Self-Directed Adult Learning: Some Implications for Facilitators. Occasional Paper No. 3.

Sonst. Personen	Hiemstra, Roger (Hrsg.)
Institution	Syracuse Univ., NY.
Titel	Self-Directed Adult Learning: Some Implications for Facilitators. Occasional Paper No. 3.
Quelle	(1985), (66 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Abstracts; Adult Education; Adult Learning; Adult Students; Andragogy; Classroom Techniques; Educational Diagnosis; Educational Policy; Educational Research; Educational Resources; Educational Strategies; Evaluation Methods; Graduate Study; Guidelines; Independent Study; Learning Strategies; Pacing; Postsecondary Education; Questionnaires; Research Reports; Student Evaluation; Student Needs; Student Participation; Teacher Student Relationship; Teaching Methods; Workshops + Suchen Sie Ihr Suchwort? Abstract; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adulte education; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Andragogics; Andragogik; Klassenführung; Pedagogical diagnostics; Pädagogische Diagnostik; Politics of education; Bildungspolitik; Bildungsforschung; Pädagogische Forschung; Bildungsmittel; Lehrstrategie; Aufbaustudium; Graduiertenstudium; Hauptstudium; Richtlinien; Selbststudium; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Lerntempo; Post-secondary education; Tertiäre Bildung; Fragebogen; Research report; Forschungsbericht; Schulnote; Studentische Bewertung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Lernwerkstatt; Schulung
Abstract	This publication describes the activities, deliberations, and products of a summer, graduate-level workshop in which students met for five consecutive day-long sessions to build on the state of knowledge regarding self-directed learning in terms of needed facilitation and needed learning resources. The first section of the document provides a brief overview of the scope and content of the workshop. After a section of definitions of terms relating to self-directed learning and adult education, summaries are provided of the workshop's three group sessions, which dealt with the following topics: diagnosis of needs, strategies for promoting self-directed learning in the workplace, and techniques for evaluating a person's location on a self-directed and other-directed learning continuum. Each of these group session summaries contains some or all of the following: a statement of purpose, assumptions, conceptual models, and implications. The report concludes with a selected bibliography. Appendixes to the report include a chronology of andragogy pieces or conversations, an annotated bibliography of works dealing with andragogy, lists of workshop participants and staff, workshop information, abstracts of the students' term project papers, a summary of the information presented during the course, and an outline of the editor's decade-long research efforts in the area of self-directed learning. (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01