Relevant bibliographies by topics / Adult learning

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Adult learning'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "Adult learning"

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N. Subramanian, N. Subramanian. "Adult Learning Principles." International Journal of Scientific Research 2, no. 2 (June 1, 2012): 247–48. http://dx.doi.org/10.15373/22778179/feb2013/82.

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Griffin, Virginia. "Learning to Name Our Learning Processes." Canadian Journal for the Study of Adult Education 2, no. 2 (November 1, 1988): 1–16. http://dx.doi.org/10.56105/cjsae.v2i2.2360.

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What it is like to be an adult learner is suggested in the article as a basic area of inquiry in which teachers of adults should always be engaged, but not alone. What it is like to be a learner is transposed to the question of what learning processes the learner is experiencing. Adult learners have as much at stake in the exploration or inquiry as a teacher; they also are essential partners in the search for understanding, identification, and clarification. Ways to help learners to become co-inquirers, to name their own learning processes, are explored. A rich body of research dealing with learning processes, or what it is like to be an adult learner, is identified. The theoretical and practice ideas presented in the article are the result of ten years of experiential learning and reflection, studying theory and research, and supervising qualitative research projects Résumé Cet article suggère que l'examen de ce que c'est que d'être un apprenant adulte devrait être un domaine de recherche dans lequel les éducateurs d'adultes ainsi que d'autres intervenants devraient toujours être engagés. Ce que c'est que d'être un apprenant adulte peut se traduire par la question quels sont les processus d'apprentissage chez l'apprenant. Celui-ci, tout comme l'enseignant, a intrêt à ce que cette question soit explorée; tous deux sont des partenaires essentiels dans leur démarche de compréhension, d'identification et des clarifaction. Des moyens pouvant aider les apprenants à devenir co- chercheurs et à identifier leurs propres processus d'apprentissage sont explorés. Un riche évential de recherches traitant des processus d'apprentissage, ou de ce que c'est que d'être un apprenant adulte, est identifi. Les idées théoriques et practiques émises dans cet article sont le fruit d'une décennie d'tudes et de réflexion expérientielle, d'analyses théorique et practique, et de direction de projets de recherche de type qualitatif.
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Benjamin, John T. "Adult Learning." Archives of Pediatrics & Adolescent Medicine 160, no. 1 (January 1, 2006): 106. http://dx.doi.org/10.1001/archpedi.160.1.106-b.

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Abu Hasan, Norraidah, Zawawi Temyati, Mohd Faizal Kamarudin, and Perengki Susanto. "Neo adult learners’ instructional learning model in higher learning education." International Journal on e-Learning and Higher Education 19, no. 3 (June 1, 2023): 41–48. http://dx.doi.org/10.24191/ijelhe.v19n3.1933.

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Open and Distance Learning (ODL) is important for lifelong learning, allowing adults to acquire new skills, update their knowledge, and stay relevant in an ever-evolving job market. A notable area for improvement is observed in the availability of a comprehensive framework to direct the formulation of Open and Distance Learning (ODL) environments that aptly cater to the requisites of adult learners. There needs to be a comprehensive framework to guide the design of ODL environments that meet the needs of adult learners and which is supported by adult learning theories, online knowledge construction, and technology acceptance. This paper examines the instructional designs intended to improve adult learner achievement and meet the self-empowerment needs of adult working students. The research will investigate the theories and perspectives on adult learning in higher education based on the existing literature. This research proposes the existence, relatedness, and growth (ERG) theory and the Heutagogy principle to capture the needs of adult learners from both positivist and subjectivist perspectives.
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Babakulova, Dilrabo. "Adult And Child Learning Second Language Differences." American Journal of Applied sciences 03, no. 01 (January 26, 2021): 38–44. http://dx.doi.org/10.37547/tajas/volume03issue01-08.

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Second Language Acquisition (SLA) is one of the debatable topics regarding to speed and effectiveness in adults or children foreign language learning. There have been several researches to solve the issue; however, the results are different and contradicting. In this research two volunteers participated in three staged survey which showed children’s priority in acquiring foreign language in a short period of time.
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‘Aini, Wirdatul. "Adult Self-Concept." Digital Press Social Sciences and Humanities 6 (2020): 00001. http://dx.doi.org/10.29037/digitalpress.46367.

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Adult education is one form of education which is implemented at outside of formal schooling. The targets of adult education implemented at outside of school which is an adult who has experience to attend formal education. The experienced from adult has related to the implementation of education that included an adult who has not received formal education, dropped out from formal school or for those who has never completed formal education, but the adult wants to increase their knowledge, skills and attitude that adult needs in his daily life. Adult education that implemented outside school should be based on learning needs that grow from within themselves, and not based on the influence of conditions from outside themselves. For the success of an adult learning activity, out-of-school education practitioners need to pay attention to the factors that affect adults in learning and should understand the assumptions about adults in learning. Among the assumptions of adult in learning is that adult has self-concepts. Adult self-concept among others has seemed themselves as independent people who are not dependent on others anymore. This self-concept as a guide for education practitioners to carry out learning activities for adults.
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Giannoukos, Georgios, and Georgios Besas. "Adult Education and Learning Theories." International Letters of Social and Humanistic Sciences 60 (September 2015): 34–38. http://dx.doi.org/10.18052/www.scipress.com/ilshs.60.34.

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Adult education first started at the beginning of the 20th century when it became mandatory to improve the educational level of the adult trainees and also to train them professionally, culturally and socially (Kokkos, 2005). Especially during the last decades, globalization along with the technological advancements, demands continuous education and training due to the high competition and to the need to improve the economy. Besides that, social reasons urge adult education such as sudden social changes in our contemporary society (migration for financial reasons, social exclusion as a result of unemployment, etc). The adults have unique features and needs which make Adult Education an independent scientific field.
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GUȚU, Vladimir. "Pecularities of evaluating methodology of learning and education of adults." Acta et commentationes: Științe ale Educației 31, no. 1 (March 2023): 131–40. http://dx.doi.org/10.36120/2587-3636.v31i1.131-140.

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Adult learning and education can be seen as the fourth pillar of lifelong learning – alongside school education, professional training and higher education. Adult learning and education falls under the general forms of education: formal, non-formal and informal, being predominantly of a non-formal and informal nature. This system allows any adult to develop personal and professional skills, thus becoming an active member of society. The methodological framework for adult learning and education in this system is a main component, but the establishment of a mechanism for evaluating its theoretical and procedural approaches is an indisputable condition for ensuring the quality of learning and formal and non-formal education of adults. The proposed concept is based on two dimensions: the evaluation of methodology of learning and education of adults as a science and part of andragogy and the evaluation of methodology of learning and education of adults as a set of strategies and didactic methods aimed at the formation in adults of certain competences, determined by their needs. A mechanism for evaluating the respective methodology in both dimensions is also proposed.
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Paterson, Catherine F. "Book Review: Adult Learning, Adult Teaching." British Journal of Occupational Therapy 56, no. 12 (December 1993): 457. http://dx.doi.org/10.1177/030802269305601212.

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Kasworm, Carol E. "Adult Learning and Adult Education (review)." Review of Higher Education 29, no. 2 (2006): 248–50. http://dx.doi.org/10.1353/rhe.2005.0084.

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Dissertations / Theses on the topic "Adult learning"

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Wilson, Clive Antonio. "A comparative study of the historical development of andragogy and the formation of its scientific foundation in Germany and the United States of America, 1833-1999 /." Free full text is available to ORU patrons only; click to view:, 2003. http://wwwlib.umi.com/cr/oru/fullcit?p3122575.

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Flexner, Paul Arthur. "Facilitating adult jewish learning /." Access Digital Full Text version, 1995. http://pocketknowledge.tc.columbia.edu/home.php/bybib/12126640.

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Thesis (Ed.d.)--Teachers College, Columbia University, 1995.
Includes tables. Typescript; issued also on microfilm. Sponsor: Philip A. Fey. Dissertation Committee: Kathleen A. Loughlin. Includes bibliographical references (leaves 296-304).
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Shepherd, Mark Stephen. "Recognizing adult learning disabilities." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/3029.

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The purpose of this project was to develop aids and strategies for identifying and assisting adult students with learning disabilities. Using the Diagnostic and Statistical Manual of the American Psychiatric Association (DSM-IV 1994). The project addresses specific descriptions for identifying traits, behaviors, and characteristics in the recognition of: dyslexia; color blindness, tic disorders, Tourette's syndrome, scotopic sensitivity syndrome, behavior disorders, attention deficit disorder (ADD), attention deficit/hyperactivity disorder (ADHD), aphasic disorders, and autistic disorders.
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Mongalo, Lucky. "Assessment practices of adult educators in Mamelodi Adult Learning Centers." Thesis, University of the Western Cape, 2008. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_2105_1271020736.

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This study explores the assessment practices of adult educators in Mamelodi Adult Learning Centers using a qualitative methodology. The study recognizes that assessment is an important activity within the education and training enterprise since it can be used to improve the quality of teaching as well as improve and support the learning process. The study sets out to investigate how Mamelodi adult educators conceptualize assessment
the skills levels of these educators
the nature of support and training these educators received to enhance their assessment practices
the different assessment methods employed by the adult educators to assess learners
and the educational validity and efficacy of these practices.

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Ruhnau, Kurt. "An analysis of learning outcomes of adult students learning styles versus teaching styles /." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006ruhnauk.pdf.

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Campbell, Katherine. "Learning to play Scots fiddle : an adult learning perspective." Thesis, University of Edinburgh, 1999. http://hdl.handle.net/1842/30415.

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This thesis examines how adults learn to play Scots fiddle. It focuses on a group of adults who are members of an intermediate-standard fiddle class in the city of Edinburgh, Scotland. The class is part of the wider contemporary phenomenon in Scotland whereby traditional music is being taught on the fiddle and other instruments in evening classes, workshops and residential courses. Although the current investigation is located within the field of ethnomusicology, insights are also drawn from modern adult learning theory. A review of related literature reveals that, hitherto, studies which have considered settings in which traditional music is formally taught have often chosen to focus on the role of the teacher. As a consequence, considerable emphasis has been given to the concept of transmission. I argue here, however, that the ethnomusicologists' prevailing view of transmission as a transfer of information from a teacher to those being taught may not be the most appropriate framework through which to consider learning, and particularly so where adult learners are concerned. If we are to deepen our understanding of how people learn to play traditional music, we need to understand in greater depth the learner's perspective. The results of the study shed significant insights into the complexity of practice and the importance of this activity for learning the fiddle. The findings also highlight the variable and individual nature of the learning process. In turn, this underlines the inadequacy of the traditionally held view of transmission as a framework for understanding how instrumental skills are taught and learned. The implications arising from this investigation for conceptual understanding in ethnomusicology, adult music education and the formal tuition of traditional music in Scotland are discussed, and topics for further research are indicated.
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Cann, Roger James. "Everyday learning gap filling : a process of adult learning." Thesis, University of Southampton, 1998. https://eprints.soton.ac.uk/378847/.

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Purdy, Martha Leete. "Adult Experience of Learning From Novels." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/40505.

