An evaluative study of a university course for professional adult educators using an experiential learning methodology

 

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dc.contributor.author Saddington, James Anthony en_ZA
dc.date.accessioned 2016-02-15T07:14:34Z
dc.date.available 2016-02-15T07:14:34Z
dc.date.issued 1985 en_ZA
dc.identifier.citation Saddington, J. 1985. An evaluative study of a university course for professional adult educators using an experiential learning methodology. University of Cape Town. en_ZA
dc.identifier.uri http://hdl.handle.net/11427/17031
dc.description Bibliography: pages 315-322. en_ZA
dc.description.abstract This study explored the use of the experiential learning methodology and the concept of learner responsibility within a course for the professional preparation of adult educators at university level. The research methodology was illuminative evaluation using case study research and participant observation. The study described the problems and issues that arose when the students, on the 1982 Diploma Course for Educators of Adults at the University of Cape Town, were faced with the responsibility for the designing, managing and teaching of their own curriculum. The analysis of this showed an ability and willingness on the part of most students to engage in this responsibility. For some students the required role as "curriculum constructor" contradicted with their expected and preferred stance of a learner receiving mediated knowledge from a teacher. The role of assessment diminished the freedom to engage in responsibility, and the difficulties of decision making and management led ultimately to the formation of a management committee. The study went on to examine learner responsibility and experiential learning in more depth. The students' preference for other methodologies and their own perceived ability and confidence to engage with both learner responsibility and experiential learning were major hindrances for the course. The conflict of roles experienced by both the staff and students at a variety of points required a way of clarifying and resolving this conflict, otherwise it continued to block involvement for the students or staff. For learner responsibility the access to learning resources was a further problem. The introduction of experiential learning and the apparent non-openness of it to other methodologies were also problems experienced in practice. The research concluded with an attempt to address these problems. It was proposed that experiential learning and learner responsibility needed to be reconceptualised. Developments such as "learning contracts", "a learning community", new forms of assessment, "learning conversations" and increasing the reflective capacity of experiential learning were proposed. The research ended with a series of implications for practice for those adult education programmes which were committed to a learning process which maximised learner responsibility and autonomy and took seriously the life experience of the students. en_ZA
dc.language.iso eng en_ZA
dc.subject.other Adult education teachers - Training of en_ZA
dc.subject.other Adult education - Curricula en_ZA
dc.title An evaluative study of a university course for professional adult educators using an experiential learning methodology en_ZA
dc.type Master Thesis
uct.type.publication Research en_ZA
uct.type.resource Thesis en_ZA
dc.publisher.institution University of Cape Town
dc.publisher.faculty Faculty of Humanities en_ZA
dc.publisher.department School of Education en_ZA
dc.type.qualificationlevel Masters
dc.type.qualificationname MPhil en_ZA
uct.type.filetype Text
uct.type.filetype Image
dc.identifier.apacitation Saddington, J. A. (1985). <i>An evaluative study of a university course for professional adult educators using an experiential learning methodology</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/17031 en_ZA
dc.identifier.chicagocitation Saddington, James Anthony. <i>"An evaluative study of a university course for professional adult educators using an experiential learning methodology."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 1985. http://hdl.handle.net/11427/17031 en_ZA
dc.identifier.vancouvercitation Saddington JA. An evaluative study of a university course for professional adult educators using an experiential learning methodology. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 1985 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/17031 en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Saddington, James Anthony AB - This study explored the use of the experiential learning methodology and the concept of learner responsibility within a course for the professional preparation of adult educators at university level. The research methodology was illuminative evaluation using case study research and participant observation. The study described the problems and issues that arose when the students, on the 1982 Diploma Course for Educators of Adults at the University of Cape Town, were faced with the responsibility for the designing, managing and teaching of their own curriculum. The analysis of this showed an ability and willingness on the part of most students to engage in this responsibility. For some students the required role as "curriculum constructor" contradicted with their expected and preferred stance of a learner receiving mediated knowledge from a teacher. The role of assessment diminished the freedom to engage in responsibility, and the difficulties of decision making and management led ultimately to the formation of a management committee. The study went on to examine learner responsibility and experiential learning in more depth. The students' preference for other methodologies and their own perceived ability and confidence to engage with both learner responsibility and experiential learning were major hindrances for the course. The conflict of roles experienced by both the staff and students at a variety of points required a way of clarifying and resolving this conflict, otherwise it continued to block involvement for the students or staff. For learner responsibility the access to learning resources was a further problem. The introduction of experiential learning and the apparent non-openness of it to other methodologies were also problems experienced in practice. The research concluded with an attempt to address these problems. It was proposed that experiential learning and learner responsibility needed to be reconceptualised. Developments such as "learning contracts", "a learning community", new forms of assessment, "learning conversations" and increasing the reflective capacity of experiential learning were proposed. The research ended with a series of implications for practice for those adult education programmes which were committed to a learning process which maximised learner responsibility and autonomy and took seriously the life experience of the students. DA - 1985 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 1985 T1 - An evaluative study of a university course for professional adult educators using an experiential learning methodology TI - An evaluative study of a university course for professional adult educators using an experiential learning methodology UR - http://hdl.handle.net/11427/17031 ER - en_ZA


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