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Journal articles on the topic 'Adult learning'

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Published: 4 June 2021
Last updated: 28 July 2024

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1

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

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2

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

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What it is like to be an adult learner is suggested in the article as a basic area of inquiry in which teachers of adults should always be engaged, but not alone. What it is like to be a learner is transposed to the question of what learning processes the learner is experiencing. Adult learners have as much at stake in the exploration or inquiry as a teacher; they also are essential partners in the search for understanding, identification, and clarification. Ways to help learners to become co-inquirers, to name their own learning processes, are explored. A rich body of research dealing with learning processes, or what it is like to be an adult learner, is identified. The theoretical and practice ideas presented in the article are the result of ten years of experiential learning and reflection, studying theory and research, and supervising qualitative research projects Résumé Cet article suggère que l'examen de ce que c'est que d'être un apprenant adulte devrait être un domaine de recherche dans lequel les éducateurs d'adultes ainsi que d'autres intervenants devraient toujours être engagés. Ce que c'est que d'être un apprenant adulte peut se traduire par la question quels sont les processus d'apprentissage chez l'apprenant. Celui-ci, tout comme l'enseignant, a intrêt à ce que cette question soit explorée; tous deux sont des partenaires essentiels dans leur démarche de compréhension, d'identification et des clarifaction. Des moyens pouvant aider les apprenants à devenir co- chercheurs et à identifier leurs propres processus d'apprentissage sont explorés. Un riche évential de recherches traitant des processus d'apprentissage, ou de ce que c'est que d'être un apprenant adulte, est identifi. Les idées théoriques et practiques émises dans cet article sont le fruit d'une décennie d'tudes et de réflexion expérientielle, d'analyses théorique et practique, et de direction de projets de recherche de type qualitatif.
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3

Benjamin, John T. "Adult Learning." Archives of Pediatrics & Adolescent Medicine 160, no. 1 (January 1, 2006): 106. http://dx.doi.org/10.1001/archpedi.160.1.106-b.

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4

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

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Open and Distance Learning (ODL) is important for lifelong learning, allowing adults to acquire new skills, update their knowledge, and stay relevant in an ever-evolving job market. A notable area for improvement is observed in the availability of a comprehensive framework to direct the formulation of Open and Distance Learning (ODL) environments that aptly cater to the requisites of adult learners. There needs to be a comprehensive framework to guide the design of ODL environments that meet the needs of adult learners and which is supported by adult learning theories, online knowledge construction, and technology acceptance. This paper examines the instructional designs intended to improve adult learner achievement and meet the self-empowerment needs of adult working students. The research will investigate the theories and perspectives on adult learning in higher education based on the existing literature. This research proposes the existence, relatedness, and growth (ERG) theory and the Heutagogy principle to capture the needs of adult learners from both positivist and subjectivist perspectives.
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5

Babakulova, Dilrabo. "Adult And Child Learning Second Language Differences." American Journal of Applied sciences 03, no. 01 (January 26, 2021): 38–44. http://dx.doi.org/10.37547/tajas/volume03issue01-08.

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Second Language Acquisition (SLA) is one of the debatable topics regarding to speed and effectiveness in adults or children foreign language learning. There have been several researches to solve the issue; however, the results are different and contradicting. In this research two volunteers participated in three staged survey which showed children’s priority in acquiring foreign language in a short period of time.
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6

‘Aini, Wirdatul. "Adult Self-Concept." Digital Press Social Sciences and Humanities 6 (2020): 00001. http://dx.doi.org/10.29037/digitalpress.46367.

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Adult education is one form of education which is implemented at outside of formal schooling. The targets of adult education implemented at outside of school which is an adult who has experience to attend formal education. The experienced from adult has related to the implementation of education that included an adult who has not received formal education, dropped out from formal school or for those who has never completed formal education, but the adult wants to increase their knowledge, skills and attitude that adult needs in his daily life. Adult education that implemented outside school should be based on learning needs that grow from within themselves, and not based on the influence of conditions from outside themselves. For the success of an adult learning activity, out-of-school education practitioners need to pay attention to the factors that affect adults in learning and should understand the assumptions about adults in learning. Among the assumptions of adult in learning is that adult has self-concepts. Adult self-concept among others has seemed themselves as independent people who are not dependent on others anymore. This self-concept as a guide for education practitioners to carry out learning activities for adults.
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7

Giannoukos, Georgios, and Georgios Besas. "Adult Education and Learning Theories." International Letters of Social and Humanistic Sciences 60 (September 2015): 34–38. http://dx.doi.org/10.18052/www.scipress.com/ilshs.60.34.

