1. What Are the Perceptions of Students and Instructors Regarding In-Class and Instructional Experiences in an Adult Education Program?
- Author
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Debra E. J. Thompson
- Abstract
Adult learners often encounter obstacles that hinder their academic progress and subsequently withdraw from a course or drop out of school. There has been significant research conducted on the differences of how to teach children versus adults. However, not enough research has been conducted on the relationship between programmatic persistence and the student learning experience. The goal of this study was to identify how perceptions and andragogical principles impact how adult learners and instructors perceived the student learning experience. A limitation to this study the imbalance between the number of student participants to the number of instructors who participated. Because of this limitation, most of the feedback was based on the instructors' perspectives. The viewpoints of twelve participants (eight (8) instructors and four (4) students) at the specified Educational Opportunity Center (EOC) were gathered to identify the commonalities or differences in the perceptions of students and their instructors regarding in class and instructional experiences in the EOC adult education program. To date, the literature in the field of adult education has yet to link the perceptions of adult students and instructors regarding in class learning experiences. The literature review referred to the Adult Learning Theory as an intricate part of adult education. There are several adult learning theories that focuses on the most effective approach for teaching adult learners in this study the researcher selected the theory of andragogy as a basis of instruction for teaching adult learners. A phenomenological qualitative research model was chosen because it allowed the researcher to use semi-structured open-ended questions when interviewing participants. The data collected came from the feedback from a total of twelve participants who were interviewed. The study uncovered two important findings. First, adult students believed that they had the support of their instructors, however they also believed the instructors may not sufficiently understand their perceptions about their learning. Second, the instructors in the study were not knowledgeable about andragogy per se, however they often unknowingly applied the principles of andragogy in the classroom environment and instruction. Understanding the perceptions of the adult student and their instructors concerning the classroom environment and activities provides a framework to enhance methods of instruction and student learning that may lead to increased persistence in adult education programs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Published
- 2022