AB+-+Kenner+&+Weinerman+(2011)


 * **Reference: ** || Kenner, C., & Weinerman, J. (2011). Adult learning theory: Applications to nontraditional college students. //Journal of College Reading and Learning, 41//(2), 87-96. Retrieved from http://www.crla.net/journal.htm ||
 * **Author's: ** || Kenner, C., & Weinerman, J. ||
 * **Title:** || Adult learning theory: Applications to nontraditional college students. ||
 * **Year:** || 2011 ||
 * **Journal: ** || //Journal of College Reading and Learning // ||
 * **Retrieval Information**: || http://www.crla.net/journal.htm ||
 * **Bibliography**: ||  ||
 * Kenner and Weinerman (2011) focused “ on how best to understand and teach entry-level adult learners who are between the ages of 25 and 50, have a high school diploma or a GED, are financially independent, and have one semester or less of college-level coursework ” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 88 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). They suggest that by understanding differences in these learners from traditional students specific tools for increasing chances for success might be created. The authors reviewed Knowles (1974) four principles, and introduced the metacognitive frameworks of Schraw and Moshman (1995); tacit theory, informal theory, and formal theory. The authors deemed that formal theory was not applicable to their purpose and did not discuss it. According to tacit theory “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">adult learners acquire their metacognitive skills from peers, teachers, and the local culture <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. 89 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">) and are difficult to change, because they don’t usually recognize how they arrive at their beliefs. Informal theory says adult learners “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">acquire their metacognitive skills over time from their peers and their environment, but they have at least a rudimentary conscious thought process <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. 90 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). The authors noted that learners may have many useful skills for their everyday life, but these skills may not be useful in an academic environment; educators should be aware of this possibility. Instructors should create in their curriculum activities and assignments that will build the metacognitive skills of the adult learner so that they succeed in converting abstract theory and thought into practical application over time. To ingrain these new skills into the learner’s toolbox the authors suggest competition, placing new strategies in direct contrast to old strategies, and repetiti on, ensuring that activities build on each other. This article is purely theoretical with no associated study, and will not be directly helpful in my educational path. ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Additional References: ** ||  ||
 * * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Knowles, M. S. (1974). Human resource development in OD. //Public Administration Review, 34//(2), 115-123. Retrieved from http://onlinelibrary.wiley.com/journal/10.1111/%28ISSN%291540-6210
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Schraw, G., & Moshman, D. (1995). Metacognitive theories. //Educational Psychological Review, 7//(4), 351-371. doi:10.1007/BF02212307 ||
 * <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%;">Kenner and Weinerman (2011) focused “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">on how best to understand and teach entry-level adult learners who are between the ages of 25 and 50, have a high school diploma or a GED, are financially independent, and have one semester or less of college-level coursework <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. 88 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). They suggest that by understanding differences in these learners from traditional students specific tools for increasing chances for success might be created. The authors reviewed Knowles (1974) four principles, and introduced the metacognitive frameworks of Schraw and Moshman (1995); tacit theory, informal theory, and formal theory. The authors deemed that formal theory was not applicable to their purpose and did not discuss it. According to tacit theory “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">adult learners acquire their metacognitive skills from peers, teachers, and the local culture <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. 89 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">) and are difficult to change, because they don’t usually recognize how they arrive at their beliefs. Informal theory says adult learners “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">acquire their metacognitive skills over time from their peers and their environment, but they have at least a rudimentary conscious thought process <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. 90 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). The authors noted that learners may have many useful skills for their everyday life, but these skills may not be useful in an academic environment; educators should be aware of this possibility. Instructors should create in their curriculum activities and assignments that will build the metacognitive skills of the adult learner so that they succeed in converting abstract theory and thought into practical application over time. To ingrain these new skills into the learner’s toolbox the authors suggest competition, placing new strategies in direct contrast to old strategies, and repetiti on, ensuring that activities build on each other. This article is purely theoretical with no associated study, and will not be directly helpful in my educational path. ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Additional References: ** ||  ||
 * * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Knowles, M. S. (1974). Human resource development in OD. //Public Administration Review, 34//(2), 115-123. Retrieved from http://onlinelibrary.wiley.com/journal/10.1111/%28ISSN%291540-6210
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Schraw, G., & Moshman, D. (1995). Metacognitive theories. //Educational Psychological Review, 7//(4), 351-371. doi:10.1007/BF02212307 ||
 * * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Knowles, M. S. (1974). Human resource development in OD. //Public Administration Review, 34//(2), 115-123. Retrieved from http://onlinelibrary.wiley.com/journal/10.1111/%28ISSN%291540-6210
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Schraw, G., & Moshman, D. (1995). Metacognitive theories. //Educational Psychological Review, 7//(4), 351-371. doi:10.1007/BF02212307 ||