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Designing Engaging Instruction for the Adult Learners
Abstract
Instructional design for the adult learner is a growing field of study in higher education. Engaging instruction for adult learners will be defined in this chapter in two ways: designing courses using the significant learning taxonomy, and a paradigm shift to support faculty to involve student participation. The discussion of engaging instruction will be presenting using several research-based foundations such as Baxter-Magolda's self-authorship, Palmer's open learning environments, and Fink's significant learning taxonomy.
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