THE IMPACT OF THE TRAINER’ COMMUNICATIONAL STYLE ON ADULT LEARNERS ‘LEARNING STYLES
DOI:
https://doi.org/10.29121/granthaalayah.v8.i5.2020.110Keywords:
Communication Styles, Learning Style, Adult Learners, Training Programs For Adults, Long Life LearningAbstract [English]
Today, it is clear to everyone that regardless of the studies completed, the process of continuous improvement is necessary depending on the field in which they work. Each country has designed specific strategies in the field of adult education, as part of lifelong learning.
Our research had the aim to highlight, beyond the type of training program for adults, the relationship between the communication style of trainers involved in adult education and the learning style of adult learners.
In our research we used: a) the “Questionnaire S.C. (Analysis of Communication Style) b) the Romanian version of “Learning style Questionnaire”; c) non-directive interviews; d) statistical processing methods.
The results that came from the data allow us to see the influences of the trainers’ communicational style upon the learning style of adult learners during the training sessions.
The conclusions are significant for developing proper vocational counselling programs for trainers that are involved in training adult learners.
Downloads
References
Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How People Learn: Brain, Mind, Experience, and School. Washington DC: National Academy Press.
Caffarella, R. S. (2001). Planning Programs for Adult Learners: A Practical Guide for Educators, Trainers, and Staff Developers, 2nd Edition. San Francisco, CA: Jossey-Bass. [ISBN: 0787952257]
Conti, G. J., & Welborn, R. B. (1986). Teaching-learning styles and the adult learner. Lifelong Learning, 9(8), 20–24.
Freedman, J (1985). Reflections of a Teacher of Adults, New Directions in Continuing Education, 26 (1985), 97-102 DOI: https://doi.org/10.1002/ace.36719852611
Holladay., C.L., Quiñones, M. A. (2008). The Influence of Training Focus and Trainer Characteristics on Diversity Training Effectiveness, Academy of Management Learning & Education, 7 (3), 343-354 DOI: https://doi.org/10.5465/amle.2008.34251672
Honey, P. and Mumford, A. (1986) The Manual of Learning Styles, Peter Honey Associates
İlçin, N., Tomruk, M., Yeşilyaprak, S.S. et al (2018). The relationship between learning styles and academic performance in TURKISH physiotherapy students. BMC Med Educ 18, 291. DOI: 10.1186/s12909-018-1400-2 DOI: https://doi.org/10.1186/s12909-018-1400-2
Jarvis, P. (2004). Adult Education and Lifelong Learning: Theory and Practice. New York, NY: Routledge Falmer. [ISBN: 0415494818] DOI: https://doi.org/10.4324/9780203561560
Kolb, D (1984). Experiential Learning: Experience As The Source Of Learning And Development. Englewood Cliffs, NJ: Prentice-Hall
Knowles, M (1984). The adult learner. A neglected species (3rd. Ed.). Huston, TX: Gulf Publishing.
Legea 202/2012- Legea cu privire la egalitatea de șanse între femei și bărbați
Legea Educației Naționale din România nr.1/2011.
Margot, B., Arlene., E. (2018). An adult learner's learning style should inform but not limit educational choices. International Review of Education, 64 (1), 31-42. DOI:10.1007/s11159-017-9694-6. DOI: https://doi.org/10.1007/s11159-017-9694-6
Rees, G (2010). The Political Economy of Adult Education, in Rubenson, K (2010). Adult Learning and Education. Elsevier.
Urea. R, (2013). The influence of teacher’s communication style on pupil’s self- safety in learning process. Procedia Social and Behavioral Sciences Journal (Elsevier) (ISSN: 1877-0428), 93, 164-168, DOI:10.1016/j.sbspro.2013.09.171 DOI: https://doi.org/10.1016/j.sbspro.2013.09.171
Van der Molen,H., Klaver, A.A.M.,Duyx (2004). Effectiveness of a communication skills training program for the treatment of anxious patients. British dental journal 196(2):101-7, DOI: 10.1038/sj.bdj.4810907 DOI: https://doi.org/10.1038/sj.bdj.4810907
Winniger, S.R, Redifer, J. L., Norman, A.D., Ryle M.K (2019) Prevalence of Learning Styles in Educational Psychology and Introduction to Education Textbooks: A Content Analysis, Psychology Learning and Teaching 18(3),221-243 DOI: 10.1177/147572571983030
Published
How to Cite
Issue
Section
License
With the licence CC-BY, authors retain the copyright, allowing anyone to download, reuse, re-print, modify, distribute, and/or copy their contribution. The work must be properly attributed to its author.
It is not necessary to ask for further permission from the author or journal board.
This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.
