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Correlates of Some Motivational Factors on the Performance of Adult French Learners in Nigeria
Oluranti Ogunbiyi
Pakistan Journal of Social Sciences , 2012,
Abstract: This study sought to determine the degree of prediction of some motivational factors on the performance of adult French learners. Specifically, the influence of the following motivational factors were examined: Perception of needs, job placement and attitude to French language. An ex-post-facto research design was used in the study. Three hundred and fifty-four first year adult learners from 9 adult French learning centers in Oyo, Ogun and Lagos States were selected purposively for the study. Data was collected using 3 instruments, a French language Attitudinal Scale (FLAS), a Questionnaire on Motivation for French Learning (QMFL) and a French Language Performance Test (FLPT). Essentially, the data were subjected to multiple regression analysis. From the results, it was discovered that the selected motivational variables viz; perception of needs, job placement and attitude to French language, actually have a high predictive value for adult learners achievement in French language. Learners attitudes to French language stand out as the most significant variable in predicting performance of adult French learners. Implications of these findings for motivating adults to learn are discussed in the study.
ADULT LEARNERS IN DISTANCE HIGHER EDUCATION
NORICA-FELICIA BUCUR
Challenges of the Knowledge Society , 2012,
Abstract: This paper attempts at identifying the main features that characterize distance higher education and adult education, respectively, in order to be able to establish to what extent adult learners can fit in distance higher education programs. The historical background of distance learning education, the factors that influence adult learners, and distance learning’s key objectives, effects, issues, advantages, and disadvantages are to be briefly investigated in order to reach the purpose of this paper. Recent developments in Information Technology have led to a new approach to teaching and learning, especially as far as adult learning and distance learning are concerned. Thus, this study will also focus on the consequences of using technology for course design, delivery, and the perception of adult learners participating in distance learning.
Student Dropout at the Hellenic Open University: Evaluation of the Graduate Program, "Studies in Education"  [cached]
Dimitris Vergidis,Chris Panagiotakopoulos
International Review of Research in Open and Distance Learning , 2002,
Abstract: This study traces the root causes of dropout rates in one post-graduate course “Studies in Education,” offered by the Hellenic Open University (HOU). From our research findings, it was found that the main cause of dropping out stem from a combination of adult learners’ obligations, specifically balancing their academic workload with their employment commitments and family obligations (mainly for female students). The second reason for dropout rates among adult distance education learners include students’ miscalculation of the available time for studying and their underestimation of the extra effort required for effective learning. These reasons can be compared to the educational material, which, in general, was not considered overly difficult and did not appear to compel students to abandon their studies.
Review: Outside the Classroom: Researching literacy with adult learners  [cached]
Andrew Chodkiewicz
Literacy and Numeracy Studies , 2011,
Abstract: BY ELLAYNE FOWLER AND JANE MACE (EDITORS) National Institute for Adult and Continuing Education (NIACE) 2005, 21 De Montfort Street, Leicester, ISBN: 1 86201 223 7, 142 pages. http://www.niace.org.uk Outside the classroom: researching literacy with adult learners is another of those interesting publications from the National Institute for Adult and Continuing Education (NIACE) in the UK that take on the important task of linking the theory and practice of teaching and researching literacy with adult learners.
Project-based Distrubuted Learning and Adult Learners  [PDF]
Dr. Erkan TEKINARSLAN
The Turkish Online Journal of Distance Education , 2004,
Abstract: Project-based Distrubuted Learning and Adult Learners Dr. Erkan TEKINARSLAN Abant Izzet Baysal University TURKEY ABSTRACT Adult learners participating in a project-based distributed learning environment, the MBA Without Boundaries (MBAWB) program at Ohio University, reported that project-based learning in a distributed learning environment is meaningful for adult learners because of the active involvement in the projects and transferability of the learning issues to the work place. According to the adult learners, important advantages of the project-based online environment are time and place flexibilities, maintaining everyday activities while attending a graduate program, diverse backgrounds of the adult learners, experience with authentic problems of the projects, applicability of learning issues to real life, active participation in the learning process, and combination of online interactions with residencies. However, the learners reported teammates who do not make enough contributions to a team project as the most common problem. Some learners complained about the distance barriers, family and work responsibilities, and technological failures during the online interactions.
