Adult Learners' Perception on the Use of Constructivist Principles in Teaching and Learning in Non-Formal Education Centres in South Africa

Autor/in	Mayombe, Celestin
Titel	Adult Learners' Perception on the Use of Constructivist Principles in Teaching and Learning in Non-Formal Education Centres in South Africa
Quelle	In: International Journal of Lifelong Education, 39 (2020) 4, S.402-418 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
DOI	10.1080/02601370.2020.1796834
Schlagwörter	Adult Students; Student Attitudes; Constructivism (Learning); Nonformal Education; Foreign Countries; Professional Development; Active Learning; Cooperative Learning; Student Centered Learning; Authentic Learning; Discussion (Teaching Technique); Learning Activities; Learner Engagement; South Africa + Suchen Sie Ihr Suchwort? Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Schülerverhalten; Non-formal education; Non formal education; Nichtformale Bildung; Ausland; Aktives Lernen; Kooperatives Lernen; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Lernaktivität; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This article analyses the perceptions of adult learners towards the use of constructivist approach in teaching and learning in non-formal education (NFE) centres of KwaZulu-Natal, South Africa. The analysis is based on five principles of the constructivist theory of learning-interactive learning, collaborative learning, facilitating learning, authentic learning and learner-centred learning. The researcher used the mixed of stratified and purposive sampling methods to select six NFE centres and 12 (out of 200) learners who studied skills training and became self-employed. The data collection techniques were semi-structured interviews. From learners' perceptions, the findings reveal that the use of the constructivist principles enhanced or influenced adult learners' educational attainment in offering learners with experiences ranging from vocational skills to real-life problem-solving. Therefore, the researchers conclude that adult learners were motivated in learning new skills when facilitated using the constructivist approach. The practical and policy implication of the findings is that adult facilitators and managers of NFE programmes should take into consideration the constructivist approach of teaching and learning when designing the curriculum of non-formal education and training. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01