Adult students' perceptions of the use of Jane Vella's learning to listen, learning to teach principles to design a computer

Abstract EN

This study aims at investigating adult students' perceptions toward the use of Jane Vella's Learning-to-Listen, Learning-to-Teach Principles to design an introduction to computer skills workshop for adult students.

More specifically, this study tries to answer the following main questions: (1) What are adult students' perceptions toward the use of the Jane Vella's learning-to- Listen, Learning-to-Teach Twelve Principles as a workshop design method; (2) Do adult students' perceptions toward the use of the Jane Vella's Learning- to-Listen, Learning-to-Teach Principles as a workshop design method differ based on selected variables, year of work experience, and number of previous workshops being participated; (3) What are the adult students' perceptions toward problems facing the use of Jane Vella's Learning-to-Listen, Learning-to-Teach Twelve Principles as a workshop design method? Does it differ based on selected variables, gender, year of work experience, and number of previous workshop participation, and (4) What are the most and least of Jane Vella's Learning-to-Listen, Learning-to-Teach Principle that were considered by adult students as very important for the course design.

Participants in this study were 50 students who enrolled in Instructional Design Course.Overall, the results of the study indicate that student interest in the use of the twelve principles.

It also, indicated that need assessment principle was the most important principles for adult program design.