturers in Indonesia use all motivational activities, this qualitative case study examined how they think about motivational strategies in the classroom, how they put the knowledge into effect, and how EFL students think about their lecturers' motivational strategies. This study focused on a single embedded design in which participants from a single organization were divided into two major clusters. Interviews with five non-native English lecturers and thirteen English Literature students, observation, and field notes were utilised. The participants believed that there are two types of motivation: natural and nurtured, with nurturing motivation receiving more attention. The instructor element is central to motivation, according to participants in both clusters. Both participants stressed the importance of getting a figure to obey. This understanding was positively reflected in practices where lecturers developed, produced, and sustained motivational teaching strategies in the classroom, demonstrating dominance. Sharing non-native English lecturers' success stories, contextualizing, and encouraging were among the study's specific activities. Motivation is essential for learning, but the type and techniques used can differ depending on the situation. These results indicate that a proper and replicable Motivational Teaching Practices (MTP) paradigm necessitated national or regional adaptations due to contextual factors. However, MTP components relevant to English Literature students were ignored by lecturers. Realising MTP’s importance may lead to successfully achieving learning outcomes in higher educational settings.

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From Research to Practice: A Framework for Contextualizing Teaching and Learning

Cited by 13 publications

References 11 publications

Youths Transitioning as Adult Learners

Youths Transitioning as Adult Learners

Workforce Development Through Online Experiential Learning for STEM Education

Non-Native English Lecturers' Motivational Practices in a Tertiary Educational Environment

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