Learning structures include pragmatic skills and habitual practices that support effective learning. Adult learning is problem-centered lifelong learning (Ozuah, 2005). Learning skills are influenced by environment conditioning from childhood to young adult. Young adults may develop less than effective learning habits through conditioning from reinforced external expectations. Students with these conditioned behaviors may never learn to assess and revise learning habits. Learning to learn should include learning structures. The discussion of this white paper targets problems and solutions for improving student learning structures.
Learning family structure is a method of establishing a behavioral family process. The family is aware, understands the importance, and benefits for the learner’s engagement in the long term goal. The main benefit of the learning family structure is to improve family quality of life versus just the student’s focus. Developing a learning family practice is one of the best gifts a parent can provide for their children. Distance learning is a challenge for many adult learners. Providing guidelines for how to involve the family in the learning structured discipline empowers adults learners to demonstrate examples for their children and other adult family members.
Over ten years of supporting successful online student success with effective instructional design.
Distance learning is a challenge for many adult learners. Providing guidelines for how to involve the family in the learning structured discipline empowers adults learners to demonstrate examples for their children and other adult family members. The practice influences faculty and student centered learning for adult learners to benefit life long learning habits.
Typical online classroom equipment used by online faculty through written and verbal communication
Bolman, L. G., & Deal, T. E. (2003). Reframing organizations: Artistry, choice, and leadership. San Francisco: Jossey-Bass
Crews, D., & Russ, M. (2012). The impact of multitasking on human and organizational efficiency. Leadership & Organizational Management Journal, 3.
Depape, A. R., Hakim-Larson, J., Voelker, S., Page, S., & Jackson, D. L. (2006, July). Self-talk and emotional intelligence in university students. Canadian Journal of Behavioral Science, 38(3) p 250-26.
Dewey, J. (1997). Experience and education. New York: Touchstone Books.
Driscoll, M.P. (2005). Psychology of Learning for Instruction (3rd ed.). NJ: Pearson Education, Inc.
Field, R. H. G. (1989, March). The self-fulfilling prophecy leader: Achieving the metharme effect. Journal of Management Studies, 26(2).
Gonzales, V., & Mark, G. (2004). Constant, constant, multitasking craziness: Managing multiple work spheres. Proceedings of CHI, 24-29 Vienna,113-120.
Gordon, S. P. (2004). Professional development for school improvement: Empowering learning communities. Upper Saddle River, NJ: Pearson
Gredler, M. (2005). Learning and instruction: Theory into practice (5th ed.). Upper Saddle River, NJ: Prentice Hall.
King, A. (1993). From sage on the stage to guide on the side. College Teaching, 41(1), 30.
Kutanİs, R., Mescİ, M., & Övdür, Z. (2011). The effects of locus of control on learning performance: A case of an academic organization. Journal of Economic & Social Studies (JECOSS), 1(2), 113-136.
Nicol, D., & Macfarlane-Dick, D. (2006, Apr). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in higher education, 31(2).
Ozuah, P. O. (2005). First, there was pedagogy and then came andragogy. Einstein Journal of Biology & Medicine, 21(2)
Paul, R., & Elder, L. (2007) The thinker’s guide to the art of Socratic questioning. Tomales, CA: Foundation for Critical Thinking, http://www.criticalthinking.org
Posner, G. J. (2004). Analyzing the curriculum (3rd ed.). Boston: McGraw Hill.
Schaps, E., & Lewis, C. (n.d). Extrinsic rewards are education's past, not its future. Educational Leadership, 48(7), 81.
Schunk, D. (2004). Learning theories: An educational perspective (4th ed.). Upper Saddle River, NJ: Prentice Hall.
Stiggins, R. J. (1999, November). Assessment, student confidence, and school success. Phi Delta Kappan, 81(3), 191.
Strauser, D. R., Ketz, K., & Keim, J. (2002). The relationship between self-efficacy, locus of control and work personality. Journal of Rehabilitation, 68,20-26.
Willis, J. (2007). Brain-based teaching strategies for improving students’ memory, learning, and test-taking strategies. Childhood Education, 83(5).