Speech Communication Education for Adult Learners: An Experiential Curriculum Design.

Autor/in	Patterson, Teresa M.
Titel	Speech Communication Education for Adult Learners: An Experiential Curriculum Design.
Quelle	(1996), (47 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Adult Learning; Adult Students; Andragogy; Curriculum Design; Curriculum Development; Experiential Learning; Higher Education; Nontraditional Students; Speech Communication; Student Centered Curriculum + Suchen Sie Ihr Suchwort? Adulte education; Adult training; Erwachsenenbildung; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Andragogics; Andragogik; Lehrplangestaltung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Experiental learning; Erfahrungsorientiertes Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	Adults are the most rapidly growing population in American higher education. The National Center for Educational Statistics estimates that adult students will be 46% of all enrollments in the 1990s, which is good reason to give careful thought to their specific educational needs. M. Knowles, in "The Adult Learner: A Neglected Species," (1984) provides the framework for a theory of adult learning based on six assumptions about adult learners. In general, Knowles takes the position that adults do better with less direction and more participation. As early as 1950, speech communication educators have expressed an interest in meeting the needs of adult learners. In 1984, I.N. Engleberg supported A.D. Wolvin's research in his finding that adults are "goal oriented"; that adult learners are highly pragmatic and want to apply the knowledge they gain. The instructional strategies employed with the non-traditional basic oral communication course are consistent with the methods used within many non-traditional programs for adult learners. These strategies include experiential activities, lecture/discussion, and cooperative learning. To maximize the effectiveness of these three instructional strategies, it is important to debrief adult learners. L.C. Lederman (1992) defines debriefing as "a process in which people who have had an experience are led through a purposive discussion of that experience." (Contains 44 references and a sample curriculum design for a weekend course for adult learners.) (TB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC