Investigating Adults' Experiences with Slow Learner Reading as a Pedagogical Methods

Abstract

This essay looks at slow reading as a pedagogical tool for enhancing higher education learning, with a particular emphasis on encouraging significant engagement with academic texts। This research challenges the conventional belief that effective learning only means speed and efficiency, based on findings from a qualitative case study conducted within a vocational teacher training program in Norway। This study examines slow reading as an in-depth learning strategy's multiple facets by using a qualitative approach inspired by critical pedagogy। Included in the inquiry are various data sources from a research and development project, along with the views and thoughts of both students and teachers। The study reveals how people see and engage with slow reading as a teaching method and how it affects their learning experiences। Notably, the study shows that slow reading encourages reflection, interaction, and exchange of experiences and new ideas. In the end, this helps create an inclusive and dynamic learning environment। Finally, this study emphasizes slow reading as a method of study in higher educational