Adult learners : knowledge and use of learning styles
| dc.contributor.author | Worthen, Natalie | |
| dc.contributor.author | University of Lethbridge. Faculty of Education | |
| dc.contributor.supervisor | Campbell, Cathy | |
| dc.date.accessioned | 2010-03-29T15:20:09Z | |
| dc.date.available | 2010-03-29T15:20:09Z | |
| dc.date.issued | 1995 | |
| dc.description | 103 leaves ; 29 cm. -- | en |
| dc.description.abstract | In the realm of adult education it is imperative that the responsibility for learning be relinquished to the learners so that they, in turn, can become effective in initiating continued learning. One way to accomplish this is to make adults more aware of their learning strengths and weaknesses in terms of their personal learning styles and how to adapt these styles to new situations. This information will make learners more comfortable and thus less frustrated in the different learning situations in which they find themselves. The intent of this project was threefold: 1) To prepare instructional materials that would enable students to identify their learning style (using Richard Rancourt's K.A.M.I., 1988); to organize and adapt incoming information according to their preferred style; and to maximize learning effectiveness in any setting through an awareness of other styles and to be able to function at least marginally within them. 2) To pilot the materials as part of a voluntary workshop. 3) To determine through participant feedback the effectiveness of the materials and presentation. The materials were piloted with a group of Lethbridge Community College upgrading students in the winter of 1995 through an informal workshop format. Feedback, in the form of participant journals and a concluding questionnaire, indicated that providing this learning style information to students was instrumental in increasing their feelings of responsibility for the learning process. A structured less formal presentation was preferred and it was suggested that the workshops should occur within a more condensed period or else be integrated into already existing courses. The project results indicated that students benefited from the materials and appreciated the form of presentation. | en |
| dc.identifier.uri | https://hdl.handle.net/10133/1071 | |
| dc.language.iso | en_US | en |
| dc.publisher | Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1995 | en |
| dc.publisher.faculty | Education | en |
| dc.relation.ispartofseries | Project (University of Lethbridge. Faculty of Education) | en |
| dc.subject | Adult education | en |
| dc.subject | Adult learning | en |
| dc.subject | Learning, Psychology of | en |
| dc.subject | Adult education -- Psychological aspects | en |
| dc.title | Adult learners : knowledge and use of learning styles | en |
| dc.type | Thesis | en |