Instructional Technology and the Adult Learner. Theory, Innovation, and Practice in Andragogy. No. 2. = La Technologia Educativa y el Aprendiz Adulto. Teoria, Innovacion y Practica en Andragogia. No. 2.

Autor/in	Wager, Walter
Institution	Florida State Univ., Tallahassee. International Inst. of Andragogy.
Titel	Instructional Technology and the Adult Learner. Theory, Innovation, and Practice in Andragogy. No. 2. = La Technologia Educativa y el Aprendiz Adulto. Teoria, Innovacion y Practica en Andragogia. No. 2.
Quelle	(1982), (66 Seiten)Verfügbarkeit
Sprache	englisch; spanisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Stellungnahme; Adult Basic Education; Adult Development; Adult Education; Adult Learning; Adult Students; Andragogy; Cognitive Processes; Guidelines; Learning Modalities; Learning Theories; Lifelong Learning; Models; Motivation Techniques; Postsecondary Education; Student Motivation; Teaching Methods; Time Factors (Learning); Time on Task + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Erwachsenwerden; Adult basic education; Adult training; Adulte education; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Andragogics; Andragogik; Cognitive process; Kognitiver Prozess; Richtlinien; Lernumgebung; Learning theory; Lerntheorie; Life-long learning; Lebenslanges Lernen; Analogiemodell; Motivationsförderung; Post-secondary education; Tertiäre Bildung; Schulische Motivation; Teaching method; Lehrmethode; Unterrichtsmethode; Zeitaufwand
Abstract	This second issue of a series on theory, innovation, and practice in andragogy analyzes some of the instructional variables in adult learning and discusses ways to influence the degree of learning through the application of instructional and behavioral technologies. It unites theory and practice, generating recommendations from the abstract findings of research in andragogy and instructional technology. Some of the findings and recommendations include the following: (1) the key to more effective instruction seems to rest in the applications of instructional and behavioral technologies that have shown themselves to be influences on the degree of learning; (2) Carroll's "school learning model" provides a guide as to how these technologies function in reducing the time needed to learn a particular task or in increasing the time the learner is willing to spend in the learning situation; (3) in this context, technologies such as the study objective, use of the course grade as a study incentive, media use, self-paced instruction, and so on, can be viewed more objectively with regard to one's personal instructional preferences. (The Spanish translation of this monograph is included.) (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC