Learning Conceptions and Priorities of Adult Engineering Students in Higher Education

Autor/inn/en	Owusu-Agyeman, Yaw; Fourie-Malherbe, Magda
Titel	Learning Conceptions and Priorities of Adult Engineering Students in Higher Education
Quelle	In: Cogent Education, 5 (2018) 1, Artikel 1528700 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Owusu-Agyeman, Yaw)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2018.1528700
Schlagwörter	Adult Students; Engineering Education; Higher Education; Employment Potential; Job Skills; Constructivism (Learning); Adult Learning; Correlation; Teaching Methods; Knowledge Level; Foreign Countries; Student Motivation; Student Attitudes; College Students; Ghana + Suchen Sie Ihr Suchwort? Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Ingenieurausbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Produktive Fertigkeit; Adulte education; Adult training; Erwachsenenbildung; Korrelation; Teaching method; Lehrmethode; Unterrichtsmethode; Wissensbasis; Ausland; Schulische Motivation; Schülerverhalten; Collegestudent
Abstract	The learning conceptions and priorities of adult learners in higher education institutions (HEIs) are essential to explicating the meaning adults make to teaching and learning processes as well as their knowledge and skills development. Through knowledge formulation, comprehension and reflection of what they learn, adult learners develop a mental framework of their learning engagement and experiences which are also relevant to their personal and career development. Using a mixed method of gathering and analysing data, a survey was carried out among vocational engineering adult learners (n = 200) while focus group discussions were organised for students (n = 27) from the same population. The result showed that teaching and learning methods as well as the relationship between adult learners' core technical knowledge and skills required for work has a significant effect on the learning conceptions of adult learners in HEIs. Beyond the learning conceptions, the study also revealed that motivation, programme relevance, technology application and employability skills provide a strong framing for elucidating adult learning priorities in HEIs. We present the implications of our findings by showing how they connect to theory, practice and further research. (As Provided).
Anmerkungen	Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01