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The Adult Experience Of Learning From NovelsNovel readers may not necessarily read with the primary intention of learning from their novels, but it is known that learning is frequently an outcome. Literature on novels describe their content as both factual and philosophical opportunities to learn but do not describe them in terms of adult learning theory. A study by Radway (1984) found that readers of formula romance have complex learning outcomes from their reading but this was related to literature on novels rather than adult learning theory.Conversely, although learning is a known outcome of novel reading, literature on adult learning theories and research have taken little notice of novel reading as an opportunity to learn. Yet reading novels is an activity in which millions engage. The nature of reading as a highly personal,self-directed activity, suggested a literature review of theory pertaining to self-directed learning, informal learning and how adults make meaning.The purpose of the research was to explore the experience of learning novels; how reading contributes to knowledge,understanding of environment, and social and self-understanding in the context of adult learning theory.The research problem asked what evidence novel readers provide for making meaning as a result of their reading and what they do with that learning outcome. Research was conducted with individual interviews of five regular novel readers which served as case studies. Analysis was done by coding each interview paying particular attention to relationships to personal history, types of learning suggested and their effects. Case studies were then cross coded to discover trends and patterns.Findings showed that respondents used novels to be entertained and escape from their daily responsibilities,but along the way they also experienced a variety of types of learning. They collected new information they found personally interesting or added to an existing knowledge base, challenged their perspectives to think abut themselves and others in new ways. There was also a variety of uses for what they had learned. Respondents reported believing they have a broader knowledge base, could more effective interact with others, arrive at greater self-awareness, and in a few instances change behavior.The experience of learning from novels is a remarkable combination of self-motivation and self-direction undertaken for pleasure, yet incidentally can result in a range of learning outcomes including building a more complex knowledge base, constructivist organization and interpretation of information, critical reflection about self and others, and transformation of understanding to result in change.
Ed. D.
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Dladla, Siphiwe Nonhlanhla. "Experiences and perceptions of adult learners at public adult learning centres." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/40439.

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The main objective of this research was to explore the experiences and perceptions of adult learners at Public Adult Learning Centres. A total number of eighteen adult learners from three Public Adult Learning Centres in Nkomazi East Circuit at Ehlanzeni District participated in the study. The study was qualitative in nature using the interpretive paradigm. Data was collected through focus group interviews, individual interviews and observation. The study revealed that adult learners have mixed feelings and opinions regarding their experiences at Public Adult Learning Centres. Results indicated that some adults found their experiences interesting and enriching and have positive attitudes towards the teaching and learning at Public Adult Learning Centres, while others were frustrated with the lack of teaching and learning resources, and the poor management at the centres. Adult learners seem to regard education as important and they received satisfactory support from their families, communities, teachers, employers, and fellow adult learners, as well as financial support from the Department of Education. Findings revealed that adult learners find it difficult to understand the content of subjects and to cope with the pace of teaching. Participants had different views about the language of instruction. Some preferred English for employment and social purposes while others preferred the vernacular so as to have a better understanding of the content and to pass the subjects. These learners preferred that the content should prepare them for employment and for coping with day-to-day activities in rural areas. Responsibilities at home, becoming a learner at an elderly age, being involved in seasonal jobs and catching up work after absence were some of the challenges that adult learners experienced. From the results and findings of the study, recommendations were made to improve the effectiveness of teaching and learning and functionality of Public Adult Learning Centres.
Dissertation (MEd)--University of Pretoria, 2013.
gm2014
Early Childhood Education
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Luscinski, Autumn. "Best Practices in Adult Online Learning." Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10608529.

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Students in the United States are obtaining more college degrees than ever before. In 1975, 21.9% of Americans held bachelor’s degrees, and in 2012, 33.5% of Americans held bachelor’s degrees (Rampell, 2013). A study in 2011 indicated that Americans possessing a bachelor’s degree earn approximately $2.27 million, those with master’s degrees earn $2.67 million and those with doctoral degrees earn $3.65 million over their adult lifetime, dwarfing those with some college, who earn $1.55 million, or no college, who earn $1.30 million (Burnsed, 2011).

Unfortunately, the increase in college degree attainment in the United States does not include all Americans. Among low-income students, degree attainment has been fairly flat for several decades (Mortenson, 2016). Although education can be a great equalizer and opportunity generator, among lower income students it is often times an insurmountable challenge to obtain a bachelor’s or post baccalaureate degree. College students can have challenges in obtaining learning opportunities due to factors beyond their control, such as geography and access to quality instruction.

In order to provide equity and opportunity for nontraditional students who either working, have family responsibilities, or are low income or first generation college attenders, it is important to make every effort to connect these students with meaningful and attainable opportunities to obtain a college degree. One such delivery model of curriculum is online learning. Online learning in higher education—in which students are obtaining bachelors, masters, or doctoral degrees—takes place either partially or fully in a virtual environment accessible from e-learning devices such as laptops, tablets, or smartphones.

