Training in Technology for Late Adopters: Learning in Retirement, Computers for Seniors.

Autor/inn/en	Redding, Terrence R.; Eisenman, Gordon; Rugolo, John
Titel	Training in Technology for Late Adopters: Learning in Retirement, Computers for Seniors.
Quelle	(1998), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Stellungnahme; Adult Education; Adult Learning; Andragogy; Case Studies; College Programs; Computer Literacy; Continuing Education; Educational Needs; Educational Strategies; Educational Theories; Higher Education; Institutes (Training Programs); Lifelong Learning; Older Adults; Peer Teaching; Program Development; Teaching Methods; Theory Practice Relationship + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adulte education; Andragogics; Andragogik; Case study; Fallstudie; Case Study; Studienprogramm; Computerkenntnisse; Weiterbildung; Educational need; Bildungsbedarf; Lehrstrategie; Educational theory; Theory of education; Bildungstheorie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Sommerakademie; Life-long learning; Lebenslanges Lernen; Älterer Erwachsener; Peer group teaching; Peer Group Teaching; Programmplanung; Teaching method; Lehrmethode; Unterrichtsmethode; Theorie-Praxis-Beziehung
Abstract	Learning in Retirement (LIR) programs are formal programs predicated on the principle that adult learners are capable of developing, designing, and delivering high-quality instructional programs. Issues associated with teaching computer use to senior citizens were examined in a case study of a small private college's establishment of an LIR institute based on principles of adult learning theory, Malcolm Knowles' theory of andragogy, and the concept of self-directed learning. The curriculum was designed to provide formal classroom instruction to senior citizens with a wide range of life experiences. The aims of the instruction, objectives accomplished, and knowledge and skills to be gained by taking the course were clearly stated at the outset, information was presented in a logical sequence, and individuals' diverse personal goals for taking the course were acknowledged. The following instructional strategies proved very effective with adult self-directed students: recognize that the first example of an attitude or thought has the strongest influence on learners' subsequent behavior; emphasize that the course is just a starting point; use notable individuals in the class as models; standardize the use of terms; keep the level of presentation simple and direct; and use a consistent strategy. (Contains 10 references) (MN)
Anmerkungen	World Wide Web: http://www.flinet.com/~redding/R%26R/seniorsdl.pdf
Erfasst von	ERIC (Education Resources Information Center), Washington, DC