Assessment of Learners’ Motivation during Interactions with Serious Games: A Study of Some Motivational Strategies in Food-Force  [PDF]
Lotfi Derbali,Claude Frasson
Advances in Human-Computer Interaction , 2012, DOI: 10.1155/2012/624538
Abstract: This study investigated motivational strategies and the assessment of learners’ motivation during serious gameplay. Identifying and intelligently assessing the effects that these strategies may have on learners are particularly relevant for educational computer-based systems. We proposed, therefore, the use of physiological sensors, namely, heart rate, skin conductance, and electroencephalogram (EEG), as well as a theoretical model of motivation (Keller’s ARCS model) to evaluate six motivational strategies selected from a serious game called Food-Force. Results from nonparametric tests and logistic regressions supported the hypothesis that physiological patterns and their evolution are suitable tools to directly and reliably assess the effects of selected strategies on learners’ motivation. They showed that specific EEG “attention ratio” was a significant predictor of learners’ motivation and could relevantly evaluate motivational strategies, especially those associated with the Attention and Confidence categories of the ARCS model of motivation. Serious games and intelligent systems can greatly benefit from using these results to enhance and adapt their interventions. 1. Introduction It is widely acknowledged that learners’ psychological and cognitive states have an important role in intelligent systems and serious games (SGs). For instance, engagement and motivation or disaffection and boredom obviously affect learners’ wills and skills in acquiring new knowledge [1]. SGs cannot, therefore, ignore these states and should take them into account during learning process. One important learners’ state is motivation which plays a crucial role in both the learners’ performance and the use of intelligent systems over time [2]. Motivation is generally defined as that which explains the direction and magnitude of behaviour, or in other words, it explains what goals people choose to pursue and how they pursue them [3]. It is considered as a natural part of any learning process. Several researches have showed that motivated learners are more likely to be more engaged, to undertake challenging activities, and to exhibit enhanced performance and outcomes [4, 5]. Therefore, it is of particular relevance to study motivation and its role in improving learners’ performance during gameplay. Learners’ interactions with Intelligent Tutoring Systems (ITSs) and especially SGs have always been considered to be intrinsically motivating. One possible explanation is the fact that ITSs generally use pictures, sounds, videos, and so forth, that are considered, crudely, as
Adult learners’ perceptions of working with awareness in the EFL classroom  [cached]
Kimberly Anne Brooks-Lewis
International Journal of Human Sciences , 2011,
Abstract: Language education for adults has traditionally proceeded from the assumption that the student is linguistically and communicatively aware, and furthermore, knows how to learn a language. Language teaching methodology and materials therefore concentrate upon the subject matter with no indication of the importance that awareness plays in either learning or communication. I first became conscious of this lack when I returned to the university to study a foreign language, and when I began to teach English as a foreign language in Mexico the issue became so pressing for me that I decided to undertake research to learn about other adult foreign language learners’ perceptions of whether explicitly working with awareness in the classroom might be beneficial to the language learning process. The research was conducted in eleven English as a foreign language classes at two universities in Mexico, with the ‘medium’ being an introductory course I wrote specifically for the learners I was working with. The course was designed with a general-to-specific (or top-down) methodology which began with awareness training and included suggestions throughout for learning-to-learn strategies. Results from the qualitative research as to the adult learners’ perceptions of these aspects of the course are discussed in this article, and clearly indicate that awareness training and such a teaching methodology help to fulfill genuine and pressing adult foreign language learner needs.
AN APPLIED INTERLANGUAGE EXPERIMENT INTO PHONOLOGICAL MISPERCEPTIONS OF ADULT LEARNERS  [cached]
Paul Tench
International Journal of English Studies (IJES) , 2001, DOI: 10.6018/ijes.1.1.47791
Abstract: The aim of the experiment described here was to attempt to measure adult learners' percetual interlanguage in phonology. The implementation of a methodology involving context-less lists of English words selected for their potential phonological problems is described, and the way in which learners process words they are listening to is discussed. The results of 13 Korean adults' perceptions and misperceptions are analysed: the most misperceived vowels were ID:/ and the short vowels /u, A, I, E, D, z/;c onsonants were mainly misperceived in word-final position, but 18, v, b, p, rl were misperceived to some extent in any position, and /S, j/ before the vowel /i:/; consonant clusters involving /f, 1, r/ were particularly subject to misperception. These findings have implications for the design of English pronunciation teaching materials for Koreans.
UNDERSTANDING OLDER ADULT LEARNERS IN DISTANCE EDUCATION: The Case of Universiti Sains Malaysia  [PDF]
Nailul Morad MOHD NOR
The Turkish Online Journal of Distance Education , 2011,
Abstract: World population ageing is unprecedented and pervasive which will affect all countries in the world. According to a United Nation report (2010): “By 2045, the number of older persons in the world will exceed the number of young for the first time in history.” The number of the older adult learners in distance education programs is also expected to increase in tandem with the growth of ageing population throughout the world. As such distance education institutions and instructors should be vigilant to this new emerging group of learners. The objectives of this study were to identify factors related to older adult learners’ participation in the distance education degree programs and their characteristics. Data were collected by using interviews and questionnaires. Respondents for the study were older adult learners age 50 and over who enrolled in degree programs at the School of Distance Education (SDE), Universiti Sains Malaysia in Malaysia. Five older adult learners were interviewed and 72 out of 123 respondents completed the questionnaires. The findings indicated that older adult learners’ participation in the distance education degree programs is mainly due to career advancement and to seek knowledge. The older adult learners’ distinct characteristics are high motivation, eager to learn, health conscious, effective time management, good social skills, no financial difficulties and have strong family support.
Does E-learning Portal Add Value to Adult Learners?  [cached]
Issham Ismail,T. Gunasegaran and R.M. Idrus
Current Research Journal of Social Science , 2010,
Abstract: E-learning is overtaking traditional teaching and learning environment in distance education program. The aim of this research is to investigate the advantages of the E-learning Portal towards adult learners who have enrolled their studies in, School of Distance Education, Universiti Sains Malaysia (USM). How much have learners gain and benefitted from the portal in their studies? Data were collected from a sample of 1084 undergraduate learners from USM through questionnaire. The data revealed that the learners agreed that they gain from the portal. The mean collected from the survey is in the range from 3.60 to 3.96. Most learners agreed that E-learning Portal add value in their studies. Therefore first class facilities should be provided to adult learners in order to increase their studies thus enable them to perform well in their examination.
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