EDUC 8101 – How Adults Learn Theory and Research 6 semester credits EDUC

This course will present a theoretical and research-based examination of the adult learner and learning in adulthood. It will cover topics including adult education theories, the nature of the adult learner, learning styles, and cognitive development. The class will also discuss adolescent and post adolescent development, which includes self-identity development and change in orientation to self. The impact of global environment on education is also discussed. Prerequisites: EDUC 8100 or placement by test Prerequisite: ENGL 1013 with a grade of

A systematic study of theories and methods of adult learning. Topics include: (a) psychological and cognitive factors influencing adult learning; (b) instructional design, the teaching of adults, and evaluation; (c) effective teaching strategies. Current research in the field is examined with regard to conceptual frameworks and practical applications.
EDUC 8101 – How Adults Learn: Theory and Research (6 semester credits)

EDUC 8102 Course Description for EDUC 8102 – Teaching Adolescent Readers with an Integrated Liter

– 3/5/2016

University of Texas at Austin

The University of Texas at Austin offers EDUC 8101 in the Fall and Spring semesters.

The curriculum for this course is as follows:

Summer (January): Overview of Adult Learning Theory. Introduction to the study of adult learning. Development of an understanding of adult learning as it relates to adults’ learning, instructional and educational goals, and the environments in which they learn.

Fall (September): Adult Learning Theory: An overview;

For instructor approval. Lec 4: 3 hrs. Lect Instructor: MEYERS, DOROTHY

EDUC 8171 Course Outline for EDUC 8171 – Teaching Adults (6 semester credits) (EDUC 8171) For instructor approval. Lecture: 3 hrs. Ets Instructor: MEYERS, DOROTHY

EDUC 9181 Course Outline for EDUC 9181 – Seminar in School Psychology (6 semester credits) (EDUC

provide students with a variety of experiences that can be applied to the development of their own professional lives. These experiences are designed to foster a critical understanding of basic theories and research related to adult learning. The course will also provide students with an opportunity to develop their abilities in research and analysis, as well as their ability to communicate their ideas clearly and effectively.
REQUIRED TEXT: Peterson, P. (2015). Adult education and lifelong learning: A global perspective (2nd ed.). Belmont, CA: W

– Essay Due Date: Wednesday, March 21, 2018 – Sample Syllabus (Educational Psychology course)

EDUC 8121 Course Pre-requisites for EDUC 8121 – Developmental Psychology (6 semester credits) (EDUC 8121) – Essay Due Date: Friday, April 20, 2018 – Sample Syllabus (Educational Psychology course)

EDUC 8201 Course Pre-requisites for EDUC 8201 – Social-Emotional Learning

3 hours (3-0-6) EDUS

EDUC 8111 Course Duration & Credits for EDUC 8111 – How Adults Learn: Research and Instructional Strategies (6 semester credits) (EDUC 8111) 3 hours (3-0-6) EDUS

EDUC 8102 Course Duration & Credits for EDUC 8102 – How Adults Learn: Foundations of Learning, Development, and Assessment (6 semester credits) (EDUC 8102

– The student will be able to: 1. Define, explain and describe how adults learn. 2. Identify issues related to research on adults learning and factors that affect learning. 3. Analyze the impact of learning styles on adult learning including brain functioning. 4. Use critical thinking skills in interpreting findings of research on adult learning and apply this understanding to enhance the effectiveness of teaching strategies used in adult education programs, settings and classrooms.

EDUC 8111 Course Learning Outcomes for

This course presents a detailed discussion of the research, theory, and methods used to study how adults learn. Students will examine issues that relate to teaching and learning with adults including theories of learning, instructional design and delivery, development and assessment of learning, and instructional technology. Students will complete assignments designed to develop their understanding of key concepts relating to how adults learn, such as differential access to learning opportunities, the role of emotions in learning, and the nature of motivation. This course is offered only on the A

