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
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Recommended Citation
Reiff, M.,
&
Ballin, A.
(2008).
What Do Adult Graduate Students Want? Using the Typology of Cognitive/Affective/Psychomotor Learning Domains to Explore Good and Bad Learning Experiences.
Adult Education Research Conference.
https://newprairiepress.org/aerc/2008/papers/56
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.
