AB+-+Minter+(2011)


 * **Reference: ** || Minter, R., L. (2011). The learning theory jungle. //Journal of College Teaching and Learning, 8//(6), 7-15. Retrieved from http://journals.cluteonline.com/index.php/TLC/article/view/4278/4365 ||
 * **Author's: ** || Minter, R., L. ||
 * **Title:** || The learning theory jungle. ||
 * **Year:** || 2011 ||
 * **Journal: ** || Journal of College Teaching and Learning ||
 * **Retrieval Information**: || http://journals.cluteonline.com/index.php/TLC/article/view/4278/4365 ||
 * **Bibliography**: ||  ||
 * The author notes the irony that university level instructors by and large have less of a foundation in pedagogical theory, learning models, and instructional application skills than do K-12 teachers. The author proposes that not all learning theories apply to the adult learner, but introduce twenty-seven pedagogical theories. The author notes that this list is not inclusive, but representative and recommended readings are suggested for those itemized, and research has found that there is no “ one set of major theories that are generalizable across student-learning environments at the college level ” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 8 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). The author compares the major assumptions of the pedagogical and andragogical models of teaching, and identifies a number of questions to help teachers understand and identify the model that they follow in their own teaching, but notes that instructors usually follow their own intuition “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">without knowing whether learning theory or research support [their] instructional initiatives <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 11 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). He sardonically evaluates that though the mission of higher education is to facilitate learning, it is unusual for colleges to encourage teaching excellence or sharing of successes or failures within their ranks. This article is purely theoretical and does not have an associated study, but suggests that there should be greater communication between higher education educators to facilitate best practices in teaching adult learners. The author also identifies that there is no central theory that a majority, or even a minority, subscribe to in regards to andragogy. This article contains an excellent listing of current learning theories and is a great jumping off point for further investigation. ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Additional References: ** ||  ||
 * N/A ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">**Retrieval Information**: || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">http://journals.cluteonline.com/index.php/TLC/article/view/4278/4365 ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">**Bibliography**: ||  ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The author notes the irony that university level instructors by and large have less of a foundation in pedagogical theory, learning models, and instructional application skills than do K-12 teachers. The author proposes that not all learning theories apply to the adult learner, but introduce twenty-seven pedagogical theories. The author notes that this list is not inclusive, but representative and recommended readings are suggested for those itemized, and research has found that there is no “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">one set of major theories that are generalizable across student-learning environments at the college level <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 8 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). The author compares the major assumptions of the pedagogical and andragogical models of teaching, and identifies a number of questions to help teachers understand and identify the model that they follow in their own teaching, but notes that instructors usually follow their own intuition “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">without knowing whether learning theory or research support [their] instructional initiatives <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 11 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). He sardonically evaluates that though the mission of higher education is to facilitate learning, it is unusual for colleges to encourage teaching excellence or sharing of successes or failures within their ranks. This article is purely theoretical and does not have an associated study, but suggests that there should be greater communication between higher education educators to facilitate best practices in teaching adult learners. The author also identifies that there is no central theory that a majority, or even a minority, subscribe to in regards to andragogy. This article contains an excellent listing of current learning theories and is a great jumping off point for further investigation. ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Additional References: ** ||  ||
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 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Additional References: ** ||  ||
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