Different Approaches to Desing of the Group Traning in Adult Learning
DOI:
https://doi.org/10.15503/jecs2021.1.164.176Keywords:
adult teaching, life long education, training technologies, training designAbstract
Aim. The aim of the study is a description of the types of training designs, based on various classification criteria and illustrated by examples from the authors’ own practice.
Methods. We used theoretical analysis and synthesis of scientific information, as well as modelling the training structure.
Results and Conclusions. It was proposed to classify the designs of group training, depending either on the internal logic of the teaching material or on the external organisation of the training. Regarding the logic of presentation certain designs, through the analysis of existing learning approaches, are proposed of training, based on different logic: presentation of information, assimilation of information, B. Bloom's taxonomy, and competencies formation. Using these designs, it is possible to construct either the whole training or its separate parts (thematic blocks, exercises). The external organisation of the training includes design of the sum of exercises, or of a coherent story.
Downloads
References
Anderson, L., & Krathwohl, D. R. (2001). A Taxonomy for Learning, Teaching and
Assessing: A revision of Bloom’s Taxonomy of Educational Objectives. New York:
Longman.
Annis, L. F. (1983). The processes and effects of peer tutoring. Human Learning, 2, 39-47.
Anishchenko, О. (2015). Методика організації і проведення тренінгів з розвитку
особистісних і професійних якостей дорослих. [Мethods of organizing and
realization of training on the development of personal and professional qualities of
adults]. Adult Education: Theory, Experience, Prospects: collection of scientific
papers, 2(11), 14-20.
Aronson, E., Blaney, N., Stephan, C., Sikes, J., & Snapp, M. (1978). The Jigsaw Classroom. Beverly Hills, CA: Sage Publication Company.
Bavina, P. A. (2006). Тренинговые технологии в формировании коммуникативной
компетентности будущих менеджеров [Training technologies in the formation of
the communicative competence of future managers]. St. Petersburg: PhD thesis
abstract., 1-26.
Bell, B. S., & Kozlowski, S. W. J. (2008). Active learning: Effects of core training design
elements on self-regulatory processes, learning, and adaptability. Journal of Applied
Psychology, 93(2), 296–316.
Benware, C. A., & Deci, E. L. (1984). Quality of learning with an active versus passive
motivational set. American Educational Research Journal, 21, 755–765.
Bloom, B. S. (1984). Taxonomy of educational objectives: The classification of educational goals. New York: Longman.
Broadwell, M.M. (1969). Teaching for learning (XVI). The Gospel Guardian, 20 (41), 1-3.
Cheng, S., Sun, Y. et al. (2017). A comprehensive survey of brainstorm optimization
algorithms. IEEE Congress on Evolutionary Computation (CEC), San Sebastian,
-1644.
Dirkx, J. M. (2008). The meaning and role of emotions in adult learning. New Directions
for Adult and Continuing Education, 120, 7–18.
Duran, D. (2016). Learning-by-teaching. Evidence and implications as a pedagogical
mechanism. Innovations in Education and Teaching International, 54(5), 476–484.
Feinstein, L., & Hammond, C. (2004). The contribution of adult learning to health and social capital. Oxford Review of Education, 30(2), 199–221.
Fiorella, L., & Mayer, R. (2013). The relative benefits of learning-by-teaching expectancy. Contemporary Educational Psychology, 38, 281–288.
Geller, E.S. (2002). The challenge of increasing proenvironmental behavior. In: R. B. Betchel, A. Churchman (Eds.), Handbook of Environmental Psychology (pp. 525-540). New
York: y John Wiley & Sons, Inc.
Hayes, J. (1984). The Politically Competent Manager. Journal of General Management,
(1), 24–33.
Kovaleva, T. (2005). Решение коммуникативно-познавательных задач при обучении
профессионально-ориентрованному иноязычному информативному чтению
будущих учителей [The solution of communicative and cognitive tasks in the
teaching professionally-oriented foreign language informative reading to future
teachers]. Ekaterinburg: PhD thesis abstract. Retrieved
from: http://elar.uspu.ru/bitstream/uspu/93/1/aref00107.pdf
Кnowles, M. S., Нolton, E. F. & Swanson, R. A. (2005). The adult learner: the definitive
classic in adult education and human resource development (6th ed.). Burlington:
Elsevier.
Kondratenko, V., Donskoy, D. (1997). Общая психотерапия. [General psychotherapy].
Minsk: High School.
Kurtikova, I., Lavrova, K., Lee, V. (2005). Тренинг: руководство к действию. Теория и
практика. [Training: the guide to action. Theory and practice.]. Moscow: AIDS
Foundation East-West.
Lukyanova, L. (2013). Тренінгові технології в освіті дорослих [Training technologies in
education for adults]. In: L. Lukyanova, O. Anishchenko, L. Sigaeva, S. Zinchenko,
O. Banit & N. Doroshenko, Modern technologies of adult education (pp. 6-39).
Kirovograd: Imex-LTD.
European Association for the Education of Adults. (2019). Manifesto for Adult Learning in
the 21st Century: The Power and Joy of Learning. Retrieved from
https://eaea.org/wpcontent/uploads/2019/04/eaea_manifesto_final_web_version_290319.pdf
Miroshnyk, S. (2012). Навчальний тренінг як оптимальна форма організації навчання
педагогічних працівників в умовах післядипломної педагогічної освіти
[Educational training as the best form of organization of teachers' learning in terms of
in-service pedagogical education]. Electonic Scientific Publication “Public
Education”. Retrieved from: https://repository.kristti.com.ua/handle/eiraise/269
Mount, D., & Mazerolle, L. (2020). Investigative interviewing skills in policing: Examining the transfer of training into workplace practices. Policing: An International Journal.
Retrieved from: https://www.emerald.com/insight/publication/issn/1363-951X
O’Connell S., Medeni A. (2014). A Trainer’s Guide: How to Design and Deliver Training
with impact. National Democratic Institute. Retrieved from:
https://www.ndi.org/sites/default/files/How%20to%20Train%20Manual_EN.pdf
Salas, E., & Cannon-Bowers, J. A. (2001). The Science of Training: A Decade of Progress. Annual Review of Psychology, 52(1), 471–499.
Slavin, R. E. (1980). Cooperative learning. Review of Educational Research, 50(2), 315–342.
Sweeny, J. (2012). Emotional Editing. 20 Perspectives: Perspectives: Teaching Legal
Research & Writing, 109, 1–4. Retrieved from: https://ssrn.com/abstract=2445519
Vovk, M. Khodakivska, S. (2019). Технології навчання дорослих в умовах формальної і
неформальної освіти [Adult learning technologies in the conditions of formal and
non-formal education]. Adult Education: Theory, Experience, Prospects, 2 (16), 39-
Zajonc, R. B. (1966). Social psychology: An experimental approach. Belmont, CA:
Wadsworth.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Sofiia Grabovska, Nataliia Grebin, Ruslana Karkovska
![Creative Commons License](http://i.creativecommons.org/l/by/4.0/88x31.png)
This work is licensed under a Creative Commons Attribution 4.0 International License.
CC-BY
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. All authors agree for publishing their email adresses, affiliations and short bio statements with their articles during the submission process.