Helping teachers help adults learn

Knox, Alan Β.

doi:10.1002/ace.36719800611

Cited by 13 publications

(14 citation statements)

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“…Together these factors might or might not be contextually restrained. Such a connection has been addressed by several scholars (Mezirow, 1991;Jarvis, 2003;1987;Cross, 1981;McClusky, 1963;Knox, 1986;and Knowles, 1990). The relatively low shared variances between language learning beliefs and strategies, which are not frequently highlighted in similar studies, should not be disregarded.…”

Section: Resultsmentioning

confidence: 99%

Language Learning Beliefs and Strategies: A Bosnian EFL Case

Kovačević

Akbarov

2015

epiphany

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Correlation studies (Li, 2010;Chang & Shen, 2010) between the clusters of survey items as originally suggested for The Beliefs About Language Learning Inventory -BALLI (EFL version; Horwitz, 1988) and Strategy Inventory for Language Learning -SILL 7.0 (Oxford, 1990) report generally weak and moderate positive correlation coefficients. The above survey instruments were administered to fifty freshman students of Bosnian linguistic and cultural background at International University of Sarajevo. Correlation tests partly confirmed results reported by Li (2010) and Chang and Shen (2010) but with more similar correlation coefficients with respect to the later authors. The results partly reflect universal features of the foreign language learner and indicate that the theory of reciprocity between the two research constructs should be focused on findings about other forms of human intelligence.

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Section: Resultsmentioning

confidence: 99%

Language Learning Beliefs and Strategies: A Bosnian EFL Case

Kovačević

Akbarov

2015

epiphany

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“…If power of life is greater than load of life, there is a margin in life. Knox (1986) defines proficiency as the capability to perform satisfactorily if given the opportunity. Thus, performance in all tasks involves some combination of attitude, knowledge and skill.…”

Section: Adult Learning Theories: a Brief Overviewmentioning

confidence: 99%

Motivating Factors Associated with Adult Participation in Distance Learning Program

Abdullah¹,

Parasuraman²,

Muniapan³

et al. 2008

IES

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Gaining and understanding of the motivation which drives adults to commit to, and complete, higher education through distance learning is an important requirement for the design and the delivery of adult programs for educational institutions in Malaysia and abroad. Through an in-depth empirical examination, this paper provides the insight of one individual and his commitment to, and motivation to complete a Masters program through distance learning. The paper supports the empirical findings with a theoretical overview, discussing contemporary research in the field of adult education. Various factors that relate to adult participation in distance learning program are discussed in this paper. AbstractGaining and understanding of the motivation which drives adults to commit to, and complete, higher education through distance learning is an important requirement for the design and the delivery of adult programs for educational institutions in Malaysia and abroad. Through an in-depth empirical examination, this paper provides the insight of one individual and his commitment to, and motivation to complete a Masters program through distance learning. The paper supports the empirical findings with a theoretical overview, discussing contemporary research in the field of adult education. Various factors that relate to adult participation in distance learning program are discussed in this paper.

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“…I realised that self-directedness, identified by Tough (1971), Cross (1981) and Mezirow (1985) as a central competence of adult learning, is indeed influenced by adults' life situation (Knox, 1986), social status and cultural influences. Knowles (1975) views self-directed learning as a process whereby, without the help of others, individual learners diagnose their learning needs, formulate goals, identify required resources and evaluate their learning outcomes.…”

Section: Introductionmentioning

confidence: 99%

How adults learn: A Reflective essay

Yerrabati

2017

Compass

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Theories on how adults learn, such as andragogy (Knowles, 1980), transformational (Mezirow, 2000 and self-directed learning (Tough, 1971, andCross, 1981) provide insight into how adult students learn and how instructors like me can be more responsive to the needs of my learners by use of effective teaching practices. Whilst these theories suggest that adults use experience as a means of learning, are self-directed, motivated and oriented towards learning, in my view, they are generic and are less culture-and context-specific.

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Helping teachers help adults learn

Abstract: Major concepts about adults as learners, program planning, and the teaching‐learning transaction, along with brief descriptions of instructional procedures that reflect such concepts, indicate how teachers of adults can increase their effectiveness.

Cited by 13 publications

References 13 publications

Language Learning Beliefs and Strategies: A Bosnian EFL Case

Language Learning Beliefs and Strategies: A Bosnian EFL Case

Motivating Factors Associated with Adult Participation in Distance Learning Program

How adults learn: A Reflective essay

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