Institutional Repository

Adult learners : knowledge and use of learning styles

DSpace/Manakin Repository

Show simple item record

dc.contributor.advisor Campbell, Cathy
dc.contributor.author Worthen, Natalie
dc.contributor.author University of Lethbridge. Faculty of Education
dc.date.accessioned 2010-03-29T15:20:09Z
dc.date.available 2010-03-29T15:20:09Z
dc.date.issued 1995
dc.identifier.uri http://hdl.handle.net/10133/1071
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.language.iso en_US en
dc.publisher Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1995 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
dc.publisher.faculty Education en

Files in this item

This item appears in the following Collection(s)

Show simple item record

Related Items

Search DSpace


Advanced Search

Browse

My Account

Statistics