ERIC Number: ED229534
Record Type: RIE
Publication Date: 1978
Reference Count: 0
The Collaborative Mode in Adult Education: A Literature Review.
Conti, Gary J.
According to Jack Blaney, there are three basic learning modes, each with their own characteristics, requirements, and implications. While each is appropriate within the proper parameters, there is wide support in the adult education literature for the use of the collaborative mode in facilitating adult learning. An analysis of the works of several major contributors to adult education theory and literature reveals a series of accepted adult learning principles that can be implemented through the collaborative teaching-learning mode. In the collaborative mode, learners and teachers cooperatively determine the ends, means, and evaluation of learning. The learners' role is that of a voluntary member rather than of a student who is dependent on an agency or a teacher. These principles can be broadly categorized under the concepts of experience, democracy, continuity of experience, and interaction. Significantly, Malcolm Knowles identified these as the key concepts around which Dewey organized his philosophy. (KC)
Descriptors: Adult Basic Education, Adult Education, Adult Learning, Adult Programs, Adult Students, Andragogy, Cognitive Style, Cooperation, Learning Theories, Participative Decision Making, Postsecondary Education, Student Participation, Student School Relationship, Teacher Participation, Teaching Methods, Teamwork
Publication Type: Information Analyses
Education Level: N/A
Authoring Institution: N/A
Identifiers: Blaney (Jack); Knowles (Malcolms)
Note: Reprint of Chapter 2 of Conti, G. J., "Principles of Adult Learning Scale: An Instrument for Measuring Teacher Behavior Related to the Collaborative Teaching-Learning Mode." Unpublished doctoral dissertation, Northern Illinois University, 1978.