Descriptor
| Educational Environment | 3 |
| Teacher Role | 2 |
| Adult Education | 1 |
| Adult Educators | 1 |
| Adult Students | 1 |
| Adults | 1 |
| Course Content | 1 |
| English (Second Language) | 1 |
| Expectation | 1 |
| Group Instruction | 1 |
| Higher Education | 1 |
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Source
| Adult Learning | 3 |
Publication Type
| Guides - Classroom - Teacher | 3 |
| Journal Articles | 3 |
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Peer reviewedPayne, Nancie – Adult Learning, 1992
Preferred learning modalities of adults with learning disabilities should be assessed to make learning productive. Relevant information can be acquired about communication styles and skills, color association, hobbies and leisure activities, and favored learning or work environments. (SK)
Descriptors: Adults, Educational Environment, Learning Disabilities, Learning Modalities
Peer reviewedRamirez, Sylvia – Adult Learning, 1992
Teachers of English as a Second Language to groups of adults with mixed ability levels should provide three important ingredients: (1) a supportive environment; (2) lessons that contain a variety of language development activities; and (3) a variety of grouping strategies. (SK)
Descriptors: Adult Education, Adult Educators, Educational Environment, English (Second Language)
Peer reviewedGarrison, D. Randy; And Others – Adult Learning, 1992
Responses from 191 college students suggest that they are most interested in learning about course content and the instructor at the first session. Effectiveness of the first session is enhanced by attention to physical space, temperature, lighting, and equipment; personal greeting; and explanation of the relevance of course content. (SK)
Descriptors: Adult Students, Course Content, Educational Environment, Expectation
