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Articles 1 - 5 of 5
Full-Text Articles in Education
Using Moodle To Teach Constructivist Learning Design Skills To Adult Learners, Doug Holton
Using Moodle To Teach Constructivist Learning Design Skills To Adult Learners, Doug Holton
Douglas L Holton
As instructors move further into the incorporation of 21st century technologies in adult education, a new paradigm of digitally-enriched mediated learning has emerged. 'Adult Learning in the Digital Age: Perspectives on Online Technologies and Outcomes' provides a comprehensive framework of trends and issues related to adult learning for the facilitation of authentic learning in the age of digital technology. This significant reference source offers researchers, academicians, and practitioners a valuable compendium of expert ideas, practical experiences, field challenges, and potential opportunities concerning the advancement of new technological and pedagogical techniques used in adult schooling.
The What And How Of Teaching Diverse Adult Learners, Deborah Lechuga, Vishal Arghode
The What And How Of Teaching Diverse Adult Learners, Deborah Lechuga, Vishal Arghode
Adult Education Research Conference
In this paper, we present an in-progress study to better understand the process by which adult education instructors become more competent teaching diverse adult learners. We provide a brief review of the relevant literature. We then share the findings from the initial survey, which serve as the basis for our current study. The new questions that emerged from the data analysis and the research design of our current study are also described.
A Sociocultural Approach To Esl For Adult Learners, Whitney Putnam
A Sociocultural Approach To Esl For Adult Learners, Whitney Putnam
All Graduate Plan B and other Reports, Spring 1920 to Spring 2023
The following portfolio is a collection of work submitted for the Master of Second Language Teaching (MSLT) program at Utah State University. Within this portfolio is the author's personal philosophy on effective language teaching written with a college-level ESL classroom in mind. Following the teaching philosophy are different artifacts and reflections, all related to the philosophy on teaching, but separate in topic. The three artifacts demonstrate the author's understanding of the role of language, culture, and literacy in a second language classroom. Also included in this portfolio is an annotated bibliography containing the scholarly works which support the writings here.
Investigating Peer Review As An Intentional Learning Strategy To Foster Collaborative Knowledge-Building In Students Of Instructional Design, Jennifer M. Brill, Charles B. Hodges
Investigating Peer Review As An Intentional Learning Strategy To Foster Collaborative Knowledge-Building In Students Of Instructional Design, Jennifer M. Brill, Charles B. Hodges
Department of Leadership, Technology, and Human Development Faculty Publications
Peer review has been advocated for as an intentional strategy to support the knowledge and skill attainment of adult learners preparing for professional practice, including those students preparing for instructional design and technology practice. The purposes of this article are to discuss the practical application of peer review as an instructional strategy by articulating its use in both face-to-face and online Instructional Design courses and to formulate directions for future research on the use of peer review in instructional practice. Findings from a literature review of student-to-student peer review and the authors' experiences with the use of peer review in …
The Relationship Between Statistics Self-Efficacy, Statistics Anxiety, And Performance In An Introductory Graduate Statistics Course, William Ray Schneider
The Relationship Between Statistics Self-Efficacy, Statistics Anxiety, And Performance In An Introductory Graduate Statistics Course, William Ray Schneider
USF Tampa Graduate Theses and Dissertations
The purpose of this study was to determine the relationship between statistics self-efficacy, statistics anxiety, and performance in introductory graduate statistics courses. The study design compared two statistics self-efficacy measures developed by Finney and Schraw (2003), a statistics anxiety measure developed by Cruise and Wilkins (1980), and a course performance measure. To view self-efficacy from two perspectives, the Current Statistics Self-Efficacy (CSSE) assessed student confidence in their ability to complete specific statistics tasks in the present, whereas Self-Efficacy to Learn Statistics (SELS) assessed student confidence in their ability to learn statistics in the future. The performance measure was the combined …