researchnet studieuitval in het hoger onderwijs

http://www.minocw.nl/documenten/Studieuitval%20in%20het%20hoger%20onderwijs.pdf

• over het geheel genomen is het percentage uitval onder deeltijders geringer dan onder voltijders (P 11)
• grootste uitval in het eerste jaar
• het is evident dat het risico op voortijdig studieuitval groter is voor mensen met kinderen dan voor studerenden zonder kinderen
• waarom gestopt en wat is doorslaggevende reden (p 18)
• gebrek aan motivatie 1e, daarna moeite met wijze van onderwijs, persoonlijke omstandigheden, onvoldoende studiebegeleiding
• voor studiestakers in het hbo met mbo vooropleiding speelde vooral persoonlijke omstandigheden een rol
• helaas geen aparte cijfers voor deeltijders dus lastig te interpreteren
• wel gebruiken

researchnet studentenmonitor 2006 - 2008

resultaten 2008 zijn nu ook in te zien via http://www.studentenmonitor.nl/welkom.php?intro=uit. ook 2007 staat daar.
goed als intro bij mijn dissertatie, gegevens over deeltijdstudenten en uitval. je kan alleen helaas niet zoeken speciaal op deeltijd. dat maakt het moeilijk om de cijfers te gebruiken. Maar het lijkt me goed om er ergens naar te verwijzen

simons het verloop van leerprocessen

Abstract
Leerprocessen kunnen op geheel verschillende wijzen verlopen. In dit artikel wordt een overzicht gegeven van deze verloopsvormen door uit te gaan van een drietal dimensies: de aansturing van het leren, het bewustzijn van de lerende van het leerproces en de mate waarin referentiekaders veranderd (moeten) worden. Eerst wordt nagegaan of leren op en buiten school van elkaar verschilt en hoe. De conclu-sie is dat er vaak wel verschillen zijn, maar dat deze niet gewenst zijn en niet nood-zakelijkerwijs bestaan. Vervolgens worden de drie dimensies nader onder de loep genomen. De verschillende verloopsvormen van leren worden beschouwd vanuit het perspectief van wat leerlingen zelf weten (en moeten weten) over hun leren en van leerstijlen. Ook wordt nagegaan hoe verschillen in leeropvattingen en leerstijlen ontstaan. Tenslotte wordt de vraag beantwoord welke verloopsvormen er zijn en wat het uitmaakt hoe het leren verloopt.

http://igitur-archive.library.uu.nl/ivlos/2005-0622-185331/5739.pdf

mijn notes:

• goed plaatje over het verlopen van het leerproces en de vier componenten, doel, leerstrategie, meten van resultaten, feedback.
• stuk over sturing van buiten of door de student en wat is het beste
• richt zich wel erg op kinderen
• belang van metacognitief leren
• verwijzing naar het artikel dat ik van nieske heb gekregen.
• veel verwijzingen naar bolhuis
• verwijzingen naar leerstijlen van vermunt

Fellenz learning and reality: reflections on trends in adult learning

uit 1989.
samenvattend stuk over de belangrijkste aspecten van adult learning: leerstijl, leerstrategie, studie of geheugen functies, kritisch denken, de sociale omgeving, participatory research.

misschien interessant als extra materiaal. heb het nog niet helemaal gelezen.

Mezirow a critical theory of adult learning and education

Interpreting the ideas of Jurgen Habermas, the nature of three generic domains of adult learning is posited, each with its own interpretive categories, ways of determining which knowledge claims are warranted, methods of inquiry as well as its own learning goals, learning needs and modes of educational intervention. Perspective transformation is seen as one of the learning domains and the domain most uniquely adult. The nature and etiology of perspective transformation is elaborated with particular focus on the function of reification and of reflectivity. Implications of a critical theory for self-directed learning and adult education are explored. A Charter for Andragogy is suggested.

