Abstract

Adult graduate students in five cohorts nation-wide listed factors of good and bad learning experiences; factors were sorted into cognitive, affective, and psychomotor categories. Overall a high frequency of response in the affective domain was revealed. Instructor/student relationship was prominent. This work can inform curricular and faculty development design decisions.

Keywords

adult learning environments, cognitive, affective, psychomotor domains

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Oct 20th, 9:00 AM

What Do Adult Graduate Students Want? Using the Typology of Cognitive/Affective/Psychomotor Learning Domains to Explore Good and Bad Learning Experiences

Adult graduate students in five cohorts nation-wide listed factors of good and bad learning experiences; factors were sorted into cognitive, affective, and psychomotor categories. Overall a high frequency of response in the affective domain was revealed. Instructor/student relationship was prominent. This work can inform curricular and faculty development design decisions.