Trauma Informed Training Practices in Adult Education

Posted on May 15, 2021Categories EducationTags , , ,   Leave a comment on Trauma Informed Training Practices in Adult Education

A qualitative literature review is used to emphasize the move to learner-centered techniques in vocational education and training, as well as to profile the use of trauma-informed techniques to meet learner needs and improve learner inclusion and success. The conversation starts with a recognition of the need for trauma-informed approaches in technical and further education, as well as working contexts. The characteristics of trauma-informed training environments are then analyzed in order to determine trainers’ professional development needs. The paper proposes … Continue reading “Trauma Informed Training Practices in Adult Education”

Similarities and Differences between Adult and Child Learners as Participants in the Natural Learning Process: Scientific Approach

Posted on August 4, 2020Categories Arts & Social SciencesTags , ,   Leave a comment on Similarities and Differences between Adult and Child Learners as Participants in the Natural Learning Process: Scientific Approach

This paper compares Brian Cambourne’s Conditions of Learning [1], APA’s Learner-Centered Psychological Principles [2], and Malcolm Knowles’ Adult Learning Theory [3]. These theories embrace the natural learning process and not the traditional view of learning. The traditional view suggests that the teacher has the knowledge, the learner is dependent on the teacher to disseminate the knowledge and the learner has nothing to contribute. In the natural learning process, knowledge is distributed in a circular and reciprocal way through a collaborative … Continue reading “Similarities and Differences between Adult and Child Learners as Participants in the Natural Learning Process: Scientific Approach”

Recent Perspective: Providing Deep Learning through Active Engagement of Adult Learners in Blended Courses

Posted on July 25, 2020Categories EducationTags , , , , , , , , , ,   Leave a comment on Recent Perspective: Providing Deep Learning through Active Engagement of Adult Learners in Blended Courses

Malcolm Knowles [1] indicates that adult learners are most likely to be actively engaged in learning when they are given some choice and control over the learning process. When the curriculum relates to the adult learner’s interests, is individualized, and authentic; the adult learner becomes actively engaged in the process by making a ‘psychological investment’ in learning. Teaching a blended course presents certain challenges for the instructor when creating lessons to actively engage adult learners. This paper discusses how active … Continue reading “Recent Perspective: Providing Deep Learning through Active Engagement of Adult Learners in Blended Courses”