Implications of Learning Theories for Adult Instruction

Dubin, Samuel S.; Okun, Morris A.

doi:10.1177/074171367302400101

Cited by 17 publications

(6 citation statements)

References 6 publications

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“…Given this diversity, it is very tempting to seek closure concerning which model of instruction has the most potential for adult education. However, an attempt to resolve the issue at this time by identifying a single, compre hensive instructional model that is the best approach to teaching adults is problematic (Dubin and Okun, 1973). Thus, it may be more profitable to pose the following question: Which instructional model provides the best plan for teaching when we consider the four parameters of (1) the teacher's style; (2) the adult learners' styles; (3) the content of instruction; and (4) the instructional outcomes?…”

Section: Discussionmentioning

confidence: 99%

Implications of Riegel’s Dialectic Approach for Adult Instruction

1978

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The application of the dialectic orientation to adult education is discussed. More specifically, the dialectic framework developed by Riegel is used to sketch a model of instruction and to delineate some implications for teaching adults. The dialectic view is compared and contrasted with contemporary humanistic and cognitive perspectives on teaching. Although each of these different approaches to instruction provides a useful plan for teaching adults, the dialectic orientation, a descendant of the Socratic method, may prove to be particularly viable in light of current trends in instructional research and practice to conceptualize educational outcomes as the resultant of the complex interaction of environmental and organismic variables.

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Section: Discussionmentioning

confidence: 99%

Implications of Riegel’s Dialectic Approach for Adult Instruction

1978

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“…Learning in training is generally informed by three main theories. These are behaviorism, cognitivism, and humanism [14][15][16]. We succinctly discuss them in this subsection.…”

Section: Literature Review 21 the Concept Of Training And Its Theoriesmentioning

confidence: 99%

Perspective Chapter: Youth Skills and Unemployment – Perceived Inadequate Soft Skills and Coping Strategies of Employers in Tanzania

Alfred Kinyondo,

Shija

2023

Unemployment - Nature, Challenges and Policy Responses

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The need to equip the workforce with the relevant knowledge, skills, and abilities (KSAs) to enhance employability and economic development at large has gained momentum, particularly in the developing world. Tanzania has introduced various initiatives to ensure that its workforce is furnished with quality KSAs. Unfortunately, the problem of skills mismatch in Tanzania lingers, particularly that involving soft skills. It is in this context that this study examines soft skills that are inadequate in Tanzania and the preferred coping mechanisms by employers. Using a questionnaire survey, this study reveals that soft skills lacking among graduates in Tanzania include teamwork, communication skills, and language proficiency. Failure to transfer soft skills is attributed to the use of English as a medium of instruction, inadequate number of instructors, lack of competent instructors, lack of training facilities, and the use of outdated facilities. Findings reveal that employers in Tanzania opt to re-train and prolong the probation period for new employees as a coping mechanism. Thus, we first recommend that the government should adopt the education-employment linkage framework in designing, delivering, and updating the curriculum. Moreover, because the preferred coping mechanisms add costs to employers, we recommend that the government either reduce the skills development levy and/or reward employers who do so.

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“…Dubin and Okun (1973) identify eight schools of adult learning theory. The theories fall into two groups.…”

Section: How Do Adults Learn?mentioning

confidence: 99%