ERIC Number: ED250741
Record Type: RIE
Publication Date: 1984-Nov-4
Reference Count: 0
Implications and Strategies for Instruction of the Nontraditional Student in the Conventional Basic Speech Communication Course.
Ross, Roseanna; Stokes, Colleen Stiles
Older, nontraditional students are appearing with increasing frequency in conventional basic communication classes, and the unique learning needs of this group present a challenge to instructors, who must take into consideration the following: (1) the challenge of the learning process itself, (2) basic problems or concerns of the adult within the classroom, (3) general characteristics of adult learners, and (4) the andragogical view of adult learning. The basic speech communication course has inherent strengths for addressing these nontraditional students' needs, in building verbal skills, integrating the adult into the educational setting, and developing the adult student's self-confidence. An instructor's directed efforts to integrate the nontraditional student into the classroom should consider curriculum design, teaching strategies, and evaluation methods. The curriculum should be problem-oriented rather than subject-oriented, and the grading method individualistic and noncompetitive. Among the teaching strategies that can meet the needs of nontraditional students are modeling, needs assessment and student/instructor consultation, discussion, learning-teaching teams, role playing, and journal writing. Evaluation procedures should clearly define expectations, be supportive, and directly involve the student. Self-evaluation and the communication skills performance assessment scales of M. S. Knowles (1970) are among the noncompetitive evaluation techniques. (HTH)
Publication Type: Speeches/Meeting Papers; Information Analyses
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Speech Communication Association (70th, Chicago, IL, November 1-4, 1984).