Effective Strategies For Engaging Adult Learners

Karge, Belinda Dunnick; Phillips, Kathleen M.; Jessee, Tammy; McCabe, Marjorie

doi:10.19030/tlc.v8i12.6621

Cited by 42 publications

(30 citation statements)

References 7 publications

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“…Sharing power with students and improving their access to managing their learning process can increase equality in the classroom and make every student feel valued (Guy, 1999). Previous studies suggest that adults learn best when they have the opportunity to actively participate in the learning process when they receive practical information and guidelines from the teacher and are granted control over the learning process (Karge, Phillips, Jessee, & McCabe, 2011;Rubenson, 2011;Wood, 2003).…”

Section: Literature Reviewmentioning

confidence: 99%

Communication and Group Work in the Multicultural Classroom: Immigrant Students’ Experiences

Benediktsson¹,

Ragnarsdóttir²

2019

EUROPEAN J ED RES

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The paper is part of the qualitative research project Educational Aspirations, Opportunities and Challenges for Immigrants in University Education in Iceland, conducted in Iceland's three biggest universities. The main goal of the paper is to investigate immigrant students' experiences of communication with teachers during the learning process and their perspectives on multicultural group work. Furthermore, the paper explores immigrant students' experiences of learner-centred approach and culturally responsive teaching methods applied by some teachers. The data was collected through focus group interviews and qualitative, semi-structured individual interviews with immigrant students. The theoretical framework is mainly based on the constructivist theory, which emphasises the importance of communication and the learner-centred approach. Additionally, the theoretical framework includes multicultural education theory, which puts an emphasis on applying culturally responsive teaching methods in classrooms with diverse student populations. The analysis of the interviews revealed that the participants' experiences of communication with teachers and peers were mostly positive. However, culturally responsive teaching is still a rare phenomenon in Icelandic universities. When it comes to the participants' perspectives on group work, the experiences ranged from being highly positive to negative.

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Section: Literature Reviewmentioning

confidence: 99%

Communication and Group Work in the Multicultural Classroom: Immigrant Students’ Experiences

Benediktsson¹,

Ragnarsdóttir²

2019

EUROPEAN J ED RES

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“…Culturally responsive teaching methods have proven to be useful, especially in adult education, as adult students learn best by participation, and they appreciate their previous knowledge and experiences being respected and valued (Karge, Phillips, Jessee, & McCabe, 2011;Rubenson, 2011). On the other hand, the challenge with diverse classrooms is that different students have different levels of knowledge and curiosity, as well as different expectation towards education.…”

Section: Culturally Responsive Teachingmentioning

confidence: 99%

“…Theories claim that adult learners and their perspectives should be welcomed, respected, and valued in the classroom (Rubenson, 2011;Karge et al, 2011). Many of the participants stressed the importance of being able to express their own views.…”

Section: Students' Experiences Of Culturally Responsive Teaching Andmentioning

confidence: 99%

Immigrant Students’ Experiences of Higher Education in Iceland: Why Does Culturally Responsive Teaching Matter?

Benediktsson

Wozniczka

Tran

et al. 2019

NJCIE

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The paper is based on the first, extensive, qualitative study on immigrant students’ experiences of university education in Iceland. The theoretical framework is based on culturally responsive teaching that derives from multicultural education theory which focuses on analysing the position of minority groups, including immigrants in societies with special attention to their access to education. According to the theory, culturally responsive teaching methods and balanced workload based on the students’ language abilities, previous experiences and background have positive effects on the immigrant students’ well-being and generally contribute to their sense of belonging in the universities (e.g. Gay, 2018; Nieto, 2010). The participants of the study are 41 immigrant university students who participated in focus group and individual interviews. The findings show that despite the fact that culturally responsive teaching as an established teaching method is still an uncommon phenomenon in Icelandic universities, the students’ experiences are highly positive, even when culturally responsive teaching is applied unsystematically by some teachers. Furthermore, the findings reveal that the students especially valued an atmosphere of care, trust and power-sharing in the classroom. The study makes a significant contribution to understanding immigrant students’ experiences of the education process in Icelandic universities that currently emphasise the importance of multicultural education and pay special attention to providing equal rights to education to everyone regardless of their origin. Furthermore, the study is relevant from a comparative perspective and contributes to the general discussion about immigrant students in higher education in Europe.

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“…Practical application consists of short writing, peer activities, simulations, group discussions, problem solving activities, etc. Specifically, problembased learning (or problem-oriented learning) is an activity considered especially effective in adult learning (Karge et al, 2011). Learners are provided with complex real-world problems and some guidelines on how to solve them.…”

Section: Building An Approach To Continuing Professional Developmentmentioning

confidence: 99%

Promoting sustainable human development in engineering: Assessment of online courses within continuing professional development strategies

Foguet

Lazzarini

Giné

et al. 2018

Journal of Cleaner Production

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a b s t r a c tHigher Education Institutions play a critical role in societies transition towards sustainable development, educating future professionals and decision makers. In the last few decades, a number of technical universities have devoted major efforts to integrating sustainable development into engineering curricula. There is still, however, an increasing need to further transform learning and training environments and build capacity of educators and trainers on sustainable development issues.Against this background, this paper assesses the role of online training courses, within continuing professional development strategies, in promoting sustainable human development in engineering degrees. It was built upon the implementation of a European initiative, the Global Dimension in Engineering Education, promoted by a transdisciplinary consortium of technical universities and nongovernmental organisations.In terms of method, this study analyses two sets of quantitative and qualitative indicators to assess i) the perceived quality/relevance of the training proposals, and ii) the learning acquisition of participants. Quantitative indicators were complemented by a descriptive analysis of findings from a semi-structured survey. The results provide evidence that online learning can be an effective approach for continuing professional development of academics. The findings also suggest that participants perceived online courses' contents and curricula, developed jointly by academics and practitioners of non-governmental organisations, as relevant and useful for integrating sustainability principles in teaching activities. To conclude, authors recommend the leaders of higher educational institutions to explore the integration of online courses addressed to faculty into university policy and strategies, as a way to promote professional development and the engagement of academics on sustainable development.

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Effective Strategies For Engaging Adult Learners

Cited by 42 publications

References 7 publications

Communication and Group Work in the Multicultural Classroom: Immigrant Students’ Experiences

Communication and Group Work in the Multicultural Classroom: Immigrant Students’ Experiences

Immigrant Students’ Experiences of Higher Education in Iceland: Why Does Culturally Responsive Teaching Matter?

Promoting sustainable human development in engineering: Assessment of online courses within continuing professional development strategies

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