Literaturnachweis - Detailanzeige
Autor/in | Gravani, Maria N. |
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Titel | Learner-Centred Education as a Tool for Enhancing Adult Learning in Distance Learning Universities |
Quelle | In: Journal of Adult and Continuing Education, 25 (2019) 2, S.198-216 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Gravani, Maria N.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1477-9714 |
DOI | 10.1177/1477971419858689 |
Schlagwörter | Student Centered Learning; Adult Learning; Distance Education; Universities; Teaching Methods; Adult Educators; Teacher Attitudes; Case Studies; Adult Students; Student Attitudes; Learning Motivation; Epistemology; Correlation; Phenomenology; Blended Learning; Teacher Student Relationship; Meetings; Cross Cultural Studies; Foreign Countries; Greece; Cyprus Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Adulte education; Adult training; Erwachsenenbildung; Distance study; Distance learning; Fernunterricht; University; Universität; Teaching method; Lehrmethode; Unterrichtsmethode; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Case study; Fallstudie; Case Study; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Schülerverhalten; Motivation for studies; Lernmotivation; Erkenntnistheorie; Korrelation; Phenomenological psychology; Phänomenologie; Psychologie; Teacher student relationships; Lehrer-Schüler-Beziehung; Meeting; Tagung; Cultural comparison; Kulturvergleich; Ausland; Griechenland; Zypern |
Abstract | This paper presents a critical account of the extent and the ways in which learner-centred education approaches are used as a tool for enhancing adult learning in distance learning universities as well as the conditions and restrictions they face. The exploration is illustrated by qualitative data from interviews with eight adult educators and 16 adult learners/students and adopts a case study approach within a phenomenological mode. In this study, learner-centred education approaches are seen as being at one end of the educational practice continuum and comprise of a number of elements, namely: motivation, epistemology, techniques and relationships that are used as a conceptual framework to guide data analysis and interpretation. Findings reveal the partial and unintentional use of learner-centred education approaches in the distance learning programmes explored and make recommendations for the implementation of learner-centred education in the teaching of adults in distance education universities. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |