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As an online, non-traditional adult higher-education learner, one of the most in
As an online, non-traditional adult higher-education learner, one of the most intriguing concepts of online college, university, and/or adult learning is the inclusion of discussions. These discussions allowed for peers to interact and offer feedback on the material presented. In each course, instructors effectively encouraged in-depth discussions on an array of topics. Oh et al. (2018) explains that participating in asynchronous online discussions can encourage learners to engage more with the course content, seek various resources related to group discussions, and share diverse perspectives and expertise with peers.
At the bachelor’s level, students were encouraged to answer questions first by providing an educated guess, next by exploring their assumptions, and finally by replying to their peers. In the two master’s programs attended, peer engagement, group discussions, collaborations, etc., became vital to the online program as COVID eliminated the option for in-person interactions. According to Oh et al. (2018), discussion activities could facilitate a perceived sense of community in online learning environments. Currently, at the doctoral level, the same enrichment activity is used to enhance students’ knowledge and skills and to promote continuous learning.
Student discussions online or in person are beneficial in promoting critical thinking in adult learners (Oh et al., 2018). Critical thinking can be defined as an analysis of factual evidence and an evaluation of information to make sound judgments about a topic. Logic, reasoning, and innovation can lead to a higher level of understanding and better decision-making. The general concepts concluded from the reading of Svinicki & McKeachie chapter 5 are:
Promote active learning.
Discussion can be an essential element in promoting active learning and critical thinking. Svinicki and McKeachie (2012) share that active learning is paying “attention to relevant information, organizing it into coherent mental representations, and integrating representations with other knowledge.” According to Arja et al. (2020), active learning is student-centered rather than a teacher centered process, and it makes learners responsible for their learning by the self-directed and peer-assisted seeking of new information. Students should focus on active direct self-learning, developing skills, and enhancing knowledge in evaluating the proposed topic. Discussion can further help students learn how to integrate, apply, and think (Svinicki & McKeachie, 2012).
Provide a safe environment for discussion.
Discussions can prepare students for interactions with people who come from various backgrounds and cultures within their field of work. The higher education system provides a multi-experience for students who are currently and/or are planning to enter the workforce in the future. According to Arja et al. (2020), one important aspect of small group learning is that it can target knowledge which is relevant to learners more effectively compared to traditional lecture-based teaching. Student discussion participation includes sharing information learned, presenting outside experience, and problem-solving. As revealed by Oh et al. (2018), a study compared different instructor facilitation approaches and reported students with minimal instructor facilitation were more expressive with their thoughts and ideas.
Establish boundaries for conflict.
Discussion can assist students in clearing up any confusion about the presented topic. Conflict is inevitable in school, work, and life. Many conflicts will arise in discussions due to opposing viewpoints and/or differing ideologies. However, conflicts do not imply that the instructor has failed, is unaware, or unwilling to suggest other perspectives (Svinicki & McKeachie, 2012). In fact, active learning and a safe environment come together to confront discussions with a controversy embedded within. Discussion can open the door for constructive problem-solving and bring awareness of students’ positional strengths (Svinicki & McKeachie, 2012). Discussing sensitive topics can sometimes cause anxiety for some students which can then lead to fear of participation.
Encourage peer-to-peer discussion.
Discussion can prepare students for interaction in the real world (professional and personal) outside the educational system. As stated earlier, discussions can also assist in preparing students for interactions with peers and colleagues who are of different cultures or backgrounds. Furthermore, discussions can facilitate meaningful peer interactions, collaborations, and connections. To encourage participation, icebreakers, quizzes, etc., may be utilized. In a recent study, Arja et al. (2020) explains that research has suggested that a peer-facilitated approach could promote students’ active participation in and potentially stronger satisfaction with online discussion. Implementing various topic-related activities and exercises can help bring the learning material together for better understanding.
Facilitating discussions with adult learners is highly important in the learning process. It helps to build the necessary skills to apply in their field of work. Discussion leaders should be prepared to present discussion topics and questions which would be impactful to their lives professionally. Indeed, the reading from this week’s module helped in my understanding of a necessary tool needed to educate adult learners within the higher education system.
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