Towards Flexible Learning for Adult Learners in Professional Contexts: An Activity-Focused Course Design

Autor/inn/en	Cornelius, Sarah; Gordon, Carole; Ackland, Aileen
Titel	Towards Flexible Learning for Adult Learners in Professional Contexts: An Activity-Focused Course Design
Quelle	In: Interactive Learning Environments, 19 (2011) 4, S.381-393 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
Schlagwörter	Constructivism (Learning); Adult Education; Adult Learning; Adult Students; Reflective Teaching; Teaching Methods; Curriculum Design; Adults; Learning Activities; Models; Higher Education; Electronic Learning; Evaluation; Foreign Countries; Virtual Classrooms; United Kingdom (Aberdeen) + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adulte education; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrplangestaltung; Lernaktivität; Analogiemodell; Hochschulbildung; Hochschulsystem; Hochschulwesen; Evaluierung; Ausland
Abstract	This article argues for a flexible model of learning for adults which allows them to make choices and contextualise their learning in a manner appropriate to their own professional practice whilst also developing as a member of a learning community. It presents a design based around online "learning activities" which draws on ideas of constructivism, collaborative learning and reflective practice. The model was developed for adult learning in Higher Education, and has been adapted and extended to a number of different programmes. Implementation of the model for the Teaching Qualification (Further Education) has been the subject of an interpretative evaluation using a multiple methods approach. Learners' experiences of this programme together with issues associated with the application of the model to other programmes are discussed. (Contains 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10