Learner Analysis
When presented with a teaching situation, one of the major challenges teachers must deal with is the various and often divergent sets of needs inherent in each student. Nevertheless, the University of Alberta (2001) emphasizes that teaching should be conducted around learners and their needs rather than around the text or teacher. Hence, learner analysis is a vital component of teaching effectively.
According to the University of Alberta (2001), there are various perspectives on conducted learner analysis, also known as audience analysis, in the classroom. Often, these begin with an assessment of the basic characteristics in learners that are considered to be important in an analysis of their needs. Some, for example, identify two basic types of learner-related characteristics: Prerequisite knowledge, skills and attitudes, and other learner characteristics such as their demography, psychology, aptitudes, experience, learning styles, and so on. Both these basic sets of characteristics should be taken into account when conducting a learner analysis. Others divide learner characteristics into three categories, including general characteristics, entry competencies, and learning styles.
Whichever approach is taken, the most important component of learner analysis is the recognition that almost all groups of learners today are heterogeneous, representing the increasingly multicultural nature of the society from which they emerge. This makes learner analysis particularly challenging. The traditional format of learner analysis, which involves identifying a singular target audience for learning, is no longer valid.
To handle this challenge, Stolovitch and Keep (2008), suggest that a learner analysis and identified target audience should be obtained for more than one type of audience. In other words, a variety of learners should be identified, and groups created according to similar needs and characteristics. Hence, learning material can still be created to function optimally within this audience.
Specifically, characteristics included in a typical learner analysis involves age range, gender distribution, marital status and family, learner interests, reasons...
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