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Adult education first started at the beginning of the 20th century when it became mandatory to improve the educational level of the adult trainees and also to train them professionally, culturally and socially (Kokkos, 2005). Especially during the last decades, globalization along with the technological advancements, demands continuous education and training due to the high competition and to the need to improve the economy. Besides that, social reasons urge adult education such as sudden social changes in our contemporary society (migration for financial reasons, social exclusion as a result of unemployment, etc). The adults have unique features and needs which make Adult Education an independent scientific field.
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8

GUȚU, Vladimir. "Pecularities of evaluating methodology of learning and education of adults." Acta et commentationes: Științe ale Educației 31, no. 1 (March 2023): 131–40. http://dx.doi.org/10.36120/2587-3636.v31i1.131-140.

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Adult learning and education can be seen as the fourth pillar of lifelong learning – alongside school education, professional training and higher education. Adult learning and education falls under the general forms of education: formal, non-formal and informal, being predominantly of a non-formal and informal nature. This system allows any adult to develop personal and professional skills, thus becoming an active member of society. The methodological framework for adult learning and education in this system is a main component, but the establishment of a mechanism for evaluating its theoretical and procedural approaches is an indisputable condition for ensuring the quality of learning and formal and non-formal education of adults. The proposed concept is based on two dimensions: the evaluation of methodology of learning and education of adults as a science and part of andragogy and the evaluation of methodology of learning and education of adults as a set of strategies and didactic methods aimed at the formation in adults of certain competences, determined by their needs. A mechanism for evaluating the respective methodology in both dimensions is also proposed.
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9

Paterson, Catherine F. "Book Review: Adult Learning, Adult Teaching." British Journal of Occupational Therapy 56, no. 12 (December 1993): 457. http://dx.doi.org/10.1177/030802269305601212.

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10

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

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11

Desjardins, Richard, Thomas Lans, and Peer Ederer. "Adult Learning, Adult Skills and Innovation." European Journal of Education 51, no. 2 (May 14, 2016): 141–45. http://dx.doi.org/10.1111/ejed.12175.

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12

Greenberg, Larrie. "Multiplying Adult Learning." Academic Medicine 89, no. 11 (November 2014): 1431. http://dx.doi.org/10.1097/acm.0000000000000491.

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13

Aftab, Rabia, and Abrar Anam. "Adult learning disabilities." InnovAiT: Education and inspiration for general practice 12, no. 11 (September 4, 2019): 651–55. http://dx.doi.org/10.1177/1755738019869377.

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People with a learning disability (LD) find it harder to learn certain life skills. The problems experienced vary from person to person, but may include learning new things, communication, managing money, reading, writing and personal care. Evidence indicates that people with LDs have poorer health than people without a LD, and have differences in health status that are, to an extent, avoidable. The health inequalities faced by people with LDs in the UK usually start early in life, and often result from barriers to access of timely, appropriate and effective healthcare. It is, therefore, essential at annual checks to opportunistically screen and holistically manage health inequalities. LD is a priority in the National Health Service’s Long Term Plan. Although a LD (depending upon severity) generally becomes apparent in early childhood, this article focuses on LDs in adults. LD and ‘intellectual disability’ are terms used interchangeably and recognised by the Mental Health Foundation.
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14

Stuart, Ricky. "INCREASING ADULT LEARNING." Journal of European Industrial Training 12, no. 2 (February 1988): 29–32. http://dx.doi.org/10.1108/eb014250.

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15

Ammon-Gaberson, Kathleen B. "Adult Learning Principles." AORN Journal 45, no. 4 (April 1987): 961–63. http://dx.doi.org/10.1016/s0001-2092(07)65873-6.

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16

Stuart, Major R. R. "Promoting Adult Learning." PLET: Programmed Learning & Educational Technology 23, no. 3 (August 1986): 253–58. http://dx.doi.org/10.1080/0033039860230310.

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17

Brown, F. C. "Adult Learning Disorders." Archives of Clinical Neuropsychology 25, no. 4 (March 23, 2010): 345–46. http://dx.doi.org/10.1093/arclin/acq021.

