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Profiling and Supporting Adult Learners

Profiling and Supporting Adult Learners

Chi Zhang, Guangzhi Zheng
Copyright: © 2014 |Pages: 23
ISBN13: 9781466646551|ISBN10: 1466646551|EISBN13: 9781466646568
DOI: 10.4018/978-1-4666-4655-1.ch001
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MLA

Zhang, Chi, and Guangzhi Zheng. "Profiling and Supporting Adult Learners." Synergic Integration of Formal and Informal E-Learning Environments for Adult Lifelong Learners, edited by Sabrina Leone, IGI Global, 2014, pp. 1-23. https://doi.org/10.4018/978-1-4666-4655-1.ch001

APA

Zhang, C. & Zheng, G. (2014). Profiling and Supporting Adult Learners. In S. Leone (Ed.), Synergic Integration of Formal and Informal E-Learning Environments for Adult Lifelong Learners (pp. 1-23). IGI Global. https://doi.org/10.4018/978-1-4666-4655-1.ch001

Chicago

Zhang, Chi, and Guangzhi Zheng. "Profiling and Supporting Adult Learners." In Synergic Integration of Formal and Informal E-Learning Environments for Adult Lifelong Learners, edited by Sabrina Leone, 1-23. Hershey, PA: IGI Global, 2014. https://doi.org/10.4018/978-1-4666-4655-1.ch001

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Abstract

Adult learners are a large group for higher education. Adult learning is different from children’s learning in that adult learners are more self-directed, having prior experience, and are internally motivated to learn subjects that are more relevant to life and can be applied immediately. Understanding adult learners’ characteristics can help institutions and instructors support adult students’ learning and success. This chapter reviews the adult learning theories and methodologies and how they can be applied in adult learning. The chapter also discusses adult learners’ characteristics and what teaching strategies and practice may facilitate adult learners’ needs. Distance learning technologies and integration of the technologies are discussed. Different levels of support and recent initiatives for supporting adult learners are investigated.

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