EDUC 8102 Course Fact Sheet for EDUC 8102 – Learning and Teaching in the Elementary Grades (6 semester credits) (EDUC 8102) EDUC 8201 Course Fact Sheet for EDUC 8201 – Curriculum, Instruction, and Assessment in Elementary Education (3 semester credits) (EDUC 8201) EDUC 8202 Course Fact Sheet for EDUC 8202 – Educational Leadership in Elementary Schools (3 semester credits) (EDUC 8202)
EDUC – D

Fall 2017, Spring 2018 MWF 11:00 AM-12:15 PM J. Palmer House C214 Instructor: Tina Schoonover, Ph.D. Office Hours: Monday and Wednesday 2-4 pm Email Address: tschoonover@oregonstate.edu Instructor Phone: (541) 737-3759 Course Description This course presents a theoretical framework for understanding how adults learn; students’ own experiences and worldviews with adult learning; the influences of

is offered online. For more information, see the course description below. The following individuals have been qualified to teach this course and are designated on the course syllabus: Instructional Design and Technology Specialist, Martha J. Blake, mblake@uwaterloo.ca Associate Professor for Education Course Instructor(s) Title University of Waterloo Region Teacher Training Program EDUC 8101 – How Adults Learn: Theory and Research (6 semester credits) (EDUC 8101) Instructional Design and Technology Specialist,

I. Course Description In this course, students will learn about the ways in which adults learn, how these learning styles differ from those of children, and the psychological processes that can lead to improved adult learning. The course will also cover the basic principles of adult learning theories, as well as research methodologies used to study adults’ learning. II. Course Objectives The student will gain an understanding of the nature and purpose of adult education; understand some of the historical development of adult education; develop an awareness of

1. How Adults Learn: Theory and Research (6 semester credits) (EDUC 8101) by J. A. Linn, M. Linn, K. B. Linn (1993). John Wiley & Sons. ISBN: 0-471-89290-8.

2. In search of excellence by Thomas J Kouzes and Barry Z Nietzchmann (2007). Hachette UK.

3. The thriving classroom by Francis S Nisbett

Prerequisite: Permission of instructor and department. Intensive, supervised preparation in classroom teaching for grades K-6 or students with developmental disabilities and/or moderate and severe behavioral disorders. During this course, students apply the knowledge they have gained in the core courses to develop instructional strategies and techniques used in individualized education settings. Students are required to attend professional development events at other institutions throughout the semester as well as home visits with parents of students participating in field-based practica. This is a 3 semester credit

Sample syllabus for EDUC 8101 – How Adults Learn: Theory and Research (6 semester credits) (EDUC 8101) Sample syllabus for EDUC 8101 – How Adults Learn: Theory and Research (6 semester credits) (EDUC 8101)

Study Abroad

English Language Center, University of Sydney

SEARCY Chair of Teaching English to Speakers of Other Languages

International Center, University of Sydney

International English Language Testing System (IELTS)

Tutoring

Prerequisite: EDUC 8101 or permission of the instructor.
Development and assessment of a course project that will introduce a learning theory to undergraduates. The project will address adult learners’ development and use of theories, models, frameworks and principles in their search for information.
EDUC 8103 Course Project Proposal for EDUC 8103 – Education as Learning (6 semester credits) (EDUC 8103) Prerequisite: EDUC 8103 or permission of the instructor.
Development and assessment of

Prerequisite: EDUC 8101A 0 credits. Course is repeated for credit if previously taken.

EDUC 8201 Course Practicum for EDUC 8201 – Teaching Adult Learners: Theory and Research (6 semester credits) (EDUC 8201) Prerequisite: EDUC 8101B 0 credits. Course is repeated for credit if previously taken.

EDUC 8222 Curriculum Development in Adult Education (3 semester credits) (EDUC 8222) Prerequisite

EDUC 8102 Course for EDUC 8102 – The Education of Adolescents (6 semester credits) (EDUC 8102)

Students must be on time to class. In the event that a student misses class without notifying the instructor, they will be considered tardy and will incur a $50.00 late policy fee.

will be given at the beginning of Spring Semester.

Use the Contact Us form in your first week back to contact Dr. Sylva or ask me questions.

Assessment

Exam 1 and 2, essay, midterm.

Final exam is not included in the total number of credits required for graduation.

Top 100 AI-Generated Questions

– 2016/17 Catalog (Fall) View course outline on Campus Map

The class is taught in a distance-learning environment, which involves lectures, videos, interactive discussions, and other media. The class has two mandatory classes: EDUC 8101 and TOK (for students who plan to teach English in an international setting). The two required classes provide the foundation for the remaining four required courses and all of the “required” core courses.

There are no exams or projects in this course. The

What Should Students Expect to Be Tested from EDUC 8101 Midterm Exam

(EDUC 8101) This course examines theories of how adults learn from school, home, family, and community. It also addresses theories of how adults learn with and without a diagnosis. Topics include: learning in families; schooling in diverse communities; and teaching for diversity and equity. Through the research method of qualitative case study analysis, students will examine connections between theory, context, and practice. Theory examines key issues such as children’s socialization and family experience; power relationships; individual differences;

How to Prepare for EDUC 8101 Midterm Exam

in the UK

1. Before taking this course, you should have a basic understanding of the theories and research on adult learning (or be able to learn it).

2. You are expected to read, and bring to class, the following:

– William S. Gudykunst (2014) Adult Learning: Theory and Research (5th ed.). Thousand Oaks, CA: Sage.

– Gardner’s Multiple Intelligences Guide (2016). Retrieved from: http://www.intellig

Midterm Exam Questions Generated from Top 100 Pages on Bing

Midterm Exam Questions Generated from Top 100 Pages on Google

(Spring, 2018) Fall, 2017

Fall, 2016

Fall, 2015

Fall, 2014

Fall, 2013

Fall, 2012

Fall, 2011

Spring/Summer, 2009

Top 100 AI-Generated Questions

about “Intelligence” and “Online Teaching”

A list of 100 questions to guide students’ thinking about intelligence.

What Should Students Expect to Be Tested from EDUC 8101 Final Exam

at Fayetteville State University (FSU) The final exam is 75% of the grade and you will have a minimum of 2 hours to complete it. You are expected to be familiar with the material covered in class, as well as the assigned readings and any other materials provided by your instructor. The grade for this exam will not include any points for previous knowledge or understanding of topics covered in EDUC 8101: Theory and Research – How Adults Learn. The grade for this exam will also

How to Prepare for EDUC 8101 Final Exam

at University of the Arts?

EDUC 8101 – How Adults Learn: Theory and Research (6 semester credits) (EDUC 8101) Lecture Notes, Lecture Video Lectures & Test Bank

Download FREE Sample Here for EDUC 8101 – How Adults Learn: Theory and Research (6 semester credits) (EDUC 8101) Lecture Notes, Lecture Video Lectures & Test Bank. Note : this is not a text book. File Format : PDF or Word

Product Description

Final Exam Questions Generated from Top 100 Pages on Bing

at UC San Diego. The questions are compiled from the exams provided by the professor. There are 100 possible questions for each section of the exam and every question is a choice. This system also allows you to review the grading of your question after you submit it. Find your answer by reading through all the pages below.

Click on your section to see specific exams for that section.

Section Question Exam Name 1 1 What are some of the major differences between children who are taught in classrooms and children

Final Exam Questions Generated from Top 100 Pages on Google

on 2016-08-18, 11 days ago

Part A 1. Why is it important to study adults’ learning as they grow? 2. What are some of the factors that affect learning in adults? Explain why they do so. What are the implications for educators and training professionals?

Part B 3. Discuss the meaning of adult learner development, according to Erikson’s theory of human development. What distinguishes adults from children?

4. Describe four aspects of learning

EDUC 8101 Week 1 Description

[Prereq: EDUC 6101, EDUC 6151, EDUC 6201, EDUC 6351] This course surveys the current theory and research on how adults learn. It considers conceptual frameworks for understanding different kinds of learning (including learning from experience, formal knowledge acquisition, and the development of theoretical concepts), as well as the relationship between learning and change in people’s minds. Learning theories are then applied to the process of teaching adult learners. Special emphasis is given to classroom design and

EDUC 8101 Week 1 Outline

EDUC 8101 Week 2 Outline for EDUC 8101 – How Adults Learn: Theory and Research (6 semester credits) (EDUC 8101) EDUC 8101 Week 3 Outline for EDUC 8101 – How Adults Learn: Theory and Research (6 semester credits) (EDUC 8101) EDUC 8101 Week 4 Outline for EDUC 8101 – How Adults Learn: Theory and Research (6 semester credits) (EDUC 8101) edu

EDUC 8101 Week 1 Objectives

Participants will have an overview of how adults learn as well as their theory and research. The students will get the opportunity to discuss what has been learned from previous research. The participants will be exposed to research that they may not have heard before, or that was not presented in a class session.
1) How Adults Learn: Theory and Research (6 semester credits) (EDUC 8101) 2) How Adults Learn: Theory and Research (6 semester credits) (EDUC 8101

EDUC 8101 Week 1 Pre-requisites

– This course provides a comprehensive overview of theory and research on how adults learn and apply that knowledge in the classroom. The first semester will focus on general introduction to theories, principles, and methods in adult learning as applied to various teaching situations and contexts. The second semester will deal with the application of theories and principles in different curricular areas.

EDUC 8111 Week 2 Pre-requisites for EDUC 8111 – Learning Strategies and Inclusive Practice (6 semester credits) (EDUC

EDUC 8101 Week 1 Duration

2:00 PM – 4:40 PM (3 hours) – Mon, Wed, Fri (online only) Instructor(s): R. T. Baker Jr., Ph.D. [-] Days of Week Times Day Start End Building Room 05/15/2019 06/19/2019 Monday 12:20 PM 1:50 PM EDUC 8101 KAPP $140.00 ADD TO CART

EDUC 8101 Week 1 Duration for EDUC

EDUC 8101 Week 1 Learning Outcomes

1. Interpret theoretical and research bases for teaching adults. 2. Assess the validity of techniques as they are used in different educational settings, and critique them critically as appropriate to the learning situation.

EDUC 8101 Week 1 Learning Outcomes for EDUC 8101 – How Adults Learn: Theory and Research (6 semester credits) (EDUC 8101) 3. Design pedagogical models that include factors such as intrinsic motivation, affective learning, problem-solving skills,

EDUC 8101 Week 1 Assessment & Grading

10% 4 Assignments: Research Assignment I (1 semester credit) (EDUC 8101) 20% 2 Group and Individual Project (1 semester credit) (EDUC 8101) 30% Examination: All students must pass the examination. Oral presentation in a presentation group with questions for discussion.
Required Materials:
Recommended Materials:
Culturally Relevant Pedagogy (4 semester credits) (CHEM 8100) Course Description The purpose of this course is

EDUC 8101 Week 1 Suggested Resources/Books

This is a course within the Master of Education program. This course is designed to give students a practical knowledge base on how adults learn. The course will cover theories of adult learning and how to design learning programs for adult learners. It will also address effective classroom environments for adult learners and ways to assess learner needs and priorities.
The course covers: • Adult Learning Theories • Theories of Adult Learning (Theory of Reasoned Action, Theory X & Theory Y, Social Cognitive Theory, Human Behavior in the

EDUC 8101 Week 1 Assignment (20 Questions)

in the Course ID section. and 9:00am to 10:30am

[vc_row][vc_column width=”1/2″][vc_column_text]This is a reflection that you are completing on your experience with the online course. This paper should be no more than 3 pages long.

Write a response (no more than 200 words) in which you discuss how the course met your expectations and/or how it could have been improved. The reflections should be supported by

EDUC 8101 Week 1 Assignment Question (20 Questions)

– Spring 2014

Below you will find the answers to all of the questions in this Week 1 Assignment. There are 20 questions. Please note that there is a separate rubric for each question. The instructions for the rubric are as follows:

Answer ALL questions in this week’s assignment.

A minimum of 2 pages in length, typed and double-spaced, using Times New Roman font (size 12).

A minimum of two references must be cited in APA style.

Your

EDUC 8101 Week 1 Discussion 1 (20 Questions)

– Spring 2019

Answer Key for (EDUC 8101 Week 1 Discussion 1 (20 Questions) for EDUC 8101 – How Adults Learn: Theory and Research (6 semester credits) (EDUC 8101) – Spring 2019

A. Although the idea of a prison camp is not necessarily a new concept, the experience of being incarcerated has changed dramatically throughout the centuries. In recent years, however, there has been an increase in both interest and discussion

EDUC 8101 Week 1 DQ 1 (20 Questions)

in the “Courseworks” tab of your WGU Portal. What is the strongest argument for or against the view that the learning process is social? 5 The group learning theory: I have suggested that group learning theories are also based on a particular view of cognition (that is, how we learn). The process by which people acquire knowledge through social interaction (individuals share ideas, knowledge and skills) can be defined as sociocultural. Then, when the adult calls for help they can explain

EDUC 8101 Week 1 Discussion 2 (20 Questions)

discussion. Grades will be determined by comparing the grades of those with different scores for each question. The student will get a letter grade from A to F for each questions scored on a scale of 0-10. The maximum possible score is 100 points. Questions are worth 5 points per question and 40 points per essay.

A minimum score of 70% is required for a passing grade (60% – 69% – the question is considered “no pass” and will be reversed

EDUC 8101 Week 1 DQ 2 (20 Questions)

M

EDUC 8151 Week 2 DQ 1 (10 Questions) for EDUC 8151 – Adult Development and Learning (6 semester credits) (EDUC 8151) M EDUC8052 Week 3 DQ 1 (5 Questions)

UPDATES FOR EXCUSED ABSENCE, CONFERENCES AND REFUNDING ON TIME! Refer to the “Academic Calendar” link on the left side of this webpage for ALL updates. GET YOUR ENROLLMENT

EDUC 8101 Week 1 Quiz (20 Questions)

at George Mason University. Answer to: How Adults Learn: Theory and Research (6 semester credits) (EDUC 8101) PLEASE NOTE : If you’re looking for a free download links of How Adults Learn: Theory and Research (6 semester credits) (EDUC 8101) Pdf, epub, docx and torrent then this site is not for you.

ABA Practitioner’s Guide to Learning Disabilities – Practitioners

This guide will help you address the special needs of your

EDUC 8101 Week 1 MCQ’s (20 Multiple Choice Questions)

for EDUC 8101 – How Adults Learn: Theory and Research (6 semester credits) (EDUC 8101) – Hottest Problems in Educational Psychology and Neuroscience in Terms of Learning & Teaching, among other courses. Browse Section I Resources of EduRev Study Group by Popular Subjects.

Sr. No. Subject Name Total Question MCQ’s 1. Kinds Of Active Learning [Total: 10] a) Lecture b) Discussion c) Problem solving d) Case study e)

EDUC 8101 Week 2 Description

This course examines the research about how adults learn and applies this research to teach adults. Topics covered include classroom learning, learning at work, learning in community settings and learning for older adults. This course does not count as a general education elective. Course objectives: 1) To understand the major theories of adult learning; 2) To apply these theories to develop an understanding of teaching adults; 3) To explain the elements of effective teaching methods for adult learners; 4) To reflect on one

EDUC 8101 Week 2 Outline

Facilitated by Professor Gene Garafola Tu-Th 3:30-5:50pm May 4, 2018 – June 7, 2018 Fall and Spring semesters: Room 2232 Office Hours: By Appointment General Course Information…

Grades, Scores and Cutoffs

Grades are averages based on the distribution of grades for a course. A grade of C or lower is considered a failure. Below are the minimum grades that will result in an incomplete grade

EDUC 8101 Week 2 Objectives

– Introduction to and overview of adult learning theories, types of learning and ways to apply these theories in the classroom. (EDUC 8101) Lecture: 2 hours per week; Lab: 1 hour per week, field experience required. H. Schneider English Composition I with Honors (ENG 1131 Week 1 Objectives for ENG 1131 – Writing in a Field of Study (6 semester credits) (ENG 1131) – Analyze literary works from various periods

EDUC 8101 Week 2 Pre-requisites

Course Outline September 2016 August 2016 July 2016 May/June 2016 April 2016 March 2016 January 2016 November/December 2015 October 2015 September 2015 August/September 2015 July/August Number of Credits: Units: Level: Quarter Credit Hours Course Description:

HISTORICAL UNDERSTANDING AND CRITICAL THINKING ABOUT EDUCATION Provides a critical understanding of key developments in educational theory and research from the mid

EDUC 8101 Week 2 Duration

(3-0) Course Description: Adult learning theories, research, and methods for teaching adults. (G) Prerequisite(s): EDUC 8100 or EDU 8030; EDUC 8125; EDUC 8130; EDUC 8145. Includes attendance at assigned class sessions and assigned readings. One hour lecture, two hours lab per week (lecture and lab). Course Objectives: Upon completion of this course, the student will be able to: Understand basic adult learning theory

EDUC 8101 Week 2 Learning Outcomes

Lecture, 3 hours per week, 1 credit. The purpose of this course is to examine adult learning theories and research and to develop an understanding of the theoretical foundations for teaching adults. This course will focus on developing expertise in the field of adult learning theory and research by examining principles underlying the acquisition of knowledge and skills through formal instruction and nonformal learning experiences. Through this analysis, students will be able to determine how adults learn best through various modes of instruction, including face-to-face and online

EDUC 8101 Week 2 Assessment & Grading

1. This assessment is to be completed in-class on day of class. Please review the syllabus for the course and appropriate readings prior to taking the assessment. 2. Answer all questions. 3. A description of how you will use your score from this assessment will be provided at a later date.
Assessment
Total Points: 100 (20%)
Educator Preparation Program Assessment Requirements as Required by the Teacher Education and Certification Division of the Oregon Department of Education (ODE) Stat

EDUC 8101 Week 2 Suggested Resources/Books

1. Lewis, R. (2004). The theory of conceptual change in learning. New York: Prentice Hall. 2. McLaughlin, M.S., Leahey, B.M., Krajcik, J.S., & Jones, D.C. (2010). How adults learn: Theory and research (6th ed.). Upper Saddle River, NJ: Pearson Education, Inc.
3. Samuelson-Larson, J.B., & Gray-G

EDUC 8101 Week 2 Assignment (20 Questions)

submitted to Blackboard.

Week 2 Assignment (20 Questions) for EDUC 8101 – How Adults Learn: Theory and Research (6 semester credits) (EDUC 8101) submitted to Blackboard. This week’s assignment is a 20 question multiple choice quiz on the following topics: Learning Theories and Models, Learning Styles, Motivation, Instructional Design. It will take you approximately 30 minutes to complete.

You must submit your answers in a single document by the end of

EDUC 8101 Week 2 Assignment Question (20 Questions)

For each of the following questions, write a three to four (3-4) page essay that addresses the following:

The teacher who works with students with disabilities must meet basic expectations for professionalism and competence.

Create an action plan using a template that will enable you to evaluate your client’s progress toward his or her independence.

Each member of the team should have a minimum of 30 minutes for planning, facilitation, and practice or setting up for session. The remainder of each session should be utilized by

EDUC 8101 Week 2 Discussion 1 (20 Questions)

at University of California, Irvine (UCI). Learn about the course requirements and program details. By studying and reading this chapter you will have the opportunity to evaluate the validity of popular theories that explain learning. edu 1-2: Readings & Lectures: These materials provide background for key readings in your seminar. The most effective way to learn new skills is through practice, so spend time on these practice exercises. Educational Psychology is a broad field, with many sub-disciplines within it.

EDUC 8101 Week 2 DQ 1 (20 Questions)

The CUNY Graduate Center (CUNY) is one of the largest and most prestigious universities in the country, with approximately 70,000 students studying at its seven campuses across New York City. Its online master’s degree programs offer a truly global perspective on education, with an emphasis on fostering a global mindset. The faculty have extensive knowledge of their subjects, which enables them to transfer this knowledge to students across the globe. As such, students can expect to find a stimulating and engaging environment that

EDUC 8101 Week 2 Discussion 2 (20 Questions)

at Purdue University West Lafayette, Indiana (North Central)

Created by: Jennifer M. Sullivan

1. What are the key concepts and theories of adult learning that you have learned about in this course?

Adult Learning Theories and Concepts 2 . How do adults learn and think? What research tells us about adult learning?

Adults: Theories and Concepts 3 . As a child, what did you think or believe about learning? Why?

Teaching Adult Learners 4 . When do children

EDUC 8101 Week 2 DQ 2 (20 Questions)

Discussion Questions (20 Questions)

Discussion Questions

1. Why does learning occur in stages? (Hint: This question is directly related to the Self-Regulation Theory.)

2. What are some examples of how learning can be taught by adults?

3. If we’re teaching an adult a skill, do we need to focus more on helping the adult gain skills or just help the adult gain knowledge?

4. What are some characteristics of high quality assessment tools that can be used with adults?

5.

EDUC 8101 Week 2 Quiz (20 Questions)

at Grand Canyon University. edu or 888-328-4841: 0/24

EDUC 8101 Week 2 Quiz (20 Questions) for EDUC 8101 – How Adults Learn: Theory and Research (6 semester credits) (EDUC 8101) at Grand Canyon University. edu or 888-328-4841: Educate yourself about the theory and research related to how adults learn! Review the theories of learning and some examples of research findings.

Ass

EDUC 8101 Week 2 MCQ’s (20 Multiple Choice Questions)

at University of the Punjab, Lahore (Lahore).

The various aspects of learning and teaching are covered in this unit:

1. Learning theory and the role of teachers

2. How adults learn: definitions, principles and theories

3. The nature of learning, theories of learning and learning styles

4. Strategies for teaching adults

5. Introduction to special education

EDUC 8101 Week 3 Description

This course provides a general introduction to the theory and research of adult learning. In particular, it highlights the multiple factors that contribute to successful learning in adults. Topics include cognitive development; affective and social factors related to learning; attention, memory, perception, motivation, and decision-making; reasoning; thinking styles and abilities in the adult learner; and learning strategies such as visualization, auditory techniques, visual imagery, and thought-organization. Students will gain an understanding of how adults learn through instruction on topics including

EDUC 8101 Week 3 Outline

Theories of adult learning and their applications to instructional practice, including: cognitive theories of learning; self-determination theories; motivation theories; and social cognitive theories of learning. Theories of adult education from the perspective of multiple intelligences and giftedness. Assessment theory and methods appropriate to adult learning.

EDUC 8102 Week 3 Outline for EDUC 8102 – Research Methods in Educational Studies (6 semester credits) (EDUC 8102) Course topics include: design, data collection,

EDUC 8101 Week 3 Objectives

(Credit Hours 3) To understand how adults learn and how educational practices may be adapted to best suit the learning styles of individuals. Topics include learning theories, cognition, motivation, and teaching strategies. This course emphasizes the research-based pedagogy of adult education with emphasis on theory, method and practice.
EDUC 8201 Week 4 Objectives for EDUC 8201 – Technology in Education: Challenges and Opportunities (3 semester credits) (EDUC 8201) (Credit Hours

EDUC 8101 Week 3 Pre-requisites

(EDUC 8102) (EDUC 8103) This course provides an in-depth exploration of contemporary theories of learning and development. Students will examine the impact of individual differences, including culture and ethnicity, on learning and development with a focus on developmental disabilities.

EDUC 8101 Week 4 Pre-requisites for EDUC 8101 – How Adults Learn: Theory and Research (6 semester credits) (EDUC 8101) (EDUC 8102) (EDUC

EDUC 8101 Week 3 Duration

– How Adults Learn: Theory and Research (6 semester credits) (EDUC 8101) Credit Hours: 6 lecture hours

3 lecture hours Prerequisites: EDUC 6010 or equivalent; letter grade of C- or better in EDUC 8010, EDUC 8020, and EDUC 8030.

EDUC 8010/8020/8030 Exploring Education (6 semester credits) (EDUC 8010/8020/8030) Credit Hours:

EDUC 8101 Week 3 Learni