Relevant bibliographies by topics / Adult learning theory

Contents

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

Academic literature on the topic 'Adult learning theory'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 January 2023

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Journal articles on the topic "Adult learning theory"

1

Masunaga, Hiromi. "Adult Learning Theory and Elderhostel." Gerontology & Geriatrics Education 19, no. 2 (December 24, 1998): 3–16. http://dx.doi.org/10.1300/j021v19n02_02.

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Abeni, El-Amin. "Andragogy: A Theory in Practice in Higher Education." Journal of Research in Higher Education 4, no. 2 (December 19, 2020): 54–69. http://dx.doi.org/10.24193/jrhe.2020.2.4.

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Adult learning principles develop through an analysis and synthesis of adult education, andragogy, teaching, and learning in higher education. This research investigates foundational assumptions relevant to the field of adult education with a focus on andragogy in higher education. Characteristics of adult learners and principles of adult learning in higher education bear focus through the lens of andragogy. As such, andragogy as the preferred learning style of adults, andragogy vs. pedagogy, and cognitive learning develop relational significance to adult learners in higher education. As a result, the implications of linking learning styles and reflections of andragogy as a learning style are considered.
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Halpern, Rebecca, and Chimene Tucker. "Leveraging adult learning theory with online tutorials." Reference Services Review 43, no. 1 (February 9, 2015): 112–24. http://dx.doi.org/10.1108/rsr-10-2014-0042.

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Purpose – The purpose of this paper is to apply adult-centered learning theories to online information literacy tutorials. Design/methodology/approach – This is a conceptual paper that examines the application of adult learning theories to online information literacy tutorials. The application is supported by examples from the literature of libraries and higher education, and from the writers’ own experiences with designing online tutorials informed by adult learning theories. Findings – As online learners continue to be a growing population on our campuses, and as those online learners continue to be older than our traditional students, librarians must be prepared to design information literacy objects tailored to the unique learning styles of adults. Building from Knowles’ theory of andragogy, online tutorials that are informed by adult-centered strategies can be powerful tools for engaging with the adult online learner. Practical implications – This article gives a useful and comprehensive overview of adult learning theory as applied by education and library researchers. It also provides a specific example of how those theories can be implemented in online tutorials through the Information Literacy Toolkit the authors created. Originality/value – While there is literature on applying adult learning theory to library environments, little of it addresses how to do so in an asynchronous, self-paced tutorial. This is a contribution to the literature on asynchronous learning environments and suggests concrete ways to incorporate an adult-centered approach to digital learning objects.
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Biasin, Chiara. "Transformative Learning: Evolutions of the adult learning theory." Phronesis 7, no. 3 (December 18, 2018): 5–17. http://dx.doi.org/10.7202/1054404ar.

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This paper investigates how Transformative Learning has developed as the dominant theory in adult learning and education. The goals are to analyze the progressive self-sufficiency of the Theory from its discoverer and to examine its expansion as a mainstream in the field. The hypothesis is that the massive spread of the theory of Transformative Learning is due to its appeal as a master key to transformation. This has allowed the ‘autonomous’ development from Mezirow itself and the vast diffusion to the great detriment of conceptual coherence. The research questions are: How did Transformative Learning establish itself as a theory of adult education? What characteristics are at the base of this good fortune? How did Mezirow explore and then define the theory of Transformative Learning? Is the Mezirow’s reference theory another name for the Transformative Learning Theory? The article starts with the birth of Transformative Learning and then focuses on the consolidation of some core-concepts of the theory. The diffusion of different approaches will be discussed. Finally, the international affirmation of Transformative Learning is presented with references to the European network.
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David, T. J., and L. Patel. "Adult learning theory, problem based learning, and paediatrics." Archives of Disease in Childhood 73, no. 4 (October 1, 1995): 357–63. http://dx.doi.org/10.1136/adc.73.4.357.

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Loughlin, Kathleen. "GED Teaching and Adult Learning Theory." Adult Learning 6, no. 2 (November 1994): 13–14. http://dx.doi.org/10.1177/104515959400600209.

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Whitton, Nicola. "Game Engagement Theory and Adult Learning." Simulation & Gaming 42, no. 5 (August 10, 2010): 596–609. http://dx.doi.org/10.1177/1046878110378587.

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Hartzell, Joshua D. "Adult Learning Theory in Medical Education." American Journal of Medicine 120, no. 11 (November 2007): e11. http://dx.doi.org/10.1016/j.amjmed.2006.10.024.

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Horii, Cassandra Volpe. "Teaching Insights from Adult Learning Theory." Journal of Veterinary Medical Education 34, no. 4 (October 2007): 369–76. http://dx.doi.org/10.3138/jvme.34.4.369.

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Kiely, Richard, Lorilee R. Sandmann, and Janet Truluck. "Adult learning theory and the pursuit of adult degrees." New Directions for Adult and Continuing Education 2004, no. 103 (2004): 17–30. http://dx.doi.org/10.1002/ace.145.

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Dissertations / Theses on the topic "Adult learning theory"

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Davies, Lindsay. "Adult teaching and learning theory : a psychoanalytic investigation." Thesis, University of Nottingham, 2010. http://eprints.nottingham.ac.uk/11791/.

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The overarching aim of this thesis is to enhance the theoretical status of post-compulsory education by effecting a non-empirical, psychoanalytic examination of adult teaching and learning theories. The study arises out of the observation that – in comparison with disciplines within the Social Sciences, Arts and Humanities - psychoanalytic perspectives are both underemployed in practical contexts and have negligible theoretical impact within this field. The study provides a contribution to educational theory and practice through the development of a postmodern psychoanalytical methodology and its methods. These are operationalised through the development of a suite of tools based on Jung's (1971) the theory of psychological types. This involves the adaptation of Jung's psychological categories into epistemological characteristics that are then used to identify strengths, contradictions and omissions within theoretical material. The resulting Jungian Typological Instrument (JTI) is applied to selected case study topics that reflect contemporary discourses, theories and concepts within the field of adult teaching and learning. In order to demonstrate the effectiveness of the JTI it is applied to two case study topics and critically examines their theoretical underpinnings. The first of these topics is the 'micro' model of reflection-in-action, which is drawn from Schön's (1983) formulation of reflective practice. The larger, 'macro', discourse of lifelong learning forms the second case study as articulated in the UNESCO report Learning to Be (Faure et al. 1972) and the Green Paper The Learning Age (DfEE 1998). The insights and outcomes arising from these analyses form the evaluation process for the methods. As psychoanalytic approaches are not unproblematic, this investigation incorporates philosophical reflection and conceptual analysis as meta-level evaluation strategies for the methodological level of the study. This dual-level evaluation reveals that the proposed methodology and methods together offer a robust and trustworthy approach to theoretical analysis, which has potential applications for both theory and practice within the adult teaching and learning context.
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Dawson, Catherine Elaine. "Learning choices : a grounded theory study of adult returners." Thesis, Sheffield Hallam University, 1999. http://shura.shu.ac.uk/3128/.

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This research is a grounded theory study of the learning choices of adult returners. For the purpose of this research, 'adult returner' has been defined as somebody who left school at the earliest opportunity who, after a period away from formal education, has identified a desire or a need to re-enter the system. Forty-three semi-structured, in-depth interviews and three focus groups have been conducted with a total of 58 adult returners at various stages of the returning process. Some adults had just started to think about returning to education, but had not identified an entry route, whereas others were progressing through their chosen entry route, whether in adult education, further education or higher education. A process of theoretical sampling and comparative analysis, whereby data are jointly collected, coded and analysed, was adopted for this research. Using this method, themes and categories were inductively generated from the data. Processes, rather than static accounts, were taken into account by conducting a number of repeat interviews. By doing this it was possible to consider how learning choices might change as adults progress through their chosen entry route. The aim of a grounded theory study is to develop a core-category and a number of related sub-categories. The core category for this research is 'parameters of choice' which describes how adults appear to have their choices framed by a number of parameters which effect the perceived degree of choice available to them. The related sub-categories which have been developed from the data are 're-balancing', 'self-assessment', 'becoming attuned' and 'awareness-raising'. By describing these categories and illustrating how they relate to each other, the research goes beyond other studies which consider easily identified and articulated influences on choice, such as those studies which look at barriers to participation. This research suggests that adults do not consider their choices to be blocked by barriers, but instead see their choices as being framed by a number of constraints. If their first choice is not possible, they will go on to consider alternatives within their existing parameters, or wait until these parameters widen. The research relates the findings to both theory and practice within the field of adult education and in relation to the notion of lifelong learning. In this way, the research serves to enrich at a theoretical and practical level the understanding of adult returners' learning choices.
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Weber-Mayrer, Melissa Margaret. "Early Childhood Professional Development: An Experimental Study of Adult Teaching Practices Derived from Adult Learning Theory." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1467133461.

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Redman, David James. "Motivation of Adult, Auditioned Community Choirs: Implications toward Lifelong Learning." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6134.

