Week 9 Discussion
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Post a summary of the highlights from your article, and your analysis on implications related to adult learning from an international perspective. Explain your perspective on whether andragogy is applicable to both Western and non-Western countries. Support your perspective using the current literature.
Be sure to support your ideas by connecting them to the week’s Learning Resources, or something you have read, heard, seen, or experienced.
LEARNING RESOURCES
- Knowles, M. S., Holton, E. F., III, Swanson, R. A., & Robinson, P. A. (2020). The adult learner: The definitive classic in adult education and human resource development (9th ed.). Routledge.
- Chapter 15, “European Perspectives on Adult Learning” (pp.275-283)
- Chapter 16, “Andragogy: History, Meaning, Context, and Function” (pp. 284-292)
- Merriam, S. B., & Baumgartner, L. M. (2020). Learning in adulthood: A comprehensive guide (4th ed.). Jossey-Bass.
- Chapter 9, “Embodied, Spiritual, and Narrative Learning” (pp. 233-267)
- Chapter 10, “Learning and Knowing: Non-Western Perspectives” (pp. 268-289)
Week 9 Assignment
CONSTRUCTING MEANING FOR INTERNATIONAL STUDENTS
Global is local when a course is blended or fully online. As a faculty member or administrator, you will have to create classrooms that accommodate students from around the world. Depending on their academic origins and the culturally accepted educational methods they experienced in the past, international students are likely to have various learning styles and degrees of deference for instructors. Some international students may be learning in English as a second or third language. Supporting multilingual students requires that they have access to writing support. How would you use your professional academic resources construct a meaningful learning experiences to include and engage students with possibly conflicting problem-solving approaches? Imagine your new class of adult learners is made up of students from cultures and ethnicities from all over the world. This is a very real possibility today, especially with increasing access to online education, and when you create dynamic, inclusive, and experiential learning opportunities, all adult students are able to thrive.
For this Assignment:
- Review this week’s Learning Resources.
- Consider what types of academic support would be useful to an international multilingual adult learner.
- Explore the Walden Writing Center multilingual student support areas and include a review of a tool such as Grammarly to help with sentence level writing issues.
Writer do 2 pages
Submit a 2- to 3-page paper in which you explain how you might adapt a classroom in which the majority of the students are non-Western. Explain what you might need to consider by comparing Western to non-Western learning perspectives. Explain how you might construct meaningful learning experiences. Analyze how you would need to address your own assumptions. Explain how this will inform your Final Project.
LEARNING RESOURCES
- Knowles, M. S., Holton, E. F., III, Swanson, R. A., & Robinson, P. A. (2020). The adult learner: The definitive classic in adult education and human resource development (9th ed.). Routledge.
- Chapter 15, “European Perspectives on Adult Learning” (pp.275-283)
- Chapter 16, “Andragogy: History, Meaning, Context, and Function” (pp. 284-292)
- Merriam, S. B., & Baumgartner, L. M. (2020). Learning in adulthood: A comprehensive guide (4th ed.). Jossey-Bass.
- Chapter 9, “Embodied, Spiritual, and Narrative Learning” (pp. 233-267)
- Chapter 10, “Learning and Knowing: Non-Western Perspectives” (pp. 268-289)