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ERIC Number: ED404679
Record Type: Non-Journal
Publication Date: 1996-Nov
Pages: 47
Abstractor: N/A
Reference Count: N/A
Speech Communication Education for Adult Learners: An Experiential Curriculum Design.
Patterson, Teresa M.
Adults are the most rapidly growing population in American higher education. The National Center for Educational Statistics estimates that adult students will be 46% of all enrollments in the 1990s, which is good reason to give careful thought to their specific educational needs. M. Knowles, in "The Adult Learner: A Neglected Species," (1984) provides the framework for a theory of adult learning based on six assumptions about adult learners. In general, Knowles takes the position that adults do better with less direction and more participation. As early as 1950, speech communication educators have expressed an interest in meeting the needs of adult learners. In 1984, I.N. Engleberg supported A.D. Wolvin's research in his finding that adults are "goal oriented"; that adult learners are highly pragmatic and want to apply the knowledge they gain. The instructional strategies employed with the non-traditional basic oral communication course are consistent with the methods used within many non-traditional programs for adult learners. These strategies include experiential activities, lecture/discussion, and cooperative learning. To maximize the effectiveness of these three instructional strategies, it is important to debrief adult learners. L.C. Lederman (1992) defines debriefing as "a process in which people who have had an experience are led through a purposive discussion of that experience." (Contains 44 references and a sample curriculum design for a weekend course for adult learners.) (TB)
Publication Type: Opinion Papers; Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A