The goal of this study was a greater understanding the best practices in adult online education. The participants in the study were asked to help identify both the challenges and successes experienced in their online learning environments. While success in both teaching and learning is subjective, the data revealed a number of common themes, which indicated similar elements that lead to success in an online environment in areas of curriculum design, classroom management, and use of technology.

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Books on the topic "Adult learning"

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National Institute of Adult Continuing Education., ed. Adult learning. London: MORI, 1994.

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Jayagopal, R. Adult learning. Madras: Dept. of Adult & Continuing Education, University of Madras, 1985.

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Carolyn, Daines, Graham Brian 1936-, and University of Nottingham. Department of Adult Education., eds. Adult learning, adult teaching. Nottingham: University of Nottingham, Deparment of Adult Education, 1992.

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Carolyn, Daines, Graham T. B, and University of Nottingham. Dept. of Adult Education., eds. Adult learning, adult teaching. 3rd ed. Nottingham: Dept. of Adult Education, University of Nottingham, 1993.

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Daines, John. Adult learning adult teaching. Nottingham [England]: Dept. of Adult Education, University of Nottingham, 1988.

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Carolyn, Daines, and Graham, T. B. (T. Brian), eds. Adult learning, adult teaching. 4th ed. Cardiff: Welsh Academic Press, 2006.

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MacKeracher, Dorothy. Making sense of adult learning. Toronto: Culture Concepts, 1996.

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Hughes, Bob, Deanna Iceman Sands, and Ted Kalmus. Equitable Adult Learning. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003286998.

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Rothwell, William J. Adult learning basics. Alexandria, Va: ASTD Press, 2008.

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Paschal, R. Wade. Vital adult learning. Nashville: Abingdon Press, 1994.

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Book chapters on the topic "Adult learning"

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Beverley, Audrey, and Aidan Worsley. "Adult Learning." In Learning and Teaching in Social Work Practice, 40–61. London: Macmillan Education UK, 2007. http://dx.doi.org/10.1007/978-1-137-06568-1_4.

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Illeris, Knud. "Adult Learning." In Learning, Development and Education, 74–83. New York, NY : Routledge, 2016. | Series: World library of educationalists series: Routledge, 2018. http://dx.doi.org/10.4324/9781315620565-7.

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Kawalilak, Colleen, and Janet Groen. "Adult Learning." In The Handbook of Adult and Continuing Education, 73–80. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003447849-10.

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Tett, Lyn. "Adult Literacies." In Learning with Adults, 275–83. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-335-5_21.

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Moorhouse, Pete. "Adult support." In Learning Through Woodwork, 75–84. Abingdon, Oxon ; New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315114811-5.

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Marsick, Victoria J., and Adam Neaman. "Adult Informal Learning." In Informelles Lernen, 53–72. Wiesbaden: Springer Fachmedien Wiesbaden, 2017. http://dx.doi.org/10.1007/978-3-658-15793-7_4.

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Fidishun, Dolores. "Adult Learning/Andragogy." In Encyclopedia of the Sciences of Learning, 143–45. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_403.

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English, Leona M., and Catherine J. Irving. "Adult Health Learning." In Feminism in Community, 31–41. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-202-8_3.

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Conner, Marcia. "Adult Learning Styles." In Encyclopedia of the Sciences of Learning, 138–41. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_1002.

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Conner, Marcia. "Adult Learning Theory." In Encyclopedia of the Sciences of Learning, 141–43. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_1003.

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Conference papers on the topic "Adult learning"

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Jones, Allan. "Adult learning." In the 31st annual ACM SIGUCCS conference. New York, New York, USA: ACM Press, 2003. http://dx.doi.org/10.1145/947469.947471.

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Zhang, Chi, and Guangzhi Zheng. "Supporting adult learning." In SIGITE/RIIT'13: SIGITE/RIIT 2013. New York, NY, USA: ACM, 2013. http://dx.doi.org/10.1145/2512276.2512323.

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Schneider, Kaethe. "ADULT LEARNING THROUGH CONTAINING." In 16th annual International Conference of Education, Research and Innovation. IATED, 2023. http://dx.doi.org/10.21125/iceri.2023.2081.

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Neagu, Simona nicoleta. "A NEW VISION OF ADULT LEARNING. CHECKLIST - MOTIVATIONAL FACTORS INVOLVED IN ADULT LEARNING." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-106.

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Learning depends on many internal and external conditions and it is not only a function of memory. Learning requires, above all, motivational, in other words, success in learning depends on factors that excitability and response to stimulus (involvement), the intensity of learning, availability for learning, learning awareness. Adults will be motivated in learning tasks when they perceive that the result will bring satisfaction to one or more of their basic human needs: security, acceptance, respect, power, health, status, training, discovery,achievement, self-esteem, etc. Some people are motivated by monetary reward, providing benefits and titles, recognition. These rewards are called extrinsic motivators; although they are important, but they do not meet all human needs. In fact, often they only lead to short-term results and behavioral changes. To ensure a long-term motivation, teachers need to create a learning climate so that all needs are met. Such a work atmosphere will lead to intrinsic motivation, so they will be motivated by their own internal mechanisms. At the end of the paper it is presented a research on a group of 24 subjects. This is a checklist on motivational factors involved in adult learning. Why teach adults? What is their motivation to learn? There are differences in the motivation of male and female subjects? A conclusion of this study is presented here: While women are motivated more by security, house, money, comfort, balance, men are motivated primarily by career development goals, social life. To the women they come only after being satisfied necessity security.
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Codreanu, Aura, and Cezar Vasilescu. "E-LEARNING BEHAVIORS AND THEIR IMPACT ON ANDRAGOGY." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-018.

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The assumption underlying this paper is that online environments and, in particular, e-learning ones trigger changes in the learning patterns and behaviors of adults. Inherently, that challenges the principles, methods and techniques currently employed in adult teaching and learning in traditional settings. Hence, the aims of the article are three-fold. First, it will focus on delineating the basic concepts that is will use: traditional learning, e-learning, learning behavior, e-learning behavior, andragogy, andragogic principles. Second, it will focus on the basic andragogic principles employed in traditional learning contexts and on their relationship with adult learning behavior. Upon their identification a brief discussion will be undertaken in relation with the way adult learning and teaching occurs in Romania nowadays. The analysis will take into account the extent to which the aforementioned principles are observed, as well as their observable impact on adult learning behaviors. Third, the article will analyze the patterns of adult learning behavior that are likely to occur in e-learning contexts and the extent to which these require a review of the andragogic principles for e-learning contexts. Thus, the method to be employed in the second part of the article will be based on comparison and contrast between traditional environments and methods of teaching and learning on one hand and online environments for learning. The reasons underlying this research endeavor are as follows. Learning defined in very simple terms refers to the permanent change that occurs in a person's behavior. What complicates the discussion is actually defining a learning behavior and relating this to adults and the way they learn and the environments that facilitate this. Consequently, the novelty of this article consist in inter-relating the concepts of learning behavior, andragogic principles and e-learning. Thus, based on its interdisciplinary approach and findings this article will make a contribution to the fields of andragogy, social sciences and information and communication technology.
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Jekabsone, Inga, and Ina Gudele. "Challenges of the adult learning sector in context of COVID-19 in Latvia." In 22nd International Scientific Conference. “Economic Science for Rural Development 2021”. Latvia University of Life Sciences and Technologies. Faculty of Economics and Social Development, 2021. http://dx.doi.org/10.22616/esrd.2021.55.012.