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18

Rivara, Frederick P., and F. Bruder Stapleton. "Adult Learning—Reply." Archives of Pediatrics & Adolescent Medicine 160, no. 1 (January 1, 2006): 107. http://dx.doi.org/10.1001/archpedi.160.1.107-a.

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19

Pavlakou, Evgenia, Konstantinos Kalachanis, Sophia Kefali, and Eleni Tsiouni. "E-Learning and Transformative Learning in Adult Training." Journal of Studies in Education 9, no. 2 (April 18, 2019): 17. http://dx.doi.org/10.5296/jse.v9i2.14265.

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Transformative learning refers to the process of transforming frameworks through which adults interpret the experiences, values, feelings, and shape their actions and living conditions, combined with the cultural context in which they are socialized. In this process the adult re-evaluates the experiences he has gained since his childhood, resulting in a new knowledge through critical thinking. Transformative learning is applied to adult education where the aim is to acquire new professional skills based on the needs of learners. The ability to apply distance learning asynchronously releases it from spatial or temporal constraints, making it suitable for the implementation of transformative learning. The trainer can take advantage of the technological applications (video, presentations, etc. asynchronous communication, and e mail) and authoritative scientific sources of the internet. This activates the trainee in a heuristic course towards the knowledge that will move his interest and will change his / her perceptual systems by leading him / herself into self-realization. Therefore, the use of distance learning in adult education is fully in line with the principles of transforming learning.
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20

Simándi, Szilvia. "Lifelong Learning. Online Learning Opportunities." Pedagogika-Pedagogy 96, no. 2 (March 18, 2024): 234–43. http://dx.doi.org/10.53656/ped2024-2.08.

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The paper relates to the practical implementation of lifelong learning, and more closely to its effect related to subjective quality of life. Learning circles are known platforms of adult learning, and nowadays the main motivation of adults is typically to indulge in a certain topic – based on personal curiosity – in cooperation with others with similar interest. The challenges of the previous time period (Covid pandemic, energy crisis, etc.) more and more increase the value of online learning opportunities and community experiences. In this paper a needs assessment is presented on the interest in and demand on online study circles among adult responders, in the frame of a questionnaire research (n=318). Among the questions respondents were asked to give their expectations, and as a result, three types were to identified in the frame of factor analysis.
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21

Polloway, Edward A., J. David Smith, and James R. Patton. "Learning Disabilities: An Adult Development Perspective." Learning Disability Quarterly 11, no. 3 (August 1988): 265–72. http://dx.doi.org/10.2307/1510771.

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The nature of learning disabilities in adulthood is examined in relation to theoretical models and research related to adult development. This approach is offered as an alternative to the practice of conceptualizing learning disabilities as primarily reflecting the persistence of childhood disorders into adulthood. The basic assumptions of a life span developmental approach are presented, and specific mediating variables influencing adaptation to significant life events are discussed. Recent research on disabled adults is reviewed in terms of its relevance to adult development with an emphasis on a new conceptualization of learning disabilities in adults. Implications are drawn for future research and intervention directions.
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22

Alamprese, Judith A. "Adult Learning and Education in Digital Environments: Learning From Global Efforts to Promote Digital Literacy and Basic Skills of Vulnerable Populations." Adult Learning 35, no. 2 (April 2, 2024): 73–81. http://dx.doi.org/10.1177/10451595231204089.

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The pervasive role of digital technologies in adult learning and education (ALE) was a prominent theme throughout the deliberations of the Seventh International Conference on Adult Education (CONFINTEA VII) held June 15-17, 2022 in Morocco. CONFINTEA VII embodied the worldwide interest in digital technologies through the use of a hybrid format with appointed delegates participating both virtually and on site. To highlight the importance of digitalization and digital skills, CONFINTEA VII not only devoted a plenary session to “Adult Learning and Education in Digital Environments,” but discussions about the role of digitalization and the need to support adults in developing digital skills also permeated other sessions such as “Preparing Adults for the Future of Work.” CONFINTEA VII sessions discussed challenges that vulnerable populations have in accessing digital tools and strategies for providing more equitable acccess and professional development to address this digital divide. This article describes learnings from CONFINTEA VII and related efforts at the national, regional, and local levels to support adult learners’ use of digital technologies to develop their literacy, numeracy, and occupational skills and the resources that are critical to those efforts. Also discussed is the need for data, research, and monitoring to understand how digital technologies can be effective in adult learning and education and in preparing adults to embrace a culture of lifelong learning.
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23

Gunišová, Denisa. "Learning Strategies Facilitating the Processes of Language Learning in Adult Education." International Journal on Language, Literature and Culture in Education 3, no. 2 (November 1, 2016): 24–32. http://dx.doi.org/10.1515/llce-2016-0008.

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AbstractThe issue of learning must be based on the latest knowledge of various sciences and also respond to the needs of society. The meaning of life of adults lies in satisfying their needs as well as their self-realization in personal and career direction. In this paper, we focus on the issue of adult language education. Success in acquiring foreign language skills of adults depends on several factors, the level of cognitive functions is different from children, and therefore it is necessary to respect this fact when teaching adults. The way to succeed in this is to teach how to search for information, to sort and use them logically in practice. A precondition is to teach how to learn, how to use metacognitive strategies and learn how to plan the learning. The aim of this paper is to point to learning strategies, such as concept maps through which it comes to the development of metacognition and building a comprehensive knowledge structure in adult education.
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Zemaitaityte, Irena. "LEARNING SOCIETY: HOW DOES OLDER PEOPLE`S LEARNING CONTRIBUTE TO ITS ADVANCEMEN?" SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (July 3, 2023): 266–72. http://dx.doi.org/10.17770/sie2023vol2.7126.

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The article discusses the characteristics of the formation of a learning society and the learning opportunities for older adults. As international documents note, the aim of adult education and lifelong learning is to equip adults of all ages with the necessary skills to exercise and realize their rights and control their destinies. It promotes the personal and professional development of adults, the increased involvement of adults in the creation of learning communities and sustainable environments. Adult education is therefore becoming a crucial tool for reducing poverty, improving health and well-being and contributing to the creation of a sustainable learning society. Scientific literature, document analysis and secondary data analysis reveal that for construction of a learning society in Lithuania older people should be actively encouraged to join the learning process.
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25

AlZain, Al Zain. "Theories in Adult Learning and Education." International Journal of Multidisciplinary Perspectives in Higher Education 4, no. 1 (December 26, 2019): 139–42. http://dx.doi.org/10.32674/jimphe.v4i1.1689.

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Theories in adult learning and education is a book written in a form of study guide. The author divides the book into two parts. Part one describes the theories of learning; its definitions and its implications on adult learning and teaching. Part two focuses on the global trends of adults' participation in learning. The audience of the book are educators who involved in adult teaching and learning at secondary and post-secondary settings. Unlike traditional chapter books, this study guide challenges the reader by providing exercises and tasks. The purpose of the exercises and tasks is to invite the readers to reflect on their reading of the study guide and to facilitate the comprehension of the book. The book is a great reference in adult teaching and learning.
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26

Henschke, John A. "Book Review: Adult Education and Adult Learning." Adult Education Quarterly 56, no. 1 (November 2005): 68–70. http://dx.doi.org/10.1177/0741713605280170.

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27

Kang, Dae Joong. "Book Review: Adult Education and Adult Learning." Journal of Transformative Education 4, no. 1 (January 2006): 85–90. http://dx.doi.org/10.1177/1541344605282420.

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28

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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Akpomuje, Paul Young. "Learning in Museums and Art Galleries in Nigeria: Exploring Arts-Based Adult Learning through Collections." Collections: A Journal for Museum and Archives Professionals 15, no. 1 (March 2019): 42–61. http://dx.doi.org/10.1177/1550190619832379.

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The importance of arts-based adult education in today’s culturally diverse world cannot be overemphasized. Arts-based adult learning provides some of the important cultural contexts for informal learning. Other forms of adult learning—formal and nonformal—have also been immensely enriched by this form of adult education. Museums and art galleries are at the heart of arts-based learning. Whereas learning in the museum has gained attention in western climes, adult education researchers in Nigeria are yet to focus attention on this area of research. The aim of this study was to explore how collections in art galleries and museums provide important opportunities for adult learning in Nigeria. The specific objectives were to explore what adults learn when they interact with collections while visiting museums and art galleries and to highlight how they learn from these collections. Qualitative data were collected from five participants comprising visitors and curators in Natural History Museum, Obafemi Awolowo University, Ile-Ife, Nigeria, and the National Gallery of Arts, Osogbo, Nigeria, through interviews. The data were analyzed using content analysis.
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30

Martin, Alec. "Continuous learning partnership." Education + Training 27, no. 5 (May 1, 1985): 132–34. http://dx.doi.org/10.1108/eb017135.

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The consultative paper Towards an Adult Training Strategy, published by the Manpower Services Commission in 1983, explicitly recognised and sought to foster wider appreciation of the need for systematic continuous learning throughout adult life. Adults will come from four decades; from various backgrounds of culture and language; from work, leisure and unemployment. If the opportunities of this situation are seized, a massive commitment will have been made to the development of the learning society. Inevitably this will mean commitment to the Open Society which, as Karl Popper long ago pointed out, also has its enemies, and recognition that mass communication has already decentralised power by distributing the information‐base.
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31

Stafeckis, Gatis, and Velta Lubkina. "ADULT LEARNING AND SOCIALIZATION PROCESSES: RTA EXPERIENCE." Education Reform: Education Content Research and Implementation Problems 1 (June 16, 2020): 56. http://dx.doi.org/10.17770/er2020.1.5193.

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ERASMUS+ Strategic Partnership project Adult Self-Learning: Supporting Autonomy in a Technology-Mediated Environment/ ASL (Ref. No. 2019-1-TR01-KA204-076875) co-funded by the Erasmus+ programme, Key Action 2: Cooperation for innovation and the exchange of good practices – Strategic Partnerships for adult education. The project aims at teaching learners to acquire new skills and competences using learning innovative practices and digital technologies as well as developing a functioning collaborative learning environment to help them identify skills gaps and needs and to collaborate locally and independently for joint capacity-building. The ASL project is expected to produce three main results corresponding to three primary European priorities:1. Supporting the setting up of, and access to, up skilling pathways (priority: adult lifelong learning);2. Improving and extending the supply of high quality learning opportunities tailored to the needs of individual low-skilled or low-qualified adults (priority: social inclusion/further education opportunities);3. Open education and innovative practices in a digital era (priority: adults' professionalization/empowerment).
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Novhorodskyi, R., T. Koval, Maxim Vorona, and Adrian Szala. "MOTIVES FOR ADULT LEARNING." Research Notes, no. 4 (December 21, 2020): 33–41. http://dx.doi.org/10.31654/2663-4902-2020-pp-4-33-41.

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33

Taylor, F. John, Richard Edwards, Ann Hanson, Peter Raggatt, Peter Raggatt, Richard Edwards, and Nick Small. "Boundaries of Adult Learning." British Journal of Educational Studies 44, no. 4 (December 1996): 465. http://dx.doi.org/10.2307/3121928.

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34

Gyamfi, Gerald Dapaah, Dominic Nti Buabeng, Joshua Ofori Essiam, and Paul Coonley Boateng. "Exploring Adult-Learning Pathways." International Journal of Adult Education and Technology 13, no. 1 (January 2022): 1–13. http://dx.doi.org/10.4018/ijaet.296395.

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The challenges of the 21st century and the advancement in technology in this era require continuous lifelong learning for social development and career advancement. This study explores pathways for adult learning to enhance the growth and development of people at work. The team of researchers used qualitative methods and the phenomenological approach to explore the avenues for adult learning. The findings revealed that the pathways for adult learning involve the use of experiential education, student internship programs, outdoor learning, and other approaches to lifelong adult learning. Moreover, adult learners should be guided and supported in order to learn how to self-regulate how they learn to achieve scholarship and career advancement while working. This study contributes to the literature by revealing the pathways for the eradication or reduction of illiteracy through adult learning.
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Henschke, John A. "Organized for Adult Learning." Adult Learning 9, no. 1 (September 1997): 4–7. http://dx.doi.org/10.1177/104515959700900101.

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Ashton, Sam. "Authenticity in adult learning." International Journal of Lifelong Education 29, no. 1 (January 2010): 3–19. http://dx.doi.org/10.1080/02601370903475602.

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37

Leigh, K. "Adult Learning at Explora." Public Policy & Aging Report 17, no. 1 (January 1, 2007): 25–26. http://dx.doi.org/10.1093/ppar/17.1.25.

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Rowland, Michael L. "Faith and Adult Learning." Adult Learning 18, no. 1-2 (January 2007): 4–5. http://dx.doi.org/10.1177/104515950701800101.

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Shannon, Susan. "Adult learning and CME." Lancet 361, no. 9353 (January 2003): 266. http://dx.doi.org/10.1016/s0140-6736(03)12262-3.

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40

Ozanne, William. "Adult learning and education." International Journal of Educational Development 7, no. 2 (January 1987): 145–46. http://dx.doi.org/10.1016/0738-0593(87)90055-1.

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41

Wang, Ernest E. "Simulation and Adult Learning." Disease-a-Month 57, no. 11 (November 2011): 664–78. http://dx.doi.org/10.1016/j.disamonth.2011.08.017.

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42

Pinzur, Michael S. "Case-Based Adult Learning." Foot & Ankle International 40, no. 11 (May 16, 2019): 1346–47. http://dx.doi.org/10.1177/1071100719850101.

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43

Gantwerker, Eric A., and Gi Soo Lee. "Principles of Adult Learning." Otolaryngologic Clinics of North America 55, no. 6 (December 2022): 1311–20. http://dx.doi.org/10.1016/j.otc.2022.07.009.

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44

Cozolino, Louis, and Susan Sprokay. "Neuroscience and adult learning." New Directions for Adult and Continuing Education 2006, no. 110 (2006): 11–19. http://dx.doi.org/10.1002/ace.214.

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45

Tisdell, Elizabeth J. "Spirituality and adult learning." New Directions for Adult and Continuing Education 2008, no. 119 (June 2008): 27–36. http://dx.doi.org/10.1002/ace.303.

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46

Hansman, Catherine A. "Context-Based Adult Learning." New Directions for Adult and Continuing Education 2001, no. 89 (2001): 43. http://dx.doi.org/10.1002/ace.7.

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47

Thomson, Alistair. "Learning about Adult Learning: the 1992 North American Adult Education Research Conferences." Studies in the Education of Adults 25, no. 1 (April 1993): 92–104. http://dx.doi.org/10.1080/02660830.1993.11730584.

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48

Anisenko, Olena, and Valentina Pryanitska. "PECULIARITIES OF TEACHING ENGLISH TO ADULTS." Scientific Journal of Polonia University 62, no. 1 (July 8, 2024): 28–32. http://dx.doi.org/10.23856/6203.

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Teaching English to adults presents a unique and captivating challenge distinct from instructing children or teenagers. Adults bring diverse backgrounds, motivations, and learning styles to language acquisition, making it essential for educators to adapt their approaches. Motivation is a key factor in adult learning, with adults often choosing to learn English for specific reasons such as career advancement or travel. While many adults urgently need English for international communication, they may face challenges due to prior unsuccessful learning experiences. The concept of "andragogy" emphasizes the practical orientation of adult learning, independent work, and the student's leading role in achieving specific goals. Notable psychologists like Carl Rogers stress the importance of relevance, preserving identity, involving the whole person, and encouraging self-criticism in successful adult learning. Ukrainian psychologists and scientists, including O. Tarnopolsky, M. Kushnirov, O. Palii, and T. Besarab, have explored the peculiarities of teaching English to adults. They highlight variations in language proficiency, goals, and learning styles among adult learners, advocating for individualization of training to cater to diverse needs. The time constraints of adults necessitate flexible schedules and the option for online learning. Practical language usage in real situations is crucial for effective learning.
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49

Németh, Balázs. "Learning Cities in Progress." Andragoška spoznanja 26, no. 1 (February 26, 2020): 67–84. http://dx.doi.org/10.4312/as.26.1.67-84.

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This paper analyses the influence of the rise and development of learning cities and regions in adult education research work. Comparative adult education research has got great potential to investigate the concrete mechanism of learning city-region constructions and to analyse the changing nature and structures of learning city-region models. Therefore, the paper tries to underline the impact of some relevant theoretical focuses and related models perspectives and limitations to comparative adult education research work since it is important to examine how learning city-region collaborations at local-regional levels may enhance both participation and performance in the learning of adults, but also of other age groups, and affect the intergenerational dimensions of learning as well as community development. At the same time, this contribution signals the need for interdisciplinary approaches and positions in comparative research work on local and regional citizen participation in learning programmes.
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JENSEN, A. L. "Principles of adult learning: the learning process." Revue Scientifique et Technique de l'OIE 28, no. 2 (August 1, 2009): 831–37. http://dx.doi.org/10.20506/rst.28.2.1925.

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