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Furthermore, the approach of learning can be enhanced by enabling the students to work autonomously, developing the feeling of self-belief and collaborating in an effective manner. On the other hand, development can be enhanced by inducing proper learning behaviour and mitigating any sort of query and issue that the people face in the course of developing new behaviours (Weimer, 2012; Vygotsky, n.d.).
Correspondingly, theory and research are regarded as two different aspects wherein theory is regarded as the approach of widely acknowledged principles as well as explanations. Additionally, the aspect of theory is highly descriptive in nature and recognised to possess most reliable form of knowledge. Moreover, theories are highly recognised in logical form based on substantial evidences. On the other hand, research is regarded as the creative work undertaken to justify the utilisation of varied theories and develop new knowledge. Nevertheless, both theory and research is regarded as the scientific methods, which help the people to acquire knowledge and develop new practices. Relatively, the aspect of theory is based on the surveillance of phenomena and research emphasis over proving that has been inferred with the observations (Layder, 1998).
In relation to the above context, in order to develop face-to-face and online presentation, the approach of transformation theory could be taken into concern. Besides, the application of the theoretical prospective will allow making significant transformation of learning behaviour that will encourage the students to build higher level of communication and interactive approach with the audiences. Additionally, theories are proved to be effective in producing valuable learning within the students and highly beneficial to understand the interaction patterns prevailing within the learning environment (Kitchenham, 2010).
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The paper tells that many theories have been proposed of cognitivism, behaviorism, social reconstructionism, critical pedagogy and constructivism in relation to educational technology. Going through such theories, an attempt is made to produce a customized theory of learning as theory and practical may be incoherent thus modification of theory is done to acquire the destined objectives
Most of such books style themselves either as hand book for professionals or personality development (how to) books for youngsters in the span of entering or leaving their colleges. The hand books are specialised in particular fields of life such as nurses, managers of corporate, engineers etc.
Abstract Knowles established six assumptions in adult learning. While all of the assumptions are significant to adult learning, this paper identifies and support self-concept, experience, and motivation to learn assumptions as the most right to the type of learning.
The term Andragogy is used to define the concept of learning among adults. It was first used by a German educator, Alexander Kapp, in the year 1833 but was developed further and defined theoretically by the American educatory Malcolm Knowles (Melick & Melick,
Several activities are regarded as activities and outcomes of self directed learning, these activities include: individuals who are involved in the process of leaning and acquiring knowledge gain the ability to make decisions related to
Further evaluation of the audiences’ response reveals the fact that the presentation through media was most effective as it facilitates better learning in comparison to other processes. The communication process between the presenter and the audience of
In this context, it is worth mentioning that the modern approach to the adult learning was proposed by Malcolm Knowles and B.F.Skinner. In addition, it is further noted that the theories associated with modern adult learning also implies difference between learning at childhood and adulthood.
4 Pages(1000 words)Research Paper
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