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The COVID-19 pandemic has affected the way people work and learn in unprecedented ways. Also, the pandemic has moved more business activity online, increasing the need for training and prompting them to build more online trainings. In this time of crisis, a suitable response requires novel ways to enable interaction between adult learners, adult learners and teachers, adult learners and content using online tools so that no one is left behind. In the context of regional development, online adult learning provides economic active inhabitants with wide opportunities since employees are able to attend high-quality trainings regardless the place of residence. In context of COVID-19, during the emergency situation Latvia has fully moved to remote learning, including adult learning. Educational institutions as well as enterprises that organise trainings for adults have to implement remote learning using several online tools. The aim of the paper is to analyse the main challenges of the adult learning sector in Latvia in context of COVID-19 taking into consideration the regional development issues. In order to achieve the aim, following research methods have been used: scientific literature studies, statistical data analysis, interviews. Main results of the survey: in case of Latvia, the Ministry of Education and Science of Republic of Latvia has launched several initiatives towards enabling the shift to online learning, providing recommendations, digital tools as well as good practice sharing. At the same time, there is no methodology and detailed step-by-step recommendations, how to develop the online education learning for educational institutions in Latvia. However, there are incentives to develop online adult learning via project funding.
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Madlenakova, Lucia, and Margita Majercakova. "BARRIERS IN ADULT EDUCATION." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.2054.

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Černikovaite, Migle. "GAMIFICATION METHODS FOR ADULT LEARNING." In 16th annual International Conference of Education, Research and Innovation. IATED, 2023. http://dx.doi.org/10.21125/iceri.2023.2114.

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Anghelache, Valerica. "SOCIAL BACKGROUND AND ADULT LEARNING." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.1527.

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Widiyanti, Indri Ayu, Jajat S. Ardiwinata, and Laksmi Dewi. "Online Learning Motivation." In First Transnational Webinar on Adult and Continuing Education (TRACED 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210508.013.

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Reports on the topic "Adult learning"

1

Beedle, Christopher. Adult Learning. Office of Scientific and Technical Information (OSTI), April 2022. http://dx.doi.org/10.2172/1866927.

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Kalenandi, Minerva. Language Learning Strategies of Russian-Speaking Adult ESL Learners. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6650.

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Milner, Scott D. Motivation in Adult Language Learning: Research Review and Navy Applications. Fort Belvoir, VA: Defense Technical Information Center, December 2011. http://dx.doi.org/10.21236/ad1019072.

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4

Page, Kelly, Alexandra Merritt Johnson, Kristen Franklin, Bria Carter, Marilys Galindo, Teresa Solorzano, Sangyeon Lee, and Zohal Shah. Learning Transition Design Principles for Learning and Employment Records: Co-designing for Equity. Digital Promise, July 2023. http://dx.doi.org/10.51388/20.500.12265/185.

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Emerging technologies such as learning, and employment records (LER) have been identified as a promising solution for historically and systematically excluded (HSE) learners and workers to share and access their learning- and skills-data from their individual learning journeys and transitions. However, learning journeys are rarely linear; the way in which learners and workers may demonstrate and get recognized for their skills and competencies may evolve over time. Further, systemic barriers and inequities embedded in the learning journeys of HSE communities, disproportionately impact their ability to enter and persist in the education and workforce ecosystem. It is critical for LERs to be designed as accessible and equitably for HSE communities to mitigate systemic and structural inequities in the education and workforce ecosystem. With the generous support of the Bill & Melinda Gates Foundation, Digital Promise collaborated with HSE adult learners and workers, to establish a set of design principles to inform the development of LER technologies for use over an individual’s learning and career journeys, including their learning transitions. Through one-on-one interviews and group workshops with HSE adult learners and workers, fundamental design principles have been identified to influence LER data infrastructure from education to the workforce.
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Page, Kelly, Alexandra Merritt Johnson, Kristen Franklin, Bria Carter, Marilys Galindo, Teresa Solorzano, Sangyeon Lee, and Zohal Shah. Learning Transition Design Principles for Learning and Employment Records: Co-designing for Equity. Digital Promise, July 2023. http://dx.doi.org/10.51388/20.500.12265/183.

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Emerging technologies such as learning, and employment records (LER) have been identified as a promising solution for historically and systematically excluded (HSE) learners and workers to share and access their learning- and skills-data from their individual learning journeys and transitions. However, learning journeys are rarely linear; the way in which learners and workers may demonstrate and get recognized for their skills and competencies may evolve over time. Further, systemic barriers and inequities embedded in the learning journeys of HSE communities, disproportionately impact their ability to enter and persist in the education and workforce ecosystem. It is critical for LERs to be designed as accessible and equitably for HSE communities to mitigate systemic and structural inequities in the education and workforce ecosystem. With the generous support of the Bill & Melinda Gates Foundation, Digital Promise collaborated with HSE adult learners and workers, to establish a set of design principles to inform the development of LER technologies for use over an individual’s learning and career journeys, including their learning transitions. Through one-on-one interviews and group workshops with HSE adult learners and workers, fundamental design principles have been identified to influence LER data infrastructure from education to the workforce.
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Davoudi Kakhki, Fatemeh, and Maria Chierichetti. Exploring the Relationship Between Mandatory Helmet Use Regulations and Adult Cyclists’ Behavior in California Using Hybrid Machine Learning Models. Mineta Transportation Institute, October 2021. http://dx.doi.org/10.31979/mti.2021.2024.

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In California, bike fatalities increased by 8.1% from 2015 to 2016. Even though the benefits of wearing helmets in protecting cyclists against trauma in cycling crash has been determined, the use of helmets is still limited, and there is opposition against mandatory helmet use, particularly for adults. Therefore, exploring perceptions of adult cyclists regarding mandatory helmet use is a key element in understanding cyclists’ behavior, and determining the impact of mandatory helmet use on their cycling rate. The goal of this research is to identify sociodemographic characteristics and cycling behaviors that are associated with the use and non-use of bicycle helmets among adults, and to assess if the enforcement of a bicycle helmet law will result in a change in cycling rates. This research develops hybrid machine learning models to pinpoint the driving factors that explain adult cyclists’ behavior regarding helmet use laws.
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Watson, Sophie. Student activism: Learning through doing. NZCER, May 2022. http://dx.doi.org/10.18296/rep.0020.

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What do we know about student activism in Aotearoa New Zealand? How do schools view and respond to student activism? And, in what ways does the New Zealand Curriculum support student activism? This paper uses recent literature and media reports to examine the relationship between activism and formal education, including the benefits and challenges associated with in-school activism. Recent examples of out-of-school youth activism are analysed, giving insight to youth activism participation and expression. Adult responses to youth activism, the framing of youth activism and the agency, and ideas about the educational potential of student activism are also discussed.
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McKinley, Matthew R. An Assessment of the Army Officer Education System From an Adult Learning Perspective. Fort Belvoir, VA: Defense Technical Information Center, May 2005. http://dx.doi.org/10.21236/ada435942.

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McKeon, Joseph F. Adult Learning Styles and the Effectiveness of Computer Based Training: An Untilled Research Field. Fort Belvoir, VA: Defense Technical Information Center, November 2001. http://dx.doi.org/10.21236/ada401196.

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Danaher, Katherine. Meeting the Learning Needs of Refugees and Migrants in Tertiary Blended ESOL Courses. Unitec ePress, May 2014. http://dx.doi.org/10.34074/ocds.003.

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Technology use in higher education is becoming ubiquitous. However, the particular needs of adult migrant and refugees studying English for Speakers of Other Languages (ESOL) necessitate careful course design and teaching practice if technology is not to present an insuperable barrier. This article surveys the literature to identify barriers to technology use by these learners, of which literacy and lack of prior experience stand out. Critical success factors in meeting their learning needs are categorized under self-regulated learning skills (as defined by (Zimmerman, 2002)), teacher support and course design. Recommendations include explicit teaching of self-regulated learning skills, using the embedded phases of forethought, performance and reflection. Also, intensive teacher support should be provided and a flexible design model used, with authentic tasks and clear interfaces. These recommendations provide research-informed guidelines for teachers and course designers looking to support the learning needs of adult tertiary refugee and migrant ESOL learners.
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