Learning in 2010: Instructional Challenges for Adult Career and Technical Education

Autor/inn/en	Allen, Jeff M.; Bracey, Pamela; Gavrilova, Mariya
Titel	Learning in 2010: Instructional Challenges for Adult Career and Technical Education
Quelle	In: International Journal of Adult Vocational Education and Technology, 1 (2010) 4, S.48-62, Artikel 4 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-8607
DOI	10.4018/javet.2010100104
Schlagwörter	Vocational Education; Career Education; Technical Education; Problem Based Learning; Technology Uses in Education; Distance Education; Independent Study; Teacher Student Relationship; Critical Thinking; Problem Solving; Technological Literacy; Teaching Methods; Adult Vocational Education; Postsecondary Education + Suchen Sie Ihr Suchwort? Ausbildung; Berufsbildung; Arbeitslehre; Technikunterricht; Problem-based learning; Problemorientiertes Lernen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Distance study; Distance learning; Fernunterricht; Selbststudium; Teacher student relationships; Lehrer-Schüler-Beziehung; Kritisches Denken; Problemlösen; Technisches Wissen; Teaching method; Lehrmethode; Unterrichtsmethode; Post-secondary education; Tertiäre Bildung
Abstract	Decades of research into learning have demonstrated that learners are diverse, changing, and adaptable. In this regard, the practice as educators must become flexible and adaptive to meet the wide variation of learning needs. A general consensus exists among educators, businesses, and other stakeholders that there is a significant gap between the knowledge and skills needed for success in life and the current state of education in schools throughout the world (The Conference Board et al., 2006). The internet, social networking, and distance education have created learners with a different set of characteristics, incoming skills, needs, desires, and goals. To meet the learning challenges of the 21st century, instructors must serve as catalysts of change by encouraging classrooms of open dialogue and developing the ability to effectively and efficiently use online communications. Through the process of learning from one another through problem-based activities, students and instructors improve the student-instructor relationship, encounter challenges, and solve them collaboratively. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2018/2/04