Abstract
The work of adult educators such as Lindeman (1961), Kolb (1974), Knowles (1980), and Caffarella (2002) indicated the needs of the adult learner that should be considered when planning educational activities. Similarly, principles of what should occur in the higher education classroom were identified in the work of Bloom (1956), Fink (2003), and Bain (2004). This research sought to synthesize these two areas of study with the intent of establishing a model by which principles of adult education can be effectively integrated into the higher education classroom. Bloom’s Taxonomy and Kolb’s model were purposefully selected as pinnacle models in the areas of classroom teaching and adult education respectively. These models were synthesized into a new model that is designed to effectively implement principles of adult education in the higher education classroom while taking the needs of non-adult learners into consideration. The model was tested to verify its effectiveness in community college and regional university settings, which included both graduate and undergraduate courses. Results indicated the model was effective in teaching adult students while also accommodating non-adult students.
Recommended Citation
Dunlap, E. Scott; Dudak, Brian; and Konty, Mark
(2013)
"A Synthesized Model for Integrating Principles of Adult Learning in the Higher Education Classroom,"
Kentucky Journal of Excellence in College Teaching and Learning: Vol. 10, Article 2.
Available at:
https://encompass.eku.edu/kjectl/vol10/iss2012/2
