COURSE DESCRIPTION: An
examination of the learning styles and motivations of the adult learner and the
exploration of strategies for teaching, advising and retaining the adult
learner across various generations.
COURSE DESIGN: This is a hybrid course, meaning that online instruction will be blended with on-campus instruction. Students will complete weekly assignments in LAMP and attend class in Asheville for a face-to-face experience as follows:
Friday, 2/8: 5-9 pm Friday, 3/1: 5-9 pm Friday, 4/26: 5-9 pm
Saturday, 2/9: 9-5 pm Saturday, 3/2: 9-5 pm Saturday, 4/27: 9-5 pm
GOALS/LEARNING OUTCOMES: The
student will
•
engage in
collaborative learning activities and reflections
•
evaluate
content of community college research that is professionally relevant
•
read,
review, and discuss the literature
·
collaboratively
process and present understandings from readings and reflections
·
recognize
the interplay of variables that can influence adult learning at the community
college
·
demonstrate
a critical understanding of the
historical foundations of adult education
·
evaluate
the impact of situational, institutional, and personal barriers to education on
the participation of adults in learning situations
·
examine the
importance of motivation in adults in learning situations
·
evaluate
the impact of political, social, and ethical issues on program planning for
adult education
•
demonstrate
effective written and oral skills
Learning in adulthood is an intensely personal activity, one that that has brought forth a multi-billion dollar industry in response to adult learning interests. We will explore this phenomenon with 4 foci:
Part I: Adult Learning in Contemporary Society addressed the context of adult learning, setting the sociocultural context for adult learning in North America including three forces that have shaped adult learning today (demographics, globalization, and technology).
Part 2: Adult Learning Theory and Models builds on the previous section by distinguishing adult education from children's education. Theories explored will include Knowles's (1980) Concept of Andragogy, McCluskey's (1970) theory of Margin, Illeris's (2004) three dimensions of learning model, and Jarvis's (2006) Learning Model. We will also look at material on self-directed learning, transformational learning, and the tole of experience in learning.
Part 3: Newer Approaches to Adult Learning addresses embodied or somatic learning, spirituality and learning, and narrative approaches to learning;non-Western approaches to adult learning; and critical theory, postmodernism, and feminist pedagogy.
Part 4: Learning and Development merges material from philosophy, psychology, sociology, and biology.
Learning inLearning in adulthood is an intensely personal activity, one that that has brought forth a multi-billion dollar industry in response to adult learning interests. We will explore this phenomenon with 4 foci:
Part I: Adult Learning in Contemporary Society addressed the context of adult learning, setting the sociocultural context for adult learning in North America including three forces that have shaped adult learning today (demographics, globalization, and technology).
Part 2: Adult Learning Theory and Models builds on the previous section by distinguishing adult education from children's education. Theories explored will include Knowles's (1980) Concept of Andragogy, McCluskey's (1970) theory of Margin, Illeris's (2004) three dimensions of learning model, and Jarvis's (2006) Learning Model. We will also look at material on self-directed learning, transformational learning, and the tole of experience in learning.
Part 3: Newer Approaches to Adult Learning addresses embodied or somatic learning, spirituality and learning, and narrative approaches to learning;non-Western approaches to adult learning; and critical theory, postmodernism, and feminist pedagogy.
Part 4: Learning and Development merges material from philosophy, psychology, sociology, and biology.
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