The Congruence Between Adjunct Faculty Understanding of the Learning Characteristics and Preferred Teaching Methods of the Adult Learner and the Self-reported Learning Characteristics and Preferred Teaching Methods of Adults Enrolled in Post-secondary Institutions
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Authors
Wilson, Nancy L.
Issue Date
1991-06
Type
Thesis
Language
en_US
Keywords
Teaching , Adult learning , Adult education , Postsecondary education
Alternative Title
Abstract
The problem, The problem which this study
investigated was the congruence between the adjunct faculty understanding of the learning characteristics and preferred teaching methods of the adult learner and the self-reported learning characteristics and preferred teaching methods of adults enrolled in postsecondary institutions.
Procedure. The design of the study was an
informative survey utilized to illicit responses from adjunct faculty and adult learners on the interests and needs of the adult learner. A 53-item survey was developed and sent to adjunct faculty who had taught a junior/senior level course or courses during the 1990-1991 academic year at the satellite campus of a private
four-year college. Also, a 53-item survey was
developed and given to adult learners at the same
satellite campus.
Findings. (a) There was not congruence between
the faculty understanding of why adults return to
college and the reasons provided by the adult learners.
(b) There was congruence between the faculty
understanding of physical and cognitive differences between the adult students and the traditional age students and those differences provided by the adult
learners. (c) There was not congruence between the
faculty understanding of the learning styles of adult learners and the learning style preferences provided by adult students.
Conclusion. Although a generalization should not
be made from the results of the study, the researcher feels the implications are not unique to the sample studied. With the increased numbers of adults entering college, awareness of motivational factors causing the adult student to return to college and sensitivity to the learning characteristics and the preferred teaching methods of the adult learner is an important issue for faculty development programs.
Understanding of the adult learner enhances one's
teaching ability as well as creates a successful
learning experience for the adult learner.
Description
v, 60 leaves. Advisor: Thomas S. Westbrook
Citation
Publisher
Drake University