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From: Judy Wagner <jwagner@postbox.acs.ohio-state.edu>
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Subject: [NIFL-WOMENLIT:1141] Contextual Learning in Adult Education
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Greetings:
ERIC/ACVE has produced yet another no-cost publication that is now
available as an e-mail message or in paper copy. It, and our other recent
publications, will be available on our website within the next week.
Send your request to ericacve@postbox.acs.ohio-state.edu and be sure to let
us know whether you would like paper or e-mail copies. Subscribers to the
ERICACVE listserv have already received it.
Contextual Learning in Adult Education
Practice Application Brief No. 12
by Susan Imel
ERIC Clearinghouse on Adult, Career, and Vocational Education,
2000
"Educators of adults have long recognized that relating
instructional content to the specific contexts of learners' lives
and interests increases motivation to learn" (Dirkx and Prenger
1997, p. 2). By integrating academic content with situations or
issues that are meaningful to students, instructors can help
adults acquire skills more rapidly than through approaches that
focus only on subjects (ibid.). This type of learning, frequently
called contextual learning, incorporates recent research in
cognitive science and recognizes that learning is a complex
process that involves much more than behaviorist approaches
emphasizing drill and practice ("What Is Contextual Learning"
2000). The idea of embedding instruction in contexts that are
familiar to adult learners has been embraced by adult educators.
Recent research (e.g., Dirkx, Amey, and Haston 1999; Sandlin
2000), however, has suggested that adult educators may need to
take a more critical approach to using contextual learning. This
Brief examines the use of contextual learning in adult education.
Following an overview of contextual learning, it reviews some
recent research and writing on contextual learning in adult
education and concludes with some recommendations for practice.
Judy
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