ADULT LEARNERS’ CHARACTERISTICS: TEACHERS’ PERCEPTION AND CORRESPONDING INSTRUCTIONAL STRATEGIES - A CASE IN A POLITICAL ACADEMY IN VIETNAM

Le Thanh Thao, Vo Thi Kim Hue, Tran Thi Cam Tu, Trinh Quoc Lap

Abstract


Gaining an insightful understanding of what types of characteristics adult learners are and what instructional strategies would be appropriate for them in order to help foster their learning, this quantitative study, in a context of a political academy in Vietnam, was employed to achieve such aims. A survey questionnaire was used to collect data from 46 politics lecturers. The findings showed that the teacher participants appreciated their adult learners’ understanding of why they must learn further (M=4.33) and rich living experiences (M=4.30). Besides, the lecturers were highly perceived to be in charge of encouraging their adult learners to keep involved in their learning process (M=4.54). The study also provided its readers with several implications for fostering their understanding of adult learners, their characteristics, and their needs as well.

 

Article visualizations:

Hit counter


Keywords


adult learners, characteristics, corresponding instructional strategies, a case study, Vietnam

Full Text:

PDF

References


Baldauf, R. B. (1985). Linguistic minorities and bilingual communities: Australia. Annual Review of Applied Linguistics, 6, 100-112.

Cercone, K. (2008). Characteristics of adult learners with implications for online learning design. AACE Review (formerly AACE Journal), 16(2), 137-159.

Garrison, D. R. (1991). Critical thinking and adult education: A conceptual model for developing critical thinking in adult learners. International Journal of Lifelong Education, 10(4), 287-303.

Kim, K. J. (2009). Motivational challenges of adult learners in self-directed e-learning. Journal of Interactive Learning Research, 20(3), 317-335.

Knowles, M. S., Holton III, E. F., & Swanson, R. A. (2014). The adult learner: The definitive classic in adult education and human resource development. Routledge.

Lieb, S., & Goodlad, J. (2005). Principles of adult learning. Retrieved from https://sswm.info/sites/default/files/reference_attachments/LIEB%201991%20Principles%20of%20adult%20learning.pdf

Mane, J., & Snelling, C. (2011). Increasing retention and graduation in a PTE learning environment. Retrieved from http://hdl.voced.edu.au/10707/184016

Rueda, D. (2006). Social democracy and active labour-market policies: Insiders, outsiders and the politics of employment promotion. British Journal of Political Science, 36(3), 385-406.

Shi, H. (2017). Planning Effective Educational Programs for Adult Learners. World Journal of Education, 7(3), 79-83.




DOI: http://dx.doi.org/10.46827/ejes.v9i4.4265

Refbacks

  • There are currently no refbacks.


Copyright (c) 2022 Le Thanh Thao, Vo Thi Kim Hue, Tran Thi Cam Tu, Trinh Quoc Lap

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).