Instructional Plan for Adult LearnersFor the Final Project, you will develop an instructional plan for use with a specific group of adult learners. You will apply your knowledge of adult learning theo

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***** ******* ****** * **** ***** ** ******** which ***** *** ***** ******** to be involved ** *** ******** program (Merriam ********** & Baumgartner ***** **** paper **** ********* the ******** strategies delivery ****** ** **** ** *** ************* ********* among ***** ****************** Delivery modelThere *** different ********** that *** ** *********** for adult ******** *** **** **** an ********** **** *** * ******* ****** ** *** ******** ********** ** a ******* *** ****** ** *** **** of ******** ****** ******* the ****** ********* ** well as ** ************* ** **** is ***** taught ** *** ******** **** ** *** learning ***** **** *** ** **** ***** adult ******** *** ** ********* ******** ******** the online approach ** well ** *** ******** ******** delivery model (Bates ***** ** ** ********** *** ***** ** ******* *** ******** ****** of *** ******** * ***** ****** *** e-learning ************ ***** ******** *** employees *** employers **** ********* **** through ****** ******** can **** **** *** ***** ********** ** the **** ********** and ** *** **** time **** time *** study ***** **** Since *** inception ** *** ***** **** ************ **** implemented ** **** ** through *** ********** of ********* *** *** internet ***** makes ******** to ** practically flexible at *** ***** *** enhancement ** ********** *** **** learning ****** *** ** its ****** ** *** geographical ***** ** ** ******* that ********** has been termed ** be flexible as *** kinds ** ********* *** ** ****** ******* the ******** **** ***** ** ******** **** **** **** **** as **** ** ********* learning in ********* ************ ********* ******* ****** **** ********* ********** ***** ****** ****** ***** *********** ******** ************* ******* conduct ** ******** and ***** ***** this ****** ***** suitable *** any classThe ***** ****** ** ** why * *** *** ********** ** *** ** *** automation where ***** can ** **** ************* ****** This reduces *** ****** ** follow up *** ******** of ****** ***** *** ** **** **** this ******** ** ********* ** ******* ***** ******** as **** *** ************ ** *** ****** **** **** *** ****** ******** ********** ** ********** assessment ***** The ************* *** *********** that ** ******* ******* **** ******** model make it ** ********* ** *** ******** ********* ************ **** of adult *********** ****** of the ******** **** **** easier ******** can ***** *** smartphones ** * ***** ** ***** Most ***** ******** are **** ****** **** *** *** of *********** this ***** ** easy ** ****** *** *********** ** ****** ******* ****** ************* makes it **** *** ***** learners ** ****** up *** ******** ***** ** their ******* Ideally ***** *** e-learning mode ** ******** **** ****** *** ******* ***** ******** to ***** at *** ***** ** ******* to ***** modes of ******** *** ability ** study ** **** *** **** and ***** makes *** ******** ** ** rendered cost-effective *** ** **** no ************ ******** ***** ***** ***** ***** **** *** ******* to *** the ****** platform ** * ***** ** ******** *** ************* in the ******** ** information of ******* adult ******** can be **** in *** ***** ******** **************** ************* ******* ** ******** ********** ***** ***** learners ** to ensure that *** ******** are conversant **** *** ****** learning ******* Instructors *** ********** have * mandate of ******** **** *** activeness ** *** learners ****** * ******** institution ** effective *** ************* ** *** course ******* ************* ************* are *********** ** ****** participation ***** learners ******* ******** ***** ******* 2000) The ************* ****** *** adult ******** should *** * ******* ** curriculums *** *********** ******* to ****** that *** ******** comprehend *** information **** ** ***** ********* through *** ****** platformAs ** ********** ****** ****** ***** continuous ********** tests ******* the ********** ******** ******* ******** ***** **** the adult ******** (Stacey* ***** & ***** 2004) The ***** ******** **** follow ** *** ********** the ******* **** ** ***** relayed ******** **** ** ************* ***** *** ******* **** ** ***** ************ as * *** of ********** *** success ** the ***** Follow ** ******* *** ****** ******** ** delineate the **** where there ** * lack ** comprehension is effective ** ** reduces *** ******* academic **** **** ***** **** an ****** in *** studyActive learning *** participation in *** ********** ** *** ***** ******** ** *********** ** ****** that **** ************* ** *** The ****** ******** *** **** a ******* ** queries where *** ******* *** *** *** ***** ** ********** *** help **** gives room *** *** learner to understand *** ******* that ** being ********* *** ******** ******** ** ****** * ******* there ** a **** to **** ********** The ********** encompass *** ***** **** are *** ** the learners and *** ********** ** *** entire ****** ** learning *** teaching period (Taylor ******** & ******* ***** This acts ** * ********* ** *** ***** ********** ******* ********** ** *** ***** processAs ** ********** ****** with disseminating ********* to working adult learners **** ** *** ********** **** I **** ****** **** **** ** ********** ** ******** evaluation ** *** ************* and ******** ********* ** *** peoples ** *** ********** board *********** *** *********** of *** ***** ******** ** *** weekly ********** ***** will **** * great ****** on *** ***** ******* ** the ******** process Another ******** **** will **** ** ****** on the ****** process ** *** ************* ******* ******* the ***** ******** **** *** ********** ******** Caffarella & Baumgartner ***** **** ****** that *** ******* *** ** ************* ** *** whole ******** processDevelopmental TheoriesMalcolm ******* ********** *** need ** ******** ***** ****** in what ** ***** ****** as *** andragogy ****** **** *** **** ** ******** **** affects ****** was ****** ** ********* ***** ** ******* assumption ** *** that an ***** has *** ************ ** **** *** personality of ********* ****** *********** *** learner should gain ********** in ******** ******** **** ** ************ ******* the ********* to learn ******** and *** ability ** ******* ****** ********* for **** ********** The motivation to ***** as ** ***** ****** be exercised ******* *** willingness ** be involved ** *** ****** ******** process ************ ** ** ***** As part of ******* *********** ***** ** *** **** *** *** ***** learner ** ** ***** ******* the *********** process ** a way of preparing *** ******* ******* the ****** ********* **** of *** ******** ******** developing the ******* to ****** that ** ** she ** ********* matters * great deal Therefore *** ***** ******* should ** ******** ******* the ****** learning ******* for an ********* learning ******* ***** ** **** entail ******** ******* the ****** platform *** adult working ******* **** ** shown ** how ** *** *** ****** ** a means of ***** ************ ** ** ***** Other ******* **** ** the discussion ***** **** **** the ******* guidance ***** **** ** **** *** effective ************* on *** andragogy ****** ** ** ******* **** ******** want ** ** involved ** learning ******** that have an impact ** *** person or *** **** **** *** ****** ********** *** ******* *********** **** is ********* ** *** learner The ****** ** ***** ** ** gives **** *** ******** and ********** of *** *********** (Baumgartner ** al ***** **** ** ** ******** ***** the working adult ******** ** they ****** *** ********** with priority ******** ** *** ********** ******* ** *** ***** ******** ************ on *** ************* **** *** ************** ****** can ** **** ** a ******* of *** ********** *** ********* ** the learner According ** **** ******* ****** there ** * **** to have ******** ********** ** ****** *** ******** ****** ** is ******* *** theory **** ******** **** ********** ** ******* critical *************** ********* ** ****** **** ********** ** change *** ************** at *** workplace ******* ***** ******** *** ******** ** ******** **** at the ********* **** *** ************** ****** ***** * ******* ******** **** problematic ****** *** inclusivity and ****** ******** ***** *********** ****** that affect people ** the ********* matters a great deal *** **** ** *** ****** go an extra **** of ******** ** ******* ********* that ******* *** whole institutionMost ****** with high *** ******** ******* ***** ***** ** ***** ** ********** strategies *** ****** **** *** transform their ********* *********** beliefs is ***** as ** *** affect *** ***** ********** ******* **** *** *** ***** ******* ******** *** ****** beliefs **** *** *** ****** ****** ***** **** approaches **** ***** relevance ** is through *** **************** theory that ** *** *** ******** **** ** *********** ******** *** ***** ** ** individual ** may change ** ******* *** ** ********** *** ********* Part of *** key objectives in *** ***** ******** ******* ** *** ************** of ** ********** **** ** character and knowledge ********* * should **** ** **** ********* theory ** ***** ** shape *** ***** learners *** effective ************** ** ***** ****** ******** 1997) *** development ** my ******** **** ***** ** *** transformation to ******* the ******** ********** ****** **** ** TechnologyThe entry ** ********** *** *** ** *************** in *** modes ** learning *** * ****** from *** *********** ******** ********** *** technological ***** ********** *** **** ******** ******* *** learning ******* **** ** the ********* of ***** ********** in the ******** ******* ** that it ******** ********** of ****** *** *********** status empowerment of ******** ** well ** the **** ******* ********** assessment *** this ** ******** ******* effectiveness The *** ** technology ** *** ******** ********* can ****** ** **** ********** ** ********** *** ************ *** **** variable ***** ** *** *** ****** *** entry of ********** **** ** *** people were ******** on *** ********* ******** as ***** of ******** The ***** of ********* **** **** ****** ***** ***** However **** *** ************ ******* *** ******** which **** **** for ****** ** have ********** this **** *** ******** ******** involves *** ********** ***** ** ** enhancement of *** learning ******** **** uses ********** Adult ******** can make ******* in their own time ******* attending classes as *** ***** can ** saved on computers and emails *** *********** realised ****** **** ***** technological ***** ** ******** *** quite evident *** ***** advantage **** ****** when ***** ************* ***** is that ******** can ** *********** ******* ****** random visits to *** ********* ***** ***** *** ******* ** **** ******** ** *** **** ******* ****** **** ***** ** data ** ** indicator ** *** importance ** ********** ** *** learning *********** learners may be ********** ** the *** ** ************* means **** *** ****** the performance as **** as *** ******* ******** process *** learners **** **** *** ********* in ********* ********* to ****** ********* learning Higher level *********** ** tasks ** ********* ******* *** use ** technology The traditional means ** ******* ***** not shift *** ***** of ******** **** the ******* ************ ******* *** ************* ***** ******* * ***** to the outside society ******* * ***** ******** ** is ******* **** approaches **** ******** ******** *** initiated among adult ******** *** *** ******* and have ******* time *** ******* *** they **** the ******* ** ***** **** *** **** studies ****** ***** **** **** ******** Smith ***** Barty 2004) **** the e-learning model ****** ********** *** use ** ********** as **** ** *** ******** ******* ***** ***** ** * ************* ** cultural ****** *** *************** ****** *** ******* ****** * ******* deal in a classroom setting *** importance *** either be ******** or ******** ** **** ************* *** ********* skill ********** the ******** values *** beliefs It is ******* **** ***** *** challenges *** ** *** ******** ******** *** **** ****** the ***** setting *** *** *** **** a ******** perspective ** different from *** other thus ********* *** teaching and ******** ****** the ***** ******* Learners may ** ******** ** *** ******** ********** due ** the ************** ***** A positive ********** ** *** ******** *** ******** ***** ** be ******* to ****** that it does *** ********** *** ******* ** the ********* level ************ **** a ******** ******* ******* * ***** **** ** ** ******* *** ********* ** ******** (Sawchuk 2003) Therefore ******** ** *** ******** ** detrimental Negating *** ******** ****** *** beliefs ** ************** as ** undermines *** ***** ** learnersConclusionThe online adult ******** ******** does *** undermine the ***** ** ********* ** ******** as **** ** *** **** **** ** ********* unless **** ****** * ******** exam *** ******** of technology *** made learning ***** adult learners ***** effective *** e-learning ******** has proved a ********* *** ** *** *********** ******* ** *** ****** ******** ****************************************************** * T ****** ********** e-learning *** distance ********* ******************** * M *** * Y ****** * & ******* * ****** Adult ******** ******* * Primer *********** ********** * (1999) ***** ************ *********** ** ***** and ********** **************** * * ********** * * ***** *********** * * ****** ******** ** adulthood: A ************* ***** **** ***** ***** *********** * ****** ************** ********* ****** ** ******** New ********** for ***** *** ********** ********* 1997(74) *********** * ****** ***** ******** *** ********** ** ************* **** ********* ********** ************ E ***** * J ***** Barty * (2004) ***** learners ** the ********** Online ******** and *********** ** practice Distance Education 25(1) ************* * ******** C & ******* * ****** Developing ***** Learners: ********** *** ******** *** ******** *** Jossey-Bass Higher *** ***** ********* Series *********** ********** *** ******* ****** San Francisco ** *******

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