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Managing Instructional Strategies in Classrooms With Adult Learners
The Journal of Continuing Higher Education Pub Date : 2020-02-13 , DOI: 10.1080/07377363.2020.1712578
Nadia Marilia de Abreu Bengo

Abstract Based on self-concept, role experience, and readiness to learn andragogy’s assumptions, this phenomenological research identifies the types of instructional strategies that professors use in a mixed undergraduate classroom to benefit traditional students’ and adult learners’ active participation in the classroom. The majority of studies emphasize that professors tend to manage instructional strategies, such as lecture or presentations, in mixed undergraduate classrooms mainly by focusing on traditional students’ characteristics such as age, role experience, expectations, and motivations. The findings of this study indicate that professors who have more adult learners in their mixed undergraduate classrooms tend to adapt and apply student-centered strategies, such as interactive lectures, group discussions, or debates in higher level classes, based on both traditional and adult learners’ characteristics.

中文翻译:

在成人学习者的课堂中管理教学策略

摘要 基于自我概念、角色经验和准备学习雌雄同体的假设,这项现象学研究确定了教授在混合本科课堂中使用的教学策略类型,以帮助传统学生和成人学习者积极参与课堂。大多数研究强调,教授倾向于在混合本科课堂中管理教学策略,如讲座或演讲,主要关注传统学生的特征,如年龄、角色经验、期望和动机。这项研究的结果表明,在混合本科课堂中拥有更多成人学习者的教授倾向于适应和应用以学生为中心的策略,例如互动讲座、小组讨论、
更新日期:2020-02-13
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