Letter to the Newspaper Describing the Need for Effective Adult Education

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Letter to the Newspaper Describing the Need for Effective Adult Education

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Imagine your local newspaper printed a story regarding the lack of adult education and training opportunities in your area. Readers are encouraged to write in to the paper to express their support for more opportunities.

Write a 750- to 1,050-word letter describing the need for effective adult education. Make sure to address

  • who the adult learner is
  • history of adult education
  • changing demographics
  • government push to educate adults
  • principles of adult education

Include at least three sources in your letter.

Click the Assignment Files tab to submit your Letter to the Newspaper Describing the Need for Effective Adult Education assignment.

HSN 540 WEEK 2 Learning Styles Comparison

Conduct an Internet search for an online learning style inventory.

Complete the online learning style inventory and save your results to your computer.

Letter to the Newspaper Describing the Need for Effective Adult Education

Letter to the Newspaper Describing the Need for Effective Adult Education

Write a 750- to 1,050-word paper describing your results. Include the following:

  • A list of the major learning styles including:
    • A brief description of each.
    • Similarities and differences between various styles.
  • What you learned about yourself.
  • How you think your learning style affects your education?
  • Why it is important to understand learning styles when developing adult education and training?

Include at least three sources in your paper.

Include a copy of your learning style inventory results and provide the website address.

Click the Assignment Files tab to submit your assignment.

HSN 540 WEEK 3 Learning Theories and Models Comparison

Write a 750- to 1,050-word summary of prominent learning theories and models. Your summary should include at least one cognitive, one behavioral, and one humanistic theory or model. Include the following:

  • A description of each
  • The similarities and differences between them
  • How each might be used in the workplace

Include at least three sources in your summary.

Create a handout based on your paper, which could be distributed to others, comparing prominent learning theories and models.

Click the Assignment Files tab to submit your assignment.


For centuries, lectures have been the most common way for disseminating information in academic settings. 
Lectures are used to teach theoretical information in medicine in variety of settings, including classrooms for medical students and residents, as well as symposia, conferences, and congresses for continuing medical education. 
There are numerous advantages to attending lecture: 
2,3,4 information can be taught to large number of students at the same time; they are inexpensive (in their most basic form, all you need is classroom, seats, and an instructor); and they can be tailored to any audience and topic. 
In the hands of professional educator, lectures can be used to present difficult issues, clarify ambiguous themes, and ignite students’ interest in the subject matter while also providing them with the instructor’s perspective and expertise.


For providing knowledge and information, lectures have proven to be as successful as other instructional approaches.


The effectiveness of lectures, on the other hand, has been questioned.


The passive nature of lecture,1 the lack of clear objectives and organized structure, the irrelevance of topics, their disconnect from student’s real-life practice, the lack of articulation between new and previous knowledge, and the effort required to maintain attention are just few of the factors that make this method of instruction difficult to learn.10,11


Despite these problems, lectures remain one of the most important aspects of academic education. 
Many authors have suggested that techniques be added to make them more effective. 
1,6,12,13,14,15,16,17,18,19,20,21,22 – ranging from more active student participation to lecture modifications. 
These tactics would enable shift from static, passive formats (in which students sit for an hour simply to listen to what the instructor has to say) to more dynamic, interactive formats, allowing for greater student participation and involvement in their own learning. 
To make audio-visual aids more effective for learning, proper instructional design for mixing words and graphics is also required. 


This article will provide an overview of adult learning principles and how they should be applied to lecture design, content, and presentation. 
It will also include suggestions for delivering well-organized, relevant, interactive, and effective courses.


Adult education principles


Since Eduard C. Lindeman’s groundbreaking paper, The Meaning of Adult Education, published in 1926, which sparked interest in and laid the groundwork for systematic research into how adults learn, educators and psychologists have contributed to the development of wide range of theories and hypotheses about adult learning characteristics. 
The learning theories were summarized and grouped by Taylor and Hamdy into the following categories:29


Instrumental learning theories are those that concentrate on the individual experience of the learner.


Theories of behavioural learning – Stimuli in the environment can cause changes in behavior.


Cognitive learning theories – Learning is concerned with mental and psychological processes, as well as information perception and processing, rather than with behavior.


Learning that focuses on the development of competences and skills in specific setting is known as experiential learning.


Theories of humanism – 
These ideas, which are centered on the learner, stress on the learner’s potential for self-actualization, self-direction, and internal drive.


Andragogy is theory that explains why adults are motivated to learn.


Self-directed learning is the idea that students may design, carry out, and evaluate their own education30.


Critical reflection can be used to challenge learner’s beliefs and assumptions, according to transformative learning theory.


The “two critical” parts of context and community are required in social learning theories. 
They include cognitive situated theories, which regard learning and thinking as social behaviors that occur in society and are influenced by context3.


Internal motivation and reflection are essential for learning, according to motivational frameworks.


Reflective models posit that reflection promotes transformation. 
These methods include notions such as reflective learning31 and purposeful practice32,33.
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