The purpose of this study is to present the essential elements of adult education in the Masters of Business Administration (MBA) program, such as the effective teaching strategies for adult learners, the characteristics of an adult learner, transformative adult education, distance learning, and the learning management system and self-directed learning in an online learning environment. Various studies and concepts were presented to place in a perspective the current state of the MBA program. Moreover, building on the fundamentals of adult education, the study identified the tools and strategies that were effective in delivering the program. This study contends that the program benefited from the current trends in adult education, specifically transformative education and self-directed learning. Similarly, the availability of the LMS expands the teaching and learning opportunities for the program. Finally, the study contends that the five elements of adult education can significantly help the faculty deliver the program effectively.
Table of Contents
Abstract
1 Introduction
1.1 Teaching Strategies
1.2 Characteristics of Adult Learners
1.3 Transformative Adult Education
1.4 Learning Management System
1.5 Self-directed learning
2 Teaching strategies used in the MBA program
3 Characteristics of Adult Learners
3.1 Five principles for teaching adults
3.2 Five warm-ups and energizers
4 Transformative Adult Education
4.1 The Processes in transformative learning
4.2 Transformative learning in the e-learning environment
4.3 Adult education and self-directed learning
4.4 Elements of transformative learning
5 Distance Learning and Learning Management System
5.1 Blended learning and LMS
5.2 Learner engagement in a blended learning environment
5.3 Constructivism in adult learning
6 Self-Directed Learning in Online Learning Environment
6.1 SDL versus SRL
6.2 Learning Management System
6.3 Learning Management System functionalities
6.4 Varied roles and permission in LMS
6.5 Limitations of learning management systems
6.6 Advantages of LMS
6.7 The online learning environment and Self-Directed Learning
6.8 SDL personal attributes in an online learning environment
6.9 Positive Characteristics of Self‑Directed Learners
7 Conclusion
References
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