The purpose of this study is to present the essential elements of adult education in the Masters of Business Administration (MBA) program, such as the effective teaching strategies for adult learners, the characteristics of an adult learner, transformative adult education, distance learning, and the learning management system and self-directed learning in an online learning environment. Various studies and concepts were presented to place in a perspective the current state of the MBA program. Moreover, building on the fundamentals of adult education, the study identified the tools and strategies that were effective in delivering the program. This study contends that the program benefited from the current trends in adult education, specifically transformative education and self-directed learning. Similarly, the availability of the LMS expands the teaching and learning opportunities for the program. Finally, the study contends that the five elements of adult education can significantly help the faculty deliver the program effectively.
Table of Contents
1 Introduction
1.1 Teaching Strategies
1.2 Characteristics of Adult Learners
1.3 Transformative Adult Education
1.4 Learning Management System
1.5 Self-directed learning
2 Teaching strategies used in the MBA program
3 Characteristics of Adult Learners
3.1 Five principles for teaching adults
3.2 Five warm-ups and energizers
4 Transformative Adult Education
4.1 The Processes in transformative learning
4.2 Transformative learning in the e-learning environment
4.3 Adult education and self-directed learning
4.4 Elements of transformative learning
5 Distance Learning and Learning Management System
5.1 Blended learning and LMS
5.2 Learner engagement in a blended learning environment
5.3 Constructivism in adult learning
6 Self-Directed Learning in Online Learning Environment
6.1 SDL versus SRL
6.2 Learning Management System
6.3 Learning Management System functionalities
6.4 Varied roles and permission in LMS
6.5 Limitations of learning management systems
6.6 Advantages of LMS
6.7 The online learning environment and Self-Directed Learning
6.8 SDL personal attributes in an online learning environment
6.9 Positive Characteristics of Self-Directed Learners
7 Conclusion
Objectives & Research Themes
This study aims to identify and present the essential elements of adult education within the Master of Business Administration (MBA) program. It explores how teaching strategies, characteristics of adult learners, transformative education, and the integration of Learning Management Systems (LMS) in online environments contribute to effective program delivery and student success.
- Effective teaching strategies for adult learners in MBA programs.
- Characteristics and needs of adult learners in graduate education.
- The application of transformative learning to foster critical reflection.
- The role of Learning Management Systems (LMS) in modern distance learning.
- Promoting self-directed learning (SDL) in online environments.
Excerpt from the Book
1.1 Teaching Strategies
Self-directed learning is recognized as the foremost teaching strategy, which is student-initiated. The student identifies the entire goal-setting, learning method, and evaluation of their progress. A self-directed learner is proactive, learn more and better. With this enthusiasm level, the student has a stronger motivation, remember and utilize more of what is known (Zhan-bo, 2012).
Critical reflection is the second teaching strategy, which is composed of three interrelated processes. First, the process of raising questions on assumptions, which was uncritically accepted. Second, the process in which students took different perspectives on previously accepted ideas shapes their reasoning and ideologies (Reynolds, 1999). The use of simulation and cases are found in teaching strategies. Third, the process in which adults distinguish the unique cultural ideas compared to the hegemonic ideas of a dominant culture. Admittedly, adults can learn based on these processes compared to much younger learners (Closs & Antonello, 2011).
The lecture is the third teaching strategy for the adult learner. Most educators agreed that lecture is an efficient way of helping adult understand the foundation of the subject. As a tool, it is useful in the initial dissemination of information. However, the lecture is teacher-centered, which is more effective if combined with other teaching strategies (Barnes, Preziosi, & Gooden, 2004).
Adult educators recognized discussion as the complete learning tool for an adult learner. The interactive and participatory requirement of a discussion gravitates students towards learning. Aside from encouraging learners to participate, they can evaluate alternative ways of thinking and behaving. Moreover, a discussion facilitates the student’s self-experience and engage them in critical thinking (Goldman, 2012).
Guided learning is useful when the learner is trained in a hands-on setting. During the guided learning, the teacher instructs the learner on the process and the expected result. Both the teacher and student initially perform the task. Later the student completes the task independently. The key to learning is for the student to understand the process. Based on the correct result, the teacher critiques the process and the output based on the teacher input, the student evaluates the task and adjust or fixes any deficiencies (Elliott & Turnbull, 2004).
Summary of Chapters
1 Introduction: Provides an overview of the MBA program in the context of adult education, emphasizing the need for effective instructional delivery and program evaluation.
2 Teaching strategies used in the MBA program: Examines various practical instructional approaches used by graduate professors to facilitate learning and meet educational objectives.
3 Characteristics of Adult Learners: Details the unique attributes of adult learners, including their autonomy, goal orientation, and need for practical, experience-based learning.
4 Transformative Adult Education: Explores the role of critical reflection in enabling students to challenge their assumptions and transform their perspectives.
5 Distance Learning and Learning Management System: Analyzes the implementation of technology in adult education and the effectiveness of LMS as a tool for distance learning.
6 Self-Directed Learning in Online Learning Environment: Discusses the importance of student initiative in online settings, differentiating between self-directed and self-regulated learning.
7 Conclusion: Synthesizes the core findings, reaffirming that matching teaching strategies to learner needs is vital for professional development in MBA programs.
Keywords
Adult Education, MBA Program, Self-Directed Learning, Transformative Learning, Learning Management System, Teaching Strategies, Critical Reflection, Distance Learning, Online Learning, Blended Learning, Student Engagement, Educational Technology, Andragogy, Professional Development, Graduate Education.
Frequently Asked Questions
What is the fundamental focus of this study?
The study focuses on identifying the essential elements required to deliver an effective MBA program, specifically exploring how adult education principles can enhance student learning and professional outcomes.
What are the central thematic areas of the research?
The central themes include teaching strategies, the characteristics of adult learners, the role of transformative education, the function of Learning Management Systems (LMS), and the promotion of self-directed learning (SDL).
What is the primary objective of this work?
The primary objective is to present a comprehensive framework of adult education elements that, when applied, help faculty and administrators effectively deliver the MBA program and support student success.
What scientific methods were employed to reach these conclusions?
The study conducts a literature review and synthesis of various theories and studies related to adult education, andragogy, and educational technology integration within the context of MBA programs.
What topics are covered in the main body of the text?
The main body covers teaching methodologies (lectures, discussions, case studies), the psychological aspects of adult learners, the four phases of transformative learning, the technical and pedagogical aspects of LMS, and the practical application of SDL.
Which keywords best characterize this research?
Key terms include Adult Education, MBA Program, Self-Directed Learning, Transformative Learning, and Learning Management System.
How does the author define the difference between SDL and SRL?
The author notes that while both involve goal-directed behavior, SDL primarily pertains to the learning environment and methodology, whereas SRL is more closely related to the individual student’s self-management characteristics within a school environment.
What specific role does the Learning Management System play?
The LMS serves as a tool for managing instructional content, communication, and student progress, acting as a bridge to expand learning opportunities beyond the constraints of the traditional classroom.
- Citar trabajo
- Vicente Salvador Montaño (Autor), 2021, Teaching and Learning in the Modern MBA Program, Múnich, GRIN Verlag, https://www.grin.com/document/1189857
