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Journal articles on the topic 'Adult learning theory'

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

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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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Babajeva, Ludmila. "CONTEMPORARY THEORIES OF ADULT LEARNING." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (May 9, 2015): 450. http://dx.doi.org/10.17770/sie2012vol1.72.

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<p>Due to the adult learning theory transition from cognitive to comprehensive aspects, this article analyses contemporary theoretical notions about adult’s learning. In order to characterise the modern view on adult, the most recent insights into the education of whole adult person (P. Jarvis), three dimensions of learning (K.Illeris) and the critical theory contribution (S.D. Brookfield) will be discussed. All of mentioned, globally-renowned theorists are of the same opinion and contribute to the general adult learning theory – P. Jarvis pictures the learning process from a viewpoint of a human as holistic organism, K.Illeris develops his theory in relation to the pedagogical conditions of learning, whereas Brookfield discusses an adult in the context of social, political and democratic concept.</p>
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Minter, Robert L. "The Learning Theory Jungle." Journal of College Teaching & Learning (TLC) 8, no. 6 (May 18, 2011): 7. http://dx.doi.org/10.19030/tlc.v8i6.4278.

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This paper explores the myriad of pedagogical and andragogical issues facing university educators in the student learning process, and focuses on how the proliferation of learning theories do not all apply to the adult learner.
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Merriam, Sharan B. "Adult Learning and Theory Building: A Review." Adult Education Quarterly 37, no. 4 (December 1987): 187–98. http://dx.doi.org/10.1177/0001848187037004001.

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Carpenter, Sara. "Centering Marxist-Feminist Theory in Adult Learning." Adult Education Quarterly 62, no. 1 (December 13, 2010): 19–35. http://dx.doi.org/10.1177/0741713610392767.

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Berger, Florence, and Bonnie Farber. "Adult learning theory and hospitality industry training." International Journal of Hospitality Management 5, no. 3 (January 1986): 135–40. http://dx.doi.org/10.1016/0278-4319(86)90006-x.

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McHarg, Jane. "Implementing adult learning theory into dental education." Faculty Dental Journal 1, no. 2 (June 2010): 43–46. http://dx.doi.org/10.1308/204268510x12610466793601.

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Examples from undergraduate education are used to illustrate the implementation of adult learning theory. However, the general rules apply to vocational training, postgraduate and continual professional development: empower the learner to take control!.
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Cheren, Mark. "A concise review of adult learning theory." Journal of Continuing Education in the Health Professions 22, no. 3 (2002): 190–91. http://dx.doi.org/10.1002/chp.1340220310.

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Cox, Elaine. "Coaching and Adult Learning: Theory and Practice." New Directions for Adult and Continuing Education 2015, no. 148 (December 2015): 27–38. http://dx.doi.org/10.1002/ace.20149.

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Arghode, Vishal, Earl W. Brieger, and Gary N. McLean. "Adult learning theories: implications for online instruction." European Journal of Training and Development 41, no. 7 (August 7, 2017): 593–609. http://dx.doi.org/10.1108/ejtd-02-2017-0014.

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Purpose This paper analyzes critically four selected learning theories and their role in online instruction for adults. Design/methodology/approach A literature review was conducted to analyze the theories. Findings The theory comparison revealed that no single theory encompasses the entirety of online instruction for adult learning; each theory explains some portion of adult online learning; theories are contextual; and components of all theories can be utilized to improve online learning. Research limitations/implications Adult learning theories and their roles in shaping online learning and instruction deserve more attention. The study of adult learning theories, combined with in-depth analysis of psychological and human resource literature, will enable researchers to delve deeper into the subject. More qualitative studies are needed to explore further how instructors’ ability to utilize theoretical principles can improve online learning. Practical implications This manuscript offers practical advice to instructors and other practitioners for utilizing adult learning theories for instructional enhancement. Originality/value This literature review uniquely contributes to filling the gap in human resource development literature by examining selected adult learning theories, comparing them and extending the theories’ applicability and value in online instruction.
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Young, Naomi Kietzke. "Effective Learning and Teaching of RDA: Applying Adult Learning Theory." Journal of Library Metadata 12, no. 2-3 (April 2012): 188–98. http://dx.doi.org/10.1080/19386389.2012.699836.

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Merriam, Sharan B. "Andragogy and Self-Directed Learning: Pillars of Adult Learning Theory." New Directions for Adult and Continuing Education 2001, no. 89 (2001): 3. http://dx.doi.org/10.1002/ace.3.

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22

Beard, Christopher B. "Connecting Spiritual Formation and Adult Learning Theory: An Examination of Common Principles." Christian Education Journal: Research on Educational Ministry 14, no. 2 (November 2017): 247–69. http://dx.doi.org/10.1177/073989131701400202.

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In the realm of Christian education, the topic of adult spiritual formation has been broadly considered from the philosophical, theological, and practical viewpoints in order to aid spiritual formation practitioners in the design and execution of spiritual formation endeavors. Paralleling this body of literature is the vast topic of adult learning theory, examining the various ways adults learn. While the two disciplines seem to have potential commonalities, few works overtly identify them. The purpose of this article is to demonstrate connections between principles of spiritual formation and principles of adult learning theory found in the literature that have not previously been articulated, focusing on missional spiritual formation and the adult learning theories of andragogy and transformative learning.
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Jackson, Londell D. "Revisiting Adult Learning Theory through the Lens of an Adult Learner." Adult Learning 20, no. 3-4 (June 2009): 20–22. http://dx.doi.org/10.1177/104515950902000307.

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Chuang, Szufang. "The Applications of Constructivist Learning Theory and Social Learning Theory on Adult Continuous Development." Performance Improvement 60, no. 3 (March 2021): 6–14. http://dx.doi.org/10.1002/pfi.21963.

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Bohlin, Roy M., William D. Milheim, and Karen J. Viechnicki. "The Development of a Model for the Design of Motivational Adult Instruction in Higher Education." Journal of Educational Technology Systems 22, no. 1 (September 1993): 3–17. http://dx.doi.org/10.2190/gk2v-e5u5-jgra-7nr4.

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This article provides educators and instructional designers with a prescriptive model for the instructional motivation of adults. Adult learning theory has been integrated with John Keller's instructional motivation model to develop two motivational needs-assessment instruments. Results of research eliciting adults' perceptions of their motivational needs were analyzed. These results show that specific instructional strategies are perceived to be important for the motivation of adult learners. A prescriptive model for the instructional motivation of adult learners is presented. This model provides an important step in the integration of adult learning theory into the design of motivational instruction for adult learners.
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26

Mezirow, Jack. "Transformation Theory: Critique and Confusion." Adult Education Quarterly 42, no. 4 (June 1992): 250–52. http://dx.doi.org/10.1177/074171369204200404.

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In the Spring, 1992 issue of AEQ, Phyllis Cunningham reviews, inter alia, my recent book, Transformative Dimensions of Adult Learning (Jossey-Bass, 1991). This book presents a comprehensive learning theory and analyzes the dynamics of how adults learn. Cunningham makes several erroneous inferences to which she takes exception. In doing so, she seriously misrepresents my meaning. In this article I clarify my position and take issue with her approach and conclusions.
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Marmon, Ellen L. "Transformative Learning Theory: Connections with Christian Adult Education." Christian Education Journal: Research on Educational Ministry 10, no. 2 (November 2013): 424–31. http://dx.doi.org/10.1177/073989131301000212.

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28

Tennant, Mark. "An evaluation of Knowles’ theory of adult learning." International Journal of Lifelong Education 5, no. 2 (April 1986): 113–22. http://dx.doi.org/10.1080/0260137860050203.

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Dale, Vicki H. M., Martin Sullivan, and Stephen A. May. "Adult Learning in Veterinary Education: Theory to Practice." Journal of Veterinary Medical Education 35, no. 4 (December 2008): 581–88. http://dx.doi.org/10.3138/jvme.35.4.581.

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Imel, Susan. "Using groups in adult learning: Theory and practice." Journal of Continuing Education in the Health Professions 19, no. 1 (1999): 54–61. http://dx.doi.org/10.1002/chp.1340190107.

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Frey, Barbara A., and Susan Webreck Alman. "Applying Adult Learning Theory to the Online Classroom." New Horizons in Adult Education and Human Resource Development 17, no. 1 (January 2003): 4–12. http://dx.doi.org/10.1002/nha3.10155.

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Merriam, Sharan B. "Adult learning theory for the twenty-first century." New Directions for Adult and Continuing Education 2008, no. 119 (June 2008): 93–98. http://dx.doi.org/10.1002/ace.309.

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Boland, Katy, Tim Pigott, and Roma Forbes. "‘I am the educator and the learner at the same time’: a qualitative survey of the knowledge and use of adult learning theory in UK musculoskeletal physiotherapists' patient education." International Journal of Therapy and Rehabilitation 29, no. 7 (July 2, 2022): 1–18. http://dx.doi.org/10.12968/ijtr.2021.0180.

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Background/Aims Patient education is a core component of musculoskeletal care, yet broad definitions exist and effective delivery methods are unclear. Musculoskeletal physiotherapists' use of patient education has been described as individualised and collaborative, reflecting a person-centred model of care. However, discrepancies between perceived and actual practice, and therapist-centred approaches to education, have been observed. Little is known about the theoretical basis of musculoskeletal physiotherapists' patient education practice, yet the adult learning theory frames how adults interact with education and echoes the principles of person-centred care. The aim of this study was to analyse the use of adult learning theory to inform patient education practice among UK musculoskeletal physiotherapists. Methods This study used a novel, online questionnaire to collect quantitative and qualitative data from a self-selecting sample of UK musculoskeletal physiotherapists, using a multimodal recruitment strategy. Complete responses were provided by 66 participants. Categorical and narrative data were collected and descriptive and thematic analyses undertaken. Results Participants generally self-rated their educational competencies highly, with the exception of evaluating patient education. Participants were more familiar with reflective and self-directed learning than with other adult learning theories. Two main themes were described: implicit adult learning theory knowledge and challenges in applying adult learning theory. Conclusions The results suggest that musculoskeletal physiotherapists may have implicit knowledge of adult learning theory, yet challenges exist in applying them. This finding supports the establishment of ongoing training in educational skills for physiotherapists and could be used as a catalyst for musculoskeletal physiotherapists to reflect on their knowledge and use of adult learning theory.
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Bagaskara, Roy. "REORIENTATION OF ANDRAGOGY THEORY IN THE LEARNING PROCESS." JURNAL PENDIDIKAN ROKANIA 4, no. 3 (November 2, 2019): 315. http://dx.doi.org/10.37728/jpr.v4i3.241.

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The purpose of writing this article is to reintroduce the concept of adult learning (andragogy). Because basically learning adults with children is different. It is said by adults, when physically, biologically, and psychologically mature. The method of writing this article uses the literature study method. Knowles explained that andragogy is an art of teaching for adults. According to Knowles there are four main assumptions that distinguish between andragogy and pedagogy, namely: self-concept, experience, readiness for learning, and orientation towards learning activities. The application into the learning process is to create a pleasant learning atmosphere, pleasant physical environment. Identification of the needs of learning citizens is identified together between learning citizens and tutors so that it can be known the real situation. Fourth, learning experiences are arranged together between learning citizens and tutors so that they will feel ownership of the material to be delivered. Keywords: Reorientation, Learning, Andragogy
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McCray, Kimberly H. "Gallery Educators as Adult Learners: The Active Application of Adult Learning Theory." Journal of Museum Education 41, no. 1 (January 2, 2016): 10–21. http://dx.doi.org/10.1080/10598650.2015.1126058.

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Rashid, Prem. "Surgical education and adult learning: Integrating theory into practice." F1000Research 6 (February 14, 2017): 143. http://dx.doi.org/10.12688/f1000research.10870.1.

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Surgical education continues to evolve from the master-apprentice model. Newer methods of the process need to be used to manage the dual challenges of educating while providing safe surgical care. This requires integrating adult learning concepts into delivery of practical training and education in busy clinical environments. A narrative review aimed at outlining and integrating adult learning and surgical education theory was undertaken. Additionally, this information was used to relate the practical delivery of surgical training and education in day-to-day surgical practice. Concepts were sourced from reference material. Additional material was found using a PubMed search of the words: ‘surgical education theory’ and ‘adult learning theory medical’. This yielded 1351 abstracts, of which 43 articles with a focus on key concepts in adult education theory were used. Key papers were used to formulate structure and additional cross-referenced papers were included where appropriate. Current concepts within adult learning have a lot to offer when considering how to better deliver surgical education and training. Better integration of adult learning theory can be fruitful. Individual teaching surgical units need to rethink their paradigms and consider how each individual can contribute to the education experience. Up skilling courses for trainers can do much to improve the delivery of surgical education. Understanding adult learning concepts and integrating these into day-to-day teaching can be valuable.
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Gates, Trevor G. "Valuing experience in a baccalaureate social work class on human behavior." Journal of Practice Teaching and Learning 13, no. 1 (February 21, 2015): 76–85. http://dx.doi.org/10.1921/jpts.v13i1.810.

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Social problems are best understood through active engagement in the community, experiences that bring to light the social problems at hand. Social work education lends itself especially to practical application and experience, as addressing social welfare problems can never be entirely theoretical. Experiential education offers social work students such an opportunity, and the social work field experience offers social work students an opportunity for applied learning.Kolb’s theory of experiential adult learning, which argues that adults learn through concrete experiences, reflective observation, abstract conceptualization, and active experimentation, provides a useful framework for understanding the importance of experiential learning in social work education. In this paper, I discuss Kolb’s contribution to adult learning theory, particularly how his theory built upon previous conceptual frameworks for understanding the adult learner. I also apply Kolb’s theory to my own learning and social work education practice. Finally, I reflect upon how my own learning experiences inform my understanding of Kolb’s experiential learning theory and my current perspective as a social work educator in a baccalaureate social work human behavior class in the United States.
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이정기. "Andragogical Learning and Teaching Theory in Christian Adult Education." Journal of Christian Education in Korea ll, no. 19 (November 2008): 53–65. http://dx.doi.org/10.17968/jcek.2008..19.004.

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Lee, Sunghoe. "Categories of Adult Learning Theory and Future Research Agendas." Korean Association for Adult and Continuing Education 11, no. 3 (September 30, 2020): 1–19. http://dx.doi.org/10.20512/kjace.2020.11.3.1.

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Ghaphery, James. "Adult Learning Theory and Reference Services: Consonances and Potentials." Reference Librarian 33, no. 69-70 (August 2, 2000): 151–58. http://dx.doi.org/10.1300/j120v33n69_15.

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Pike, Beth, and Jim Mansfield. "Adult Learning Theory Increases the Success of Teaching Interns." Adult Learning 7, no. 5 (May 1996): 13–14. http://dx.doi.org/10.1177/104515959600700509.

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Kenner, Cari, and Jason Weinerman. "Adult Learning Theory: Applications to Non-Traditional College Students." Journal of College Reading and Learning 41, no. 2 (March 2011): 87–96. http://dx.doi.org/10.1080/10790195.2011.10850344.

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Yang, Baiyin. "Toward a Holistic Theory of Knowledge and Adult Learning." Human Resource Development Review 2, no. 2 (June 2003): 106–29. http://dx.doi.org/10.1177/1534484303002002002.

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Lewis, Sarah K., and Patricia Thompson. "Application of Adult Learning Theory to Physician Assistant Education." Journal of Physician Assistant Education 28, no. 4 (December 2017): 196–200. http://dx.doi.org/10.1097/jpa.0000000000000172.

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Rutherford-Hemming, Tonya. "Simulation Methodology in Nursing Education and Adult Learning Theory." Adult Learning 23, no. 3 (July 30, 2012): 129–37. http://dx.doi.org/10.1177/1045159512452848.

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Jaafar, Reem, and Joni Schwartz. "Applying Holistic Adult Learning Theory to the Study of Calculus." Journal of University Teaching and Learning Practice 15, no. 3 (July 1, 2018): 85–98. http://dx.doi.org/10.53761/1.15.3.6.

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This exploratory, comparative case study of an urban community college calculus classroom examines adult learning from Yang’s Holistic Learning Theory and provides concrete pedagogical suggestions for how adult learning practitioners can engage adult learners in transformative learning. Data collection was from a selective sampling of student reflective survey writing throughout the span of one calculus course. Data content analysis was both manual and with the aid of NVivo qualitative software by two separate coders. Findings indicate that students exhibit strong explicit and in some instances implicit learning modes but seldom engage in transformative or emancipatory modes of learning as it relates to math. The study, although a pilot, suggests avenues for further research in math learning as well as ideas for eclectic teaching approaches in adult math classrooms. Implications for professors and administrators are discussed.
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Eschenbacher, Saskia. "Transformative learning theory and migration." European Journal for Research on the Education and Learning of Adults 11, no. 3 (October 15, 2020): 367–81. http://dx.doi.org/10.3384/2000-7426.ojs1678.

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This paper introduces the concept of transformative conversation inspired by Arcillas concept of edifying conversation, as an extension of TL theorys notion of discourse, in the context of adult education and migration. By contrasting the idea of exchanging arguments with opening space for conversation and ones private quest for meaning and self-understanding, I introduce the idea of becoming a fellow transformative conversationalist as an appropriate attitude for promoting TL. I will (1) differentiate between an instrumental and a transformative notion of learning in the context of migration; (2) engage Rorty in a conversation with TL theory; (3) introduce Arcillas concept of edifying conversation to join and broaden the ongoing conversation and develop the concept of transformative conversation.
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Umar, Umar, Noer Jihad Saleh, Abdul Hakim Yassi, and Nasmilah Nasmilah. "Adult EFL Learning in Digital Era." ELS Journal on Interdisciplinary Studies in Humanities 3, no. 3 (September 25, 2020): 344–51. http://dx.doi.org/10.34050/elsjish.v3i3.8005.

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This research aims at finding out the use of Digital Language Learning better than the Traditional Language Learning to enrich the Adult EFL learners' schema in developing their speaking ability. This research also aimed at scrutinizing how the finding of Digital Learning Learning (DLL) challenges the theory of schema for adult EFL learners and exploring the learner's attitude. This research used a quasi-experimental research design. The samples of this research were the third-semester students of Universitas Sulawesi Barat which belonged to two groups; the experimental group and the control group. The research data were collected using two kinds of instruments; the speaking test and the questionnaire given to both groups. The research results indicated that: (1) the Digital Language Learning can significantly improve the learners' schema in developing the speaking ability than Traditional Language Learning. (2) This research disclosed some Digital Language Learning features namely knowledge sharing, active and collaborative learning, learner-centered, activity, and networking. Those features are the digital language learning better than Traditional Language Learning to enrich adult EFL learners in developing their speaking ability. (3) Most of them agreed that the Digital Language Learning better than the Traditional Language Learning enriches the learners' schema in developing speaking ability. Of most significant importance, this research's novelty contributes to the schema theory that digital language learning better than traditional language learning, particularly interactivity and networking.
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Brieger, Earl, Vishal Arghode, and Gary McLean. "Connecting theory and practice: reviewing six learning theories to inform online instruction." European Journal of Training and Development 44, no. 4/5 (January 2, 2020): 321–39. http://dx.doi.org/10.1108/ejtd-07-2019-0116.

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Purpose The purpose of this paper is to analyze six learning theories, beyond those presented in an earlier article by the authors, and discuss their relevance and application in online instruction. Design/methodology/approach The following databases were used to review the literature on adult learning theories: Academic Search Premier, ERIC and ProQuest. The following key search terms were used in the search process: online instruction, cognitivism, connectivism, heutagogy, social learning theory, transformative learning theory and Vygotsky’s zone of proximal development. The titles of the identified articles were first reviewed for relevance, followed by the abstract, before any further review for suitability for inclusion in this article. Findings The theory comparison revealed that it is critical to ascertain which learning theory best matches an instructional situation and the background of the learners. The selected learning theories differ in several parameters. The theories were critiqued for their contributions to identified elements in promoting learning. The discussed theories suggest ways to improve online learning environments. Research limitations/implications Many adult perspectives about learning, while called theories, are largely lacking in evidence leading to them becoming theories. Thus, there remains a need for empirical evidence of these theories and their roles in online instruction. Comparisons of the application of these theories for adult learners in online instruction would also be useful in establishing the effectiveness of the various learning theories in different adult learning situations. Practical implications This paper provides a theoretical lens for adult instructors and instructional designers in incorporating these adult learning theories appropriately in improving online instruction. Originality/value This literature review uniquely critiques and compares common adult theories as they apply to adult online instruction.
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Smith, Misty. "Service Learning: A Multidimensional Approach to Meaningful Learning Outcomes in a Practice Profession." InSight: A Journal of Scholarly Teaching 16 (August 27, 2021): 50–68. http://dx.doi.org/10.46504/16202102sm.

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Abstract:
A service learning project was used to encourage social work student engagement with older adults, support a community need, and meet the course objectives, one being conducting a social work assessment. Paired with an older adult resident, students applied theoretical concepts to a practice experience to meet student learning outcomes and expand comfort levels. Fourteen students participated in the convergent-mixed methods study. Assessment scales regarding bias and knowledge were administered and written reflections were recorded. Findings suggest students experienced deeper learning from applying theory and skills and had a positive shift in perspectives of older adults through the service-learning experience.
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