https://eplace.han.nl/personal/lnde/Private%20Documents/dissertatie/literatuur/theoryofadultlearning.pdf

mijn notes

• nogal philosofisch stuk over drie domeinen van leren van Habermas: learning for task-related competence, learning for interpersonal understanding en learning for perspective tranformation
• de essentie is dat er drie leerdomeinen zijn met elk zijn leerdoelen en leerstrategien. educators focussen vooral op de eerste (this misconception has become so pervasive that the very definition of education itself is almost universally understood in terms of an organized effort to facilitate behavioral change.
• voor de andere twee domeinen zijn andere processen nodig.
• zelf-gestuurd leren in dit opzicht betekent dat je in alle drie de domeinen kan leren:
• a self-directed learner must be understood as one who is aware of the constraints on his efforts to learn. a self-directed learner has access to alternative perspectives for understanding his situation ans for giving meaning and direction to his life, has acquired sensitivity and competence in social interaction and has the skills and competencies required to master the productive tasks associated with controlling and manipulating the environment.

garrison predicting dropout in adult basic education...

Against a background of theoretical considerations this research explored the effect of course relevancy and goal clarity, in concert with psychosocial variables, upon persistence/dropout. It was found that dropouts thought their courses were more relevant and were more certain of their goals. Due to this seemingly anomalous finding a second analysis was performed using interaction variables. The interaction of scholastic ability and course relevancy added to the discrimination of persisters and dropouts. A self-confidence and ideal self discrepancy variable was also shown to be a good discriminator of persistence and dropout. An explanation of the anomalous finding was that many ABE learners appear to set unrealistic occupational goals considering their scholastic ability and socioeconomic status.

https://eplace.han.nl/personal/lnde/Private%20Documents/dissertatie/literatuur/garrisondropout2.pdf

mijn notes:

• belangrijk om adult learner in wisselwerking met zijn omgeving te zien (dus goed dat ik gevraagd heb naar eigenschappen als relatie en kinderen)
• zowel academic als sociale integratie is belangrijk (tinto). gezien het sociale leven van de volwassenen student zal vooral academische integratie belangrijk zijn.
• het is belangrijk dat school integreert in het leven van de student (en niet andersom) dat kwam ook ander onderzoek.
• voor volwassenen is het belangrijk dat het curriculum relevant is voor hun doelen (knowles)
• het is belangrijk bij onderzoek naar volwassenen dat ook variety of psychosocial variables within both the school and nonschool environment worden meegenomen.
• persisters worked a greater number of hours than dropouts
• dropout generally thought their courses were more relevant and were clearer about their goals than were the persisters
• maar ze hadden ook lower self-confidence en lower scholastic ablity.
• gecombineerd met greater socioeconomic change may set unrealistic goals for themselves

garrison a deductive derived and empirically confirmed structure of factors associated with dropout in adult education

https://eplace.han.nl/personal/lnde/Private%20Documents/dissertatie/literatuur/garrisondropoutadulteducation.pdf

een poging om tot een theoretisch verantwoord model van mogelijke factoren van uitval bij volwassenen te ontwikkelen.
hier is eigenlijk nooit onderzoek naar gedaan. Om niet afhankelijk te zijn van suggesties van dropouts zelf (in bijv. interviews) wordt gezocht naar structural categories of reasons associated with dropout. Er is gebruik gemaakt van general systems theory van von Bertalanffy. Er zijn vijf categorien van variabelen: intrinsic motivation, extrensic motivation, capabilities, intrinsic constraints, extrensic constraints. Deze worden uitgelegd.

in de conclusies staat: the situational dynamics of adult education and the results of previous research suggest that is highly unlikely that one or two variables can be found that will adequately explain and predict dropout behaviour.
it must be emphasized that the role of the theoretical framework and typology is to provide the necessary structure to cope with the inherent complexity of human behaviour.

garrison self-directed learning: toward a comprehensive model

Abstract
self-directed learning is a core theoretical construct distinguishing adult education as a field of study. most of the concept's emphasis has been on the external control and management of learning tasks. in an attempt to expand the scope of self-directed learning, this paper presents a comprehensive theoretical model. the proposed model integrates self-management, self-monitoring and motivational dimensions to reflect a meaning and worthwhile approach to self-directed learning. explicating the cognitive and motivational dimensions of self-directed learning is identified as an area requiring further research.

https://eplace.han.nl/personal/lnde/Private%20Documents/dissertatie/literatuur/Self-Directed%20Learning%20Toward%20a%20Comprehensive%20Model%20--%20Garrison%2048%20(1)%2018%20--%20Adult%20Education%20Quarterly.mht

mijn notes:

• heel goed artikel; plaatst self-directed learning in social constructivisme, bespreekt aspecten van zelfmanagement, selfmonitoring en motivation.
• zegt dat zelfgestuurd leren nu meestal gezien wordt als external management of learning maar dat er weinig aandacht is geweest voor het leerproces zelf
• zelfgestuurd leren betekent niet dat je in isolation leert, maar juist interactie is belangrijk
• verwijzingen naar Mezirow en Brookfield, Long
• verschil tussen proces of self-directed learning and the notion of self-direction as a personality construct.
• model zoals hier beschreven bevat drie elementen: selfmanagement, selfmonitoring en motivation. p. 22 model in figuur 1
• Selfmanagement
• Selfmanagement is concerned with task control issues; it is intended to reflect the social setting and what the learners do during the learning process. the control over management of learning tasks is realized in a collaborative relationship between teacher and learner.
• speciaal voor volwassenen is een collaborative learning environment belangrijk
• selfmanagement does not mean students are independent and isolated
• proficiency, resources, interdependence.
• issues of control must balance educational norms and standards with student choice and the responsibility for constructing personal meaning.
• self-monitoring
• monitoring the repertoire of learning strategies as well as an awareness of and an ability to think about our thinking. Self-monitoring is the process whereby the learner takes responsibility for the construction of personal meaning.
• self-monitoring is dependent upon both internal and external feedback
• internal cognitive and metacognitive processes are involved
• self-observation, self-judgment and self-reaction
• metacognitive proficiency is very much associated with the ability to be reflective and think critically.
• the challenge is for the learner to integrate external feedback with his own internal meaning assessment
• motivation
• verschil tussen entering motivation and task motivation
• zie model op p 28
• meer over motivation zie artikel zelf

wordle

ik heb een wordle gemaakt van het weblog:

http://www.wordle.net/gallery/wrdl/791904/dissertationblog_esther_29-10-2009

schapiro - from andragogy to collaborative critical pedagogy

This article describes the evolving learning model of the Fielding Graduate Institute's innovative Ph.D. Program in Human and Organization Development. Based on the principles of andragogy, this program developed various forms of distance learning combining brief academic residencies with individualized learning plans carried out in the student's home setting and within the context of one-to-one faculty-student mentoring relationships. During the past several years, the program has been moving to a more collaborative and critical model of education. This article describes the original adult learning principles on which the program was founded and those it has added; its enduring differences, in ends and means, from traditional forms of graduate study; the limitations of andragogy and self-directed learning; and the primary components of an emerging model that builds on the principles of andragogy, but it adds elements of critical and collaborative pedagogy that can make possible social and personal empowerment and transformation.

mijn notes

• goede quote 'schools are for children. life itself is the adults' school (Lindeman, p. 152)
• goed article met verwijzingen naar literatuur, grow, garrisson, freire, merizow.
• ze hebben de shift gemaakt van volledig zelfgestuurd naar meer social en kritisch, zoals zij het noemen naar critical pedagogy.
• ze gingen er vanuit dat hun studenten al zelfgestuurd waren en dat ze ze dat niet hoefden te leren, dat klopt niet
• p. 155 concept of self-directed learning als psychological disposition (set of personal attributes) or as a learning process (set of knowledge and skills). Students might have the disposition but not the skills.
• misschien niet zelfgestuurd maar collaborative learner- centered.
• garrison collaborative constructionist conceptualization of self-directed learning (zoeken)
• garrison differentiates between the control of the construction of personal meaning and control of judgements about the social and academic worth
• also differentiate between ownership of the learning objectives and management of the process of learning
• grow's staged self directive learning model (heb ik)
• three suggestions to improve the HOD model: engaging more ongoing dialogue, offer more preplanned and prestructured learning experiences, serious about our commitment to social justice
• principles for new model:
• 1 learning in relationships: learning does not occur in isolation
• 2 negotiating the curriculum; for each phase faculty and students negotiate the curriculum. faculty and students join together in planning, implementing as assessing learning, faculty help students to take more control
• goede quote garrison op p159 onderaan
• planning for learning:
• learning activities
• assessment and evaluation
• mutual process of transformation

cercone - characteristics of adults learners with implicatons for online learning design

The online educational environment is increasingly being used by adults and should be designed based on the needs of adult learners. This article discusses andragogy, an important
adult learning theory, and reviews three other adult learning theories: self-directed learning, experiential learning, and transformational learning. During this discussion, the theories are examined for the ways in which they may be applied to the design of online learning environments. In addition, the characteristics of adult learners are examined, and an analysis of how these characteristics influence the design of an online learning environment is presented.
Recommendations follow regarding how to design an online classroom environment while considering the application of adult learning theories.

http://www.editlib.org/?fuseaction=Reader.ViewFullText&paper_id=24286

mijn notes

• characteristieken van adult students en hoe je hiermee rekening moet houden in online course development. de characteristics zijn:
• 1 adults may have some limitations and these should be considered in the design of the online environment
• learning styles need to be considered. in any group of adults there will be a wide ragen of individual differences.
• adults need to be actively involved in the learning process
• adults need scaffolding to be provided by the instructor. scaffolding should promote self-reliance and it should allow learners to perform activities they were unable to perform without this support
• adults have a pre-existing learning history and will need support to work in the new learner- centered paradigm
• adults need the instructor acting as a facilitator
• adults need consideration of their prior experience
• adults need to see the link between what they are learning and how it will apply to their lives. they are problem-centered
• adults need to feel that learning focuses on issues that directly concern them and want to know what they are going to learn. the course should be learner-centered
• adults need to test their learning as they go along, rather than receive background theory
• adult learning requires a climate that is collaborative, respectful, mutual and informal
• adults need to self-reflect on the learning process and be given support for transformational learning
• adults need dialogue and social interaction must be provided. they need to collaborate with other students.
• veel referenties naar theorie; andragogy, transformational learning, self-directed learning

bolhuis - teachers'conceptions of student learning and own learning

New learning theory, underpinning the idea of teaching for self-directed learning, provides new
conceptions of learning: the self-regulation of learning, the construct-character of knowledge, the
social nature of learning and a dynamic model of intelligence. What conceptions teachers hold
may be related to their tolerance of uncertainty. We constructed a Learning Inventory and
administered this to teachers in Dutch senior secondary education, where an innovation is heading
for more independent learning. We found empirical confirmation of the five dimensions underlying
teachers’ conceptions of learning, both for student learning and for their own learning.
Tolerance of uncertainty explained the other four dimensions in conceptions of student learning,
but not in teachers’ conceptions of their own learning. Teachers generally endorse the process-oriented
conceptions, although some differences are noted between teachers’ conceptions of student
learning and their own learning.

http://hbo-kennisbank.uvt.nl/cgi/fontys/show.cgi?fid=3726

mijn notes:

• ze hebben onderzoek gedaan naar de percepties die docenten hebben van hun eigen leren en dat van hun studenten.
• interessant zijn de verschillen die docenten zien tussen zichzelf en de studenten:
• 1 ze verwachten van de studenten meer tolerance for uncertainty dan van zichzelf
• 2 ze zien bij zichzelf een meer dynamic conception of intelligence than voor studenten. ze zien dat ze zelf blijven leren tijdens hun carierre
• 3 teacher support for internal regulation was laag.

fidishun andragogy and technology: integrating adult learning theory as we teach with technology

Introducing technology into the curriculum means more than just “making it work.” The principles of adult learning theory can be used in the design of technology-based instruction to make it more effective. Malcolm Knowles’ theory of andragogy allows teacher/facilitators to structure lessons which are part of a relevant learning environment for adults students.

http://frank.mtsu.edu/~itconf/proceed00/fidishun.htm

mijn notes:

• uiteenzetting van knowles principles of androgogy
• conclusie: arguments for the use of technology many time include statements about its flexibilty and the ability of the learner to move through lessons any time, anywhere and at their own pace. to adapt to the needs of adult students, these definitions of technology-based learning must be utilized to make its design interactive, learner-centered and to facilitate self-direction in learners. educators must become facilitators of learning

bird adults contemplating university study at a distance

Abstract
This study identifies and explores a range of themes, issues and questions that commonly confront adults contemplating enrolment in university, and why they persist. The study focuses particularly on issues facing prospective adult distance education learners. From a range of interviews, six themes were identified including fears, motivation, support from home, academic preparedness, suitability of programs, and identity change.
It is argued that the more effective we become at information provision, guidance and preparation of adult pre-entry open and distance learners, the more likely students will experience a smooth transition to study, thus improving both student satisfaction and retention rates. Successful intervention with prospective distance education learners at this early point should aim to assist the process of informed decision making, which could result equally in an individual deciding not to pursue university study. The findings in this study should be particularly useful for those academics, course advisors, student counsellors, teachers in preparatory programs, and university information and support officers, and others who provide adult distance students, with pre-enrolment information and advice.

http://www.irrodl.org/index.php/irrodl/article/view/130/210

mijn notes:

• lange lijst met factoren die een rol spelen bij het succes van volwassenen studenten in het hoger onderwijs, bijv. predisposition and readiness for independent learning, impact of previous educational encounters, access to and confidence with computers
• er zijn interviews gedaan, eerst open daarna op bepaalde thema's die uit de eerste interviews kwamen. hieruit kwamen zes thema's: fears, motivation to succeed, support from home, academic preparedness, suitability of programs, identity change
• they key theme is that of motivation
• er staat een rijtje aanbevelingen die counsellors kan bespreken met toekomstige studenten

tomasson a qualitative inquiry into the existing research on learner's needs in online learning

Abstract:
The purpose of this qualitative inquiry is to analyze the literature on the topic of learner needs in distance learning from the perspective of the student. All research studies, surveys, and case studies were considered as long as they satisfied the following two conditions: a) they were published in a peer-reviewed professional journal and b) they reported on findings obtained from student feedback. Attention was given to those scholarly publications that reported on American community college students or undergraduate students’ feedback of their needs in e-learning. The theoretical foundation underlying the inquiry came from Malcolm Knowles’s (1977) Principles of Andragogy and the social constructivist theory. The examined research papers and studies confirm that Knowles’s principles of adult learning remain to be a valid theoretical approach in online environments as well. Finally, learner feedbacks point to the validity of the principles of social constructivist theory as the most likely approach to online learning

https://repository.unm.edu/dspace/bitstream/1928/3641/1/Tomasson,%20J%20lit%20review.doc

mijn notes

• ziet er niet uit als een hoogwaardige bron
• knowles principles of andragogy:
• 1. His [adults] self-concept moves from one of being a dependent personality toward one of being a self-directed human being.
  2. He accumulates a growing reservoir of experience that becomes an increasing resource for learning.
  3. His readiness to learn becomes oriented increasingly to the development tasks of his social roles.
  4. His time perspective changes from one of postponed application of knowledge to immediacy of application, and accordingly his orientation toward learning shifts from one of subject-centeredness to one of problem-centeredness (p. 39).
• three themes emerged as key components of learner needs in online courses: 1 importance of self-directed learning skills, 2 online interaction that supports learning, 3 motivating students. All three are important components of Knowles's principles of adult learning.
• importance of self-directed learning skills: the students' feedback revealed that self-management, self -efficiacy and the ability to direct own's onw learning are keys to learner succes in online environments. students choose to take online courses because they need the flexibility that online learning provides (and not because they want e-learning). students who are dependent neeed a high level of feedback and interaction and might struggle with an online course. it is important to teach students to be more self-directed
• online interaction that supports learning. social presence is crucial. learners appreciate beging part of a community. getting timely responses from peers and the instructor as conducive to learning. toprated was also communicating effectively and showing concern for student learning.
• motivating students. students need additional motivation in e-settings. metacognitive feedback can induce students to become self-regulated learners.

Davies adult learning: a lived experience approach to understanding the process

three approaches to adult learning are being advocated and used as bases for research and theory developed. A fourth, the 'lived experience approach' deserves more attention

https://eplace.han.nl/personal/lnde/Private%20Documents/dissertatie/literatuur/livedexperienceapproach.pdf

mijn notes:

• er zijn drie gangbare theorien voor het leren van volwassenen:
• personalised instruction
• andragogy
• personal learning project
• de vierde die de schrijver voorstelt is gebaseerd op lived experience
• learning needs to develop out of the current experience of the learner and build from it.
• freire is een aanhanger van dit model. hij describes the educator's role as on in which he enters into dialogue with the learner about concrete situations from the learner's experience. teaching can only be done from the inside out.
• learners have a new sense of discovery of themselves as learners
• niet echt bruikbaar denk ik

mcnickle the impact ict has on how we learn

Abstract
This paper provides an overview of the impact that ICTs have on learning and some of
the limitations. ICTs have been responsible for the transfer of education from passive
participation to active participation. The Internet offers the learner opportunities to
go beyond boundaries not experienced before – in the terms of subject matter and
communication.
As a result of ICTs, new learning concepts have evolved, based predominantly on the
constructivist mode of learning and knowledge-development. The power that the web
allows the self-directed learner is enormous in comparison to the traditional
classroom based learner.
It has been found that for learners to achieve a level of expertise the learning has to
be deep, conceptual and reflective with strong links between concepts and practice.
This paper seeks to illustrate some of the research findings addressing these areas.

http://www.odlaa.org/publications/2003Proceedings/pdfs/mcnickle.pdf

mijn notes:

• learning theory takes many forms including pedagogy, andragogy and heutagogy.
• the move towards a more self-directed learning style is closely aligned with heutagogy. (self-determined learning Hase and Kenyon 2000)
• can be seen as advancing on the metacognitive elements of andragogy and the adult learning principles based on self-directedness. this approach focuses on the participative and reflective aspects of learning, constructing meaning and systems with the focus on the learner instead of the teacher.
• one of the major changes that has taken place as a consequence of online learning is the shift of the control of the learning from the teacher to both teacher and learner sharing the responsibility.
• andragogy: informing learners of the importance of what they are learning, showing learners how to direct themselves through information, relating the topic to their experiences, learners have to see the relativity and they will not learn until they are motivated and ready to learn, assisting learners to overcome inhibitions and beliefs about learning
• heutagogy is seen as a progression towards self-determined learning and a more mature form of learning.
• heutagogy uses skills like reflection, environmental scanning, to be able to value experiences, interact with others.
• p. 7 technology assists and aids adults with learning as: adults learn best by doing, adult learn best when they can actively use information, adults learn best when they are intrinsically motivated
• ict had the following impact on the learning process: providing a greater opportunity for learning tasks to be authentic, global, constructive and negotial; providing greater opportunities for learning resources to be open, non-linear, flexible and negotiable: changing the learning support role of teachers from expert to coach; transferring effort from the individual to a collaborative effort and changing fragmented assessment to integrated assessment
• beetje onduidelijk stuk

simons towards a constructivistic theory of self-directed learning

Towards a constructivistic theory of self-directed learning
P.R.J. Simons
University of Nijmegen
the Netherlands
Abstract
In this article a theory of self-directed learning is presented based on social constructivistic starting points. Social constructivism focuses on the exchange of perspectives on reality between people who are willing to maintain and strengthen each other's identities. For learning this means that perspectives and perspective taking are important processes in learning. Moreover collective meaning construction is essential. Learning is described as a social-interactive, contextual, constructive, self-regulated and reflective process. The theory focuses on three kinds of learning functions (preparatory, executive and closing) as building blocks that can be used in three different ways: in guided environments, in self-directed learning and in situations where learning is a side effect of other activities only. Learning functions are psychological processes and activities that people execute when learning, be it consciously or unconsciously. The three ways to learn (guided, self-directed, unconsciously) are described as three different ways to organize the same learning functions in different ways. We describe the success factors for these three ways to learn. Skills of self-directed learning are also different for the three ways to learn. In guided environments, skills of learner control consist mostly of executive learning functions. The skills for self-directed learning (or action learning in working situations) are described next. Here the preparatory and closing learning functions tend to dominate. Finally, skills of experiential learning are described. In this way of learning the key skill is to design and look for environments that may lead to unconscious forms of learning where the learning functions follow from action automatically.

http://igitur-archive.library.uu.nl/ivlos/2005-0622-190617/5701.pdf

mijn notes

• a constructivistic theory of self-direction in learning should take into account that self-directed learning is a social-interactive, contextual, constructive, self-regulated and reflective process
• learning functions are psychological functions to be fulfilled before, during and after learning by a learner alone or with the help of outsiders like teachers, fellow students, computers or bosses
• a self-directed learner is able and ready to prepare learning independently, to execute the executive learning functions indenpendently and to close learning independently.
• guided learning is more likely in formal education then real self-directed learning. learner control. learner control means being able to control and execute the executive learning fucntions independently within the constraints of external control
• self-directed learning as a side effect: in many situations learning is a side-effect of problem solving, working or acting only and it will appear as experiential or incidental learning. personal autonomy is belangrijk
• four possible kinds of activities on or near the job that can lead to experiental learing: 1 feedback on activities, 2 reflection in general sense, 3 innovation and experimentation, 4 theory construction or vision development
• metaphor voor leren: journey: travelling, trekking exploring

Simons van zelfstandig werken naar zelfverantwoordelijk leren

Abstract
in dit artikel presenteren we eerst een overzicht van verschillende vormen van zelfstandig werken en leren en de daarvoor benodigde vaardigheden en houdingen. daarna bieden we concrete didactische aanwijzigingen en procedures voor de onderscheiden vormen van zelfstandig werken en leren.

http://igitur-archive.library.uu.nl/ivlos/2005-0622-190743/5817.pdf

mijn notes

• figuur 1 vier componenten en hun relatie in een leerproces
• figuur 2 de verschillen in zelfwerkzaamheid tussen de vier door Simons vastgestelde fases
• p 12 metacognitief bewustzijn en vaardigheden
• figuur 4 metacognitieve kennis en vaardigheden benodigd bij de vier varianten van zelfwerkzaamheid
• figuur 10 heb ik gebruikt voor de vragenlijst

polson idea paper nr 29 teaching adult students

http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/14/83/73.pdf

mijn notes:

• characteristics of adult learners: multiple roles, more life experience, varied developmental tasks, experience with education long time ago, off-campus directed, having established clearer educational goals
• must meet specific needs: they want to know how the course work will meet their needs, it is imperative that instructors learn very early why each student enrolled in the course, gather background information, alternative exercises
• assistance with everyday tasks: adults students are very task oriented, wanting and expecting their learning be applicable to problems with which they are being confronted daily, case studies based on situations the students have confronted on the job,
• experiences impact teaching and learning : the difficulty is not learning something new, it is in relating it back to what has been previously learned, when presenting information that is new to the student, it is important to help them integrate the new information with information they have already acquired, adults have developed some preconceptions, occasionally adult students will react emotionally and become defensive when 'their truths' are questioned, understanding that this is a normal pattern of learning will help the instructor anticipate and cope with student anger or resistance to the new learning, students need transition time to focus on and absorb new information
• consequences of aging process on learning: use large print, employ both audio and visual formats, older and younger students differ most in their reaction time, older students may perform poorly on timed, multiple choice tests, tasks requiring psychomotor skills, use a variety of ways to measure student learning, as students grow older, they tend to experience some short-term memory loss, progresses at the speed that students can follow,
• create a positive learning environment: older students feel insecure, instructors should provide support and encouragement when asking students to try new skills, ensure a non-threatening learning climate where learners feel free to take risks and try new skills, adult learners need to feel a part of a learning community, providing a class roster, a