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Knowledge of motivation factors can assist conductors and music educators at all levels in planning and implementation of musical goals. The purpose of this study was to identify motivational factors to join the choir and maintain membership in the choir as well as the role of stress/anxiety in maintaining choral membership. In addition, the role of musicianship was evaluated in terms of music aptitude and vocal ability. Participants (N=135) from four adult, auditioned community choirs participated in this study. Data was collected using Advanced Measures of Music Audiation, Singing Coach, measure of vocal ability and a questionnaire relating to topics of motivation, retention and stress and anxiety contained within the sub-constructs of Cusp Catastrophe Theory. The results of this study identified aesthetic motivation as the primary construct as to why members elect to join the choir. In direct relationship to this motivation, lack of aesthetic beauty and truth was identified as why members would not retain their membership in the choir. Members did not experience stress and anxiety while learning or performing choral music. However, they did agree that some level of stress is beneficial to singing. In this study, no participant suggested that stress and anxiety related to vocal ability would prevent them from achieving their performance goal. Implications from this research may include determining program literature to be presented that is perceived as having aesthetic qualities which will be beneficial for membership and retention of choir members.
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Dogan, Emre. "English Language Learning for Adult Immigrant Students in Sweden : Integration, Language, Culture and Learning." Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-87337.

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This is a study of English language learning for adult immigrant students in Sweden, and how it affects their integration into society. The primary aim of this study is to highlight and analyze the problems that adult immigrant students face, based on teachers beliefs, when learning English in a foreign country, and is backed up by various secondary sources in the subject as well as data collected in qualitative face-to-face interviews with teachers from adult education centres designed to help immigrant learn the native language as well as English. The results show the teacher viewpoint on the learning problems, which stem from cultural, lexical and mental blockades. They are analyzed according to the research questions and theoretical concepts, and presented with an accompanying discussion that aims to inform of the reader of the current learning situations.
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Hancock, Donald H. (Donald Hugh). "Ideas About Adult Learning in Fifth and Fourth Century B.C. Athens." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc330707/.

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The problem of this study was to determine to what extent contemporary adult education theory has similarities to and origins in ancient Athenian ideas about education. The methodology used in the study combined hermeneutics and the critical theory of Jurgen Habermas. Primary sources incuded Aristotle, Plato, Aristophanes, and Diogenes Laertius; secondary sources included Jaeger, Marrou, Dover, and Kennedy. In the analysis of Athenian adult education, three groups of adult educators were identified—the poets the sophists, and the philosophers. The poets were the traditional educators of the Greek people; their shared interest or way of perceiving the world emphasized the importance of community cohesion and health. In Athens in the mid-fifth century B.C., a new group of educators, the sophists, arose to fill a demand of adults for higher and adult education in the skills necessary to participate in the assembly and courts. The sophists emphasized a pragmatic human interest and taught the skill of rhetoric. Socrates and Plato created a new school of educators, the philosophers, who became vigorous ideological opponents of both the poets and the sophists. The philosophers exhibited a transcendental interest or approach to knowledge; the purpose of life was to improve the soul, and the preferred way of life was contemplative rather than active. The philosophers taught the skill of dialectic. Paideia was a Greek word that originally referred to childhood education but which came to mean education throughout the lifespan and the civic culture that supported education. Athenian citizens perceived their paideia to be among their greatest virtues, an attainment which could not be lost to the fortunes of time as could wealth or position. Modern adult education lacks the concern for the communal and transcendental human interests that were important to many ancient Greeks. Modern cultures tend to promote strong individuation of personality and to idealize pragmatic and individualistic concerns. Researchers in the field of adult education often assign to human nature the pragmatic and individualistic qualities of adult learners, but fail to recognize how these features reflect ideologies peculiar to modern American society.
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Mati, Shepherd Ayanda. "Critical theory, adult learning and a 'xenophobia': a critical perspective on Umoja wa Afrika's human rights peer education programme." Thesis, University of the Western Cape, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_7522_1367480641.

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The impact of global migration on local contexts has spawned new issues and a range of social responses. These include the emergence of &lsquo
xenophobia&rsquo
in the terrain of discrimination and 
the subsequent development of popular educational responses to this. As part of popular educational responses, adult education programmes have assumed an important role in changing 
people&rsquo
s attitudes. This long research paper presents a critical analysis of how a human rights and counter-xenophobia peer educators&rsquo
programme enables young adults to develop a critical consciousness about human rights and &lsquo
xenophobia&rsquo
. The research focused on learning materials, course content, training methodology and processes of a three-day human rights and counter- xenophobia workshop held by Umoja wa Afrika, a local non-governmental organization, in March/April 2007 at Goedgedacht, just outside Cape Town. The research was based on qualitative 
methodology which included an exploration of relevant literature, interviews with participants and facilitators, as well as the researcher&rsquo
s critical reflections. The research was located within a 
critical theory framework in the field of adult 
learning, and drew from the work of Paulo Freire (1970) and Stephen Brookfield(2005). 
The key finding of the study is that the experience of the 
workshop enabled participants to develop a critical awareness - but not necessarily a critical understanding of human rights and &lsquo
xenophobia&rsquo
. The participants identified specific factors that 
contributed to such awareness. These included the diverse composition of participants, the &lsquo
accompanying&rsquo
facilitation style, and the interactive training methodology. This study makes a 
contribution to understanding human rights peer education in the South African context and the extent to which such provision could enable participants to develop a critical understanding of 
human rights and xenophobia. This study is an attempt to make an original contribution in this area. As such it adds to literature in applied critical methodology. 

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Lee, Hung Kun. "A theory of adults' motivations for learning the African drums in Hong Kong." Thesis, University of Nottingham, 2009. http://eprints.nottingham.ac.uk/10832/.

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This study aims at investigating the adults' motivations for participating in organised learning of the African drums in Hong Kong at the turn of the century: how they participate in related learning, why they take part, and how they have developed varied motivations for learning. Adhering to its constructivist perspective of the social world, this research has adopted a qualitative grounded theory approach and targets at generating a substantive theory about adults' motivations for learning the African drums. Data were collected via open-ended interviews with 82 informants who were sampled according to their conceptual relevance to the evolving theory, and analysed by coding, memoing, and sorting. Results of this research have identified four major categories of motivations: Professional Development, Sheer Interest, Referential Motivations, and Learning for the Sake of Learning. It is also found that the adults do not participate in learning for a single clear-cut motivation, but a mix of different reasons, and that they may demonstrate changes of motivations along with changes in life events and accumulation of knowledge and skills of Afro-drumming. This research has also identified a social process that underlies the development or surfacing of the adults' motivations for learning the African drums. The socio-cultural preconditions, mainly the local performances, multimedia publicity, and education of Afro-drumming, and the individual factors embracing the adult learners’ areas of social functioning, personal backgrounds in music and general education, and reference groups, have interacted to determine the adult learners' motivations. In addition, the findings have highlighted the rising importance of job-related and health-care reasons for adults' participation in music learning in today's world, rendered the teachers and course providers of the African drums strategic implications for widening the coverage of their clientele and creating deep learning experiences for the adult learners, and suggested some directions for future research.
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Scally, Dorothy Butler. "Personal sexual story : a radical vehicle for transformative learning in adult education." Thesis, University of Glasgow, 2000. http://theses.gla.ac.uk/5184/.

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This thesis identifies personal sexuality as a significant and crucial site for transformative adult learning. Personal sexuality is shown to be an important adult problematic vital for individual and social transformation. Adult education of the radical/transformative tradition professes to respond to adult learning needs through a process of liberative critical reflection. However, the thesis shows that personal sexuality is an adult learning domain which, in fact, is largely overlooked both in theory and in practice by adult education. The study is cross-disciplinary. Its theoretical framework is drawn from theories of transformative learning in adult education together with psychological, sociological and feminist theories of personal development and social relations. Based on original, qualitative case study fieldwork, the findings from the personal and stories of seventy six participants reveal a hitherto secret and complex swathe of interconnecting learning strands. These strands are shown to operate throughout different life transitions and extend to encompass the next generation and the wider community. The issue of communicative competence in relation to personal sexuality emerges as central to participants’ relational concerns, learning, agendas, intergenerational educational roles, work roles and to their capacities for transformative action. Major themes in childhood and adolescent learning reveal patterns of sexual repression and oppression as de facto key constituents in the psycho-cultural construction of personal sexual identity. These themes show that the culture of sexual silence, initiated in childhood learning, is maintained in adult relationships of intimacy and contributes to further embedding oppressive gender relations in the socio-cultural fabric to the detriment of both sexes and of society. Major themes of adult sexual experience are identified as relating to a) self-image and sexual self-esteem; b) the challenges of intimate partnerships and changes in relationships; c) parenting and the inter-generational tendency to reproduce personal sexual learning.
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Morgan, Patricia Ann. "The Meaning of the Motherhood Experience to the Work of the Internal Organizational Development Consultant/Manager: Three Case Studies." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/27202.

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The dissertation focuses on understanding the mothering experience of three internal organizational development consultant/managers who perceive that their experience informed their professional functioning. The questions that guided the study were: (a) What is the mothering experience of the internal organizational development consultant/manager who perceives that her experience informed her professional functioning? and (b) How does the mothering experience inform the professional functioning of the internal organizational development consultant/manager? A case study method using the grounded theory method of data analysis produced three narratives that suggested how the mothering experience influenced consulting and managerial functioning. Three themes emerged; namely: â being fully present,â â protecting by fighting for trust and safetyâ , and â bringing a caring stance.â In two of the cases, however, some contradictions were embedded in the data, suggesting a possible â idealized perception.â The ideology of the good mother is suggested as one explanation for the potential discrepancy between the co-researchersâ beliefs and self-reports of actual functioning in the three roles of mother, consultant, and manager. A larger construct of â careâ emerged, however, and related to the â ethic of careâ in organizational practice.
Ph. D.
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Books on the topic "Adult learning theory"

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B, Merriam Sharan, ed. An Update on adult learning theory. San Francisco: Jossey-Bass, 1993.

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1942-, Flannery Daniele D., ed. Applying cognitive learning theory to adult learning. San Francisco, Calif: Jossey-Bass, 1993.

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Third update on adult learning theory. San Francisco, Calf: Jossey-Bass, 2008.

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Long, Huey B. Self-directed learning: Application & theory. [Athens, Ga.]: Adult Education Department, [University of Georgia, 1988.

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B, Merriam Sharan, ed. The new update on adult learning theory. San Francisco: Jossey-Bass, 2001.

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Brockett, Ralph Grover. Self-direction in adult learning: Perspectives on theory, research, and practice. London: Routledge, 1991.

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Patricia, Cranton, ed. The handbook of transformative learning: Theory, research, and practice. San Francisco: Jossey-Bass, 2012.

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1937-, Jarvis Peter, ed. Adult education and lifelong learning: Theory and practice. 3rd ed. London: RoutledgeFalmer, 2004.

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Adult education and lifelong learning: Theory and practice. 4th ed. New York: Routledge, 2010.

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The power of critical theory: Liberating adult learning and teaching. San Francisco, CA: Jossey-Bass, 2005.

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Book chapters on the topic "Adult learning theory"

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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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Holland, Peter, and Rachel Lenders. "Adult Learning: From Learning Theory to Parliamentary Practice." In Parliamentarians’ Professional Development, 37–55. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-24181-4_3.

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Pike, Pamela D. "Lifespan Development and Learning Theory: Does Life Stage Matter?" In The Adult Music Student, 22–27. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003003359-3.

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David, T. J., and L. Patel. "Adult Learning Theory, Prizes and Motivation: Fundamental Learning Issues." In Advances in Medical Education, 7–10. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4886-3_2.

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Meyers, Stuart A. "Literature Review Topic Two: Adult Learning Theory." In High-Threat Decisions, 33–49. Cham: Springer Nature Switzerland, 2022. http://dx.doi.org/10.1007/978-3-031-19333-0_3.

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Adamson, Fiona, and Jane Brendgen. "Mindfulness-based adult transformational learning in theory." In Mindfulness-Based Relational Supervision, 6–25. London: Routledge, 2021. http://dx.doi.org/10.4324/9781315161280-2.

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Brookfield, Stephen. "Critical Adult Education Theory: Traditions and Influence." In The Palgrave International Handbook on Adult and Lifelong Education and Learning, 53–74. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-55783-4_4.

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Hoggan, Chad. "Exercising Clarity with Transformative Learning Theory." In The Palgrave International Handbook on Adult and Lifelong Education and Learning, 35–52. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-55783-4_3.

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Brown, Lisa R., Pamela McCray, and Jeffery Neal. "Creating Affective Collaborative Adult Teams and Groups Guided by Spiral Dynamic Theory." In Innovative Approaches to Technology-Enhanced Learning for the Workplace and Higher Education, 81–96. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-21569-8_8.

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Merriam, Sharan B. "Adult learning theory." In Contemporary Theories of Learning, 83–96. Routledge, 2018. http://dx.doi.org/10.4324/9781315147277-6.

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Conference papers on the topic "Adult learning theory"

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Kleinke, Stefan, and Yuetong Lin. "Application of Adult Learning Theory to STEM Education in Online Learning Environment." In 2020 IEEE Frontiers in Education Conference (FIE). IEEE, 2020. http://dx.doi.org/10.1109/fie44824.2020.9274197.

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Gehtmane-Hofmane, Ilona. "Grounded Theory Methodology for Understanding How Equine Assisted Learning Contributes to Adult Learning." In ATEE Spring Conference in Riga. LU Akadēmiskais apgāds, 2019. http://dx.doi.org/10.22364/atee.2019.itre.33.

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Karipidis, Nikolaos, and Jim Prentzas. "BLOGS AND THEIR INTEGRATION IN ADULT EDUCATION IN THE CONTEXT OF THE THEORY OF TRANSFORMATIVE LEARNING." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1560.

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Abdul Aziz, Azlan, Mohamad Ibrahim, Mohd Nor Hajar Hasrol Jono, and Nor Azilah Mohd Asarani. "Incorporating instructional design and adult learning theory in the e-content development of an interactive multimedia course." In 2014 International Symposium on Technology Management and Emerging Technologies (ISTMET). IEEE, 2014. http://dx.doi.org/10.1109/istmet.2014.6936522.

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Kaplan, Dana, and Maya Wizel. ""MIND THE GAP": THE TRANSFORMATIVE LEARNING PROCESS OF SECOND LANGUAGE PRACTITIONERS WHEN BECOMING SCHOLARS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end056.

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This paper is about transformations from knowing to not-knowing and from doing to becoming. The paper’s focus is an ongoing research project on a new Doctorate program in Modern Languages studies (DML) and the process that the students in this program undergo when transitioning from being practitioners to becoming novice scholars. This program is part of a conscious effort to create an academic field whereby scholarly and professional types of knowledge are organically co-produced and this interlaced knowledge is expected to fertilize practitioners’ professional practices. The program’s graduate students are mostly in their mid-career and are motivated to pursue their DML studies for multiple reasons. The necessity of developing a study plan that can foster their transition from practitioners to scholars and help them develop a researcher identity became evident early on. Students were expected to quickly re-adjust their self-image as future theorizers who could carry out independent research and produce original scholarship. While the challenges mentioned above are not unique to this specific doctorate program and are well documented in the extensive scholarship on doctorate students’ education, fewer studies have addressed the particular challenges faculty and students face as part of the latter’s transition from practitioners to graduate students and novice researchers. Therefore, we ask, what accounts for a successful process of supporting language teachers in becoming novice researchers? Our aim is twofold: first, to detail our pedagogical rationale, dilemmas we faced, and the solutions we carved out; and secondly, to contribute to a nascent discussion on doctorate students’ training and academic socialization in applied disciplines. Using Mezirow’s adult learning theory of Transformative Learning, we describe the challenge of designing a process of academic socialization that can support adult learners’ development and shift in perceptions, skills, and actions. During the first four cohorts of the program, in an introductory course, “Research Foundations,” we faced dilemmas regarding reading materials and teaching activities, and collected students' reflections and communications with us, the course professors. Accordingly, the paper explicitly emphasizes our efforts to actively foster a culture of independent learning and a productive learning community by introducing new knowledge and skills. The paper can benefit instructors who design and lead graduate programs for practitioners in any field of practice.
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Tūbele, Sarmīte. "Mobile Learning Games for Dyslexic Young Adults." In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.13.

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This article is devoted to revealing the theoretical background of dyslexia in young adults to substantiate the chosen approach for mobile learning games. Education in the 21st century has changed just the same as young adult learners; especially those who have some developmental problems, such as developmental dyslexia. If they are lucky to encounter smart teachers, understanding parents, siblings and peers, they succeed in the education system, they reach learning goals and are satisfied with their life quality. If there are gaps between regulations, rules and the real situation, learners lose interest in learning and especially in reading, they do not achieve their learning goals and sometimes they even experience school failure. Educators have to think about new methods, new approaches to diminish the possibilities of failure, to renew interest in learning (and especially in reading) to achieve education goals and to ensure the possibility for better life quality. The article deals with theoretical findings in differences of dyslexia in young adults and the role of technologies and educational mobile games in the learning process.
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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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Wright, Angela Siobhan. "Enquiry Based Learning: A Valuable Mechanism at Level 9?" In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5066.

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This paper examines ‘Enquiry Based Learning’ (EBL) as an engagement strategy for assessment at ‘taught masters’ level 9. The master students in question are adult learners in full time employment and the empirical data was gathered from these students. First, an outline of the key features of EBL is presented and, from there, an investigation of how it is viewed when applied to a specific problem statement by the masters students. EBL creates a memorable atmosphere in the classroom and encourages deep learning (Ramsden, 1992). EBL also encourages active learning, which is more enjoyable for the students (Eison, 2010), especially adults – offering more control (Whowell, 2006). Learning should not be passive or a spectator sport; students learn most effectively by active engagement (Karmas, 2006), with an interesting project, hence, the use of EBL. It is vital that we move beyond a conceptualisation of education as the simple acquisition of knowledge to one which equally emphasises, nurtures and assesses innovation and expertise in the utilisation and application of knowledge, (Boland, 2010). The findings of this research are relevant and important as they inform practice and feed into future programme reviews when considering the inclusion of EBL for assessment.
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Hazzan, Afeez A., Kristin Heffernan, and Jason Dauenhauer. "Promoting Intergenerational Engagement Within the College Classroom: Faculty Training Needs." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12865.

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Institutions of higher education are increasing efforts to focus on ways to meet the growing needs of older adult learners. Many institutions are addressing these needs by joining the Age-Friendly University (AFU) Global Network. Affiliated institutions are required to promote intergenerational learning to facilitate the reciprocal sharing of expertise between learners of all ages. However, these institutions will need to provide instructors with the training to ensure that intergenerational engagement is being actively fostered. In this study, we examine the perspectives of faculty members who have opened their classrooms to older adult auditors. The research question was: What types of training do faculty recommend to promote intergenerational engagement in the classroom? In-depth face to face interviews were conducted with 27 faculty members. Qualitative content analysis of the data yielded the following four themes: 1) Provide accessible training to teach faculty their role 2) Educate faculty about the importance of becoming aware of generational time periods/context 3) Learn to approach auditors with a mindset that they are adults and have had careers/experiences, and 4) Train faculty on how to foster discussion. Overall, these findings point to a need for training that focus on intergenerational curricular design and multigenerational classroom management
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Boghikian-Whitby, Seta, and Yehia Mortagy. "The Effect of Student Background in E-Learning - Longitudinal Study." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3203.

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This study surveyed how students’ backgrounds prepare them for online education. The study compared learning outcome between traditional and non-traditional (adult) undergraduate students in online and face-to-face sessions; the difference in learning over time; and the effect of prior online experience. Student learning measurements included: pre-test, final examination (post-test), and final letter grade. Findings revealed that online education is as effective as F2F sessions and that learning has occurred. The study found a significant difference of learning outcomes over time. And that adult student with some prior online experience performed better than those with no prior experience. Conclusions suggest that Adult students benefit more from taking online classes compared to traditional age students, and that computer competency helped improve performance in online classes over time. Additional analysis is needed to determine if there is a difference between the personality of students and their performance in online and F2F classes.
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Reports on the topic "Adult learning theory"

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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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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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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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Pritchett, Lant, Kirsty Newman, and Jason Silberstein. Focus to Flourish: Five Actions to Accelerate Progress in Learning. Research on Improving Systems of Education (RISE), December 2022. http://dx.doi.org/10.35489/bsg-rise-misc_2022/07.

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There is a severe global learning crisis. While nearly all children start school, far too many do not learn even the most foundational skills of reading, writing, and basic mathematics during the years they spend there. The urgent need to address this crisis requires no elaborate reasoning. If one starts with love for a child, a human universal, it is easy to see that in the modern world a child’s dignity, self-worth, and freedom to define their own destiny require an adequate education. An adequate education is what will then enable that child to lead a full adult life as a parent, community member, citizen, and worker in the 21st century. To enable every child to leave school with the foundational skills they need will require fundamental changes to education systems. Since 2015, the Research on Improving Systems of Education (RISE) Programme, with which we are affiliated, has been conducting research exploring how to make these changes through country research teams in seven countries (Ethiopia, India, Indonesia, Nigeria, Pakistan, Tanzania, and Vietnam) and crosscutting teams on the political economy of education reform. Drawing on the cumulative body of research on learning outcomes and systems of education in the developing world, both from the RISE Programme and other sources, we advocate for five key actions to drive system transformation. (See next page.) A message cutting across all five actions is “focus to flourish”. Education systems have been tremendously successful at achieving specific educational goals, such as expanding schooling, because that is what they committed to, that is what they measured, that is what they were aligned for, and that is what they supported. In order to achieve system transformation for learning, systems must focus on learning and then act accordingly. Only after a system prioritises learning from among myriad competing educational goals can it dedicate the tremendous energies necessary to succeed at improving learning. The research points to these five actions as a means to chart a path out of the learning crisis and toward a future that offers foundational skills to all children. The first section that follows provides background on the depth and nature of the learning crisis. The remainder of the document explains each of the five actions in turn, synthesising the research that informs each action, contrasting that action with the prevailing status quo, and describing what the action would entail in practice.
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Wan Brown, Jackie, Katherine Rogers, and Alys Young. What is the evidence underpinning clinical assessment of mental health of deaf adults with learning disabilities: A scoping review protocol. INPLASY - INPLASY International Platform of Registered Systematic Review and Meta-analysis Protocols, June 2022. http://dx.doi.org/10.37766/inplasy2022.6.0007.

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Review question / Objective: This scoping review aims to explore the literature to identify the types, scope and quality of evidence underpinning clinical assessment of deaf adults with learning disabilities, with or without autism, with mental health issues and/or challenging behaviour. Deaf adults are included in the review regardless of their communication modality, e.g. signed or spoken language, or other methods. The results of this review will inform considerations for future research and inform clinical practice. As an experiential type review, the PICO framework (Richardson et al. 1995) guides the question formulation. The review question is: what are the types, quality and extent of evidence that underpin clinical assessment of the mental health of deaf adults with learning disabilities?
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Romova, Zina, and Martin Andrew. Embedding Learning for Future and Imagined Communities in Portfolio Assessment. Unitec ePress, September 2015. http://dx.doi.org/10.34074/rsrp.42015.

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In tertiary contexts where adults study writing for future academic purposes, teaching and learning via portfolio provides them with multiple opportunities to create and recreate texts characteristic of their future and imagined discourse communities. This paper discusses the value of portfolios as vehicles for rehearsing membership of what Benedict Anderson (1983) called “imagined communities”, a concept applied by such scholars as Yasuko Kanno and Bonny Norton (2003). Portfolios can achieve this process of apprenticeship to a specialist discourse through reproducing texts similar to the authentic artefacts of those discourse communities (Flowerdew, 2000; Hyland, 2003, 2004). We consider the value of multi-drafting, where learners reflect on the learning of a text type characteristic of the students’ future imagined community. We explore Hamp-Lyons and Condon’s belief (2000) that portfolios “critically engage students and teachers in continual discussion, analysis and evaluation of their processes and progress as writers, as reflected in multiple written products” (p.15). Introduced by a discussion of how theoretical perspectives on learning and assessing writing engage with portfolio production, the study presented here outlines a situated pedagogical approach, where students report on their improvement across three portfolio drafts and assess their learning reflectively. A multicultural group of 41 learners enrolled in the degree-level course Academic Writing [AW] at a tertiary institution in New Zealand took part in a study reflecting on this approach to building awareness of one’s own writing. Focus group interviews with a researcher at the final stage of the programme provided qualitative data, which was transcribed and analysed using textual analysis methods (Ryan and Bernard, 2003). Students identified a range of advantages of teaching and learning AW by portfolio. One of the identified benefits was that the selected text types within the programme were perceived as useful to the students’ immediate futures. This careful choice of target genre was reflected in the overall value of the programme for these learners.
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Cavill, Sue, Nanpet Chuktu, Michelle Farrington, Diana Hiscock, Caroline Muturi, Priya Nath, and Marion Staunton. WASH and Older People. Institute of Development Studies (IDS), March 2022. http://dx.doi.org/10.19088/slh.2022.003.

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There are estimated to be around 900 million older adults (aged 60 years and above), around 13 per cent of the world population. The COVID-19 pandemic helped shed light on the specific needs of older people as a group more susceptible to severe disease/infection, and revealed the lack of capacity within water, sanitation, and hygiene (WASH) NGOs to respond to these specific needs. This SLH Learning Paper explores the WASH needs of older people in both development and humanitarian contexts, as well as the fundamental role older people play in facilitating other people’s WASH access, health, and wellbeing. The paper refers to the data WASH actors collect on older people in order to understand their differing WASH needs, the barriers to accessing WASH, and the need to ensure older people’s participation, including their active role in helping find the solutions. Recommendations are made for planning with communities and programme design; WASH programme implementation and to reduce environmental barriers.
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Quail, Stephanie, and Sarah Coysh. Inside Out: A Curriculum for Making Grant Outputs into OER. York University Libraries, October 2020. http://dx.doi.org/10.25071/10315/38016.

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Catalyzed by the passing of the York University Open Access Policy last year, a recognition has been growing at York University, like most other institutions, about the value of Open Educational Resources (OER) and more broadly, open education. This heightened awareness led to the formation of a campus-wide Open Education Working Group in January 2020. The group advocated that faculty members who receive internal funding for teaching innovation projects through York’s Academic Innovation Fund (AIF) should include a Creative Commons license on their grant outputs to facilitate the re-use, and potentially re-mixing, of the content by educators inside and outside of York University. A copy and/or link to their grant output would also be deposited into York’s institutional repository, YorkSpace. To support the 71 funded projects in achieving these lofty goals, an open education and open licensing curriculum was developed by two of the librarian members of the Open Education Working Group. This session describes how the librarians created the training program and participants will leave the session better understanding: How to develop learning modules for adult learners and apply these best practices when teaching faculty online (synchronously & asynchronously); How to access York’s open education training program and learn how they can remix the content for their own institution’s training purposes; The common types of questions and misconceptions that arise when teaching an open education and Creative Commons licensing program for faculty. Originally the program was conceived as an in-person workshop series; however, with the COVID-19 campus closure, it was redesigned into a four module synchronous and asynchronous educational program delivered via Moodle, H5P and Zoom. Modeled after the SUNY OER Community Course and materials from Abbey Elder’s OER Starter Kit, the program gave grant recipients a grounding in open educational resources, searching open course material repositories, copyright/Creative Commons licensing, and content deposit in York’s institutional repository, including OER metadata creation and accessibility considerations. The librarians modeled best practices in the use and creation of Creative Commons licensed resources throughout the program. Qualitative feedback was gathered at the end of each module in both the synchronous and asynchronous offerings of the program and will be shared with participants. The presenters will also discuss lessons learned, next steps, and some of the challenges they encountered. https://youtu.be/n6dT8UNLtJo
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