Log in

Relevant bibliographies by topics / Humanistic education adult learning theory / Journal articles

To see the other types of publications on this topic, follow the link: Humanistic education adult learning theory.

Journal articles on the topic 'Humanistic education adult learning theory'

Author: Grafiati

Published: 4 June 2021

Last updated: 19 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Humanistic education adult learning theory.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

Usher, Robin. "Locating Experience in Language: Towards a Poststructuralist Theory of Experience." Adult Education Quarterly 40, no. 1 (September 1989): 23–32. http://dx.doi.org/10.1177/074171368904000103.

Full text

Abstract:

Experience, although a key concept in adult learning, tends to be conceptualized within the framework of humanistic psychology and thus to be seen as asocial and subjective. This article argues that the relationship between meaning and experience should not be grounded in subjectivity. The insoluble problems of such a grounding are illustrated by the deconstructive analysis of a text (Jarvis, 1987) centered on a humanistic approach to meaning and experience. An alternative theorization is presented that stresses the constitutive role of language in experience. This shows how the meaning of experience is located in the play of language and the power of discourse. Experience, therefore, potentially has no single, fixed, and invariant meaning. Seeing experience in this way allows for a reconceptualization of adult learning which more readily takes account of the neglected social dimension.

APA, Harvard, Vancouver, ISO, and other styles

2

Hodge, Steven. "Transformative Learning for Knowledge: From Meaning Perspectives to Threshold Concepts." Journal of Transformative Education 17, no. 2 (April 16, 2018): 133–53. http://dx.doi.org/10.1177/1541344618770030.

Full text

Abstract:

Mainstream transformative learning emphasizes personally significant learning and liberation from limited ways of being in the world. Reflecting humanistic and emancipatory philosophical commitments, this emphasis can make it difficult to appreciate the transformative potential of learning for and by knowledge, a type of transformation adults can experience in the process of learning occupations and disciplines. The analysis presented in this article is prompted by a small, qualitative study of transformative learning that highlights the role occupational knowledge can play in triggering and bestowing meaning upon personal change. While mainstream transformation theory illuminates aspects of this learning, the alternative theory of “threshold concepts” accounts for the part played by formal knowledge. It is argued that transformation theory can be enhanced by threshold concepts theory when it is shown that the transformative potential of formal knowledge can be viewed as consistent with humanist and emancipatory principles.

APA, Harvard, Vancouver, ISO, and other styles

3

Purswell, Katherine E. "Humanistic Learning Theory in Counselor Education." Professional Counselor 9, no. 4 (December 2019): 358–68. http://dx.doi.org/10.15241/kep.9.4.358.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Irmayanti. "HUMANISTIC LEARNING THEORY IN ISLAMIC RELIGIOUS EDUCATION WITH A COOPERATIVE LEARNING APPROACH." IJGIE (International Journal of Graduate of Islamic Education) 2, no. 1 (November 9, 2021): 1–10. http://dx.doi.org/10.37567/ijgie.v2i1.278.

Full text

Abstract:

The purpose of this study is to describe and analyze the Islamic religious education learning with humanistic learning theory with a cooperative learning approach in schools. Learning with humanistic theory aims to foster students' social attitudes and cooperation. The research method used is qualitative with the type of literature. The data sources in the study were taken from journal references, relevant books. The results of this study indicate that the concept of humanistic theory with a cooperative learning approach in Islamic Education learning has significant implications for aspects of student behavior in developing social aspects, cooperation, avoiding bad competition, caring for each other in providing learning assistance at school.

APA, Harvard, Vancouver, ISO, and other styles

5

Untari, Lilik. "AN EPISTMOLOGICAL REVIEW ON HUMANISTIC EDUCATION THEORY." LEKSEMA: Jurnal Bahasa dan Sastra 1, no. 1 (June 15, 2016): 59–72. http://dx.doi.org/10.22515/ljbs.v1i1.26.

Full text

Abstract:

Humanism as a paradigm is often declared as an alternative approach to education. This paradigm is, in fact, an approach developed in the field of literature and education. The objective of this study is to determine the values underlie the epistemology of the humanistic education theory. Epistemology is the elements that are abstract or implicit. To recognize the epistemology of humanism education theory, this study examines the elements of basic assumptions, values and models of the theory. The results show that the assumptions promoting the theory have similarities with the basic assumptions of the phenomenological epistemology. It sees humans as creatures with consciousness and knowledge for what he did. Thus, every human’s behavior or action is conducted in purpose. In humanistic education theory, meaningfulness and usefulness of the learning process are determined by the learner, not the educator. For that reason, learning design and methods should be developed by the participants based on the needs of the learners. Therefore, the theory does not provide a model for an individual learning process. Thus, it can be concluded that the theory of humanism education rooted from phenomenology epistemology.

APA, Harvard, Vancouver, ISO, and other styles

6

Sumantri, Budi Agus, and Nurul Ahmad. "Teori Belajar Humanistik dan Implikasinya terhadap Pembelajaran Pendidikan Agama Islam." FONDATIA 3, no. 2 (September 30, 2019): 1–18. http://dx.doi.org/10.36088/fondatia.v3i2.216.

Full text

Abstract:

This study aims to describe humanistic learning theory and its implications for the learning of Islamic Education. This research method uses library research or library research to be analyzed and concluded. Research data is obtained from recording books and journals. The results of this study contain an understanding of humanistic learning, humanistic learning figures listed: 1) Abraham Maslow as follows; a) Abraham Maslow's biography, b) Abraham Maslow's humanistic learning theory c) Implications of Abraham Maslow's Theory in Islamic Education. 2) Carl Rogers's humanistic learning theory and the implications of Carl Rogers's theory in learning Islamic Education. Conclusion of humanistic theories to humanize humans. the learning process is considered successful if the student discusses his environment and claims himself. Students in the learning process must try to make it more slowly and able to achieve self-actualization as well as possible.

APA, Harvard, Vancouver, ISO, and other styles

7

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Javadi, Yaghoob, and Mozhdeh Tahamsbi. "Application of Humanism Teaching Theory and Humanistic Approach to Education in Course-books." Theory and Practice in Language Studies 10, no. 1 (December 24, 2019): 40. http://dx.doi.org/10.17507/tpls.1001.06.

Full text

Abstract:

The present study aims to use humanism teaching theory and humanistic approach to education with reference to teaching and learning English as a second language in the course book. The findings of this study revealed that teachers and materials developers use humanism teaching theory and humanistic approach to promote the materials to fit into the needs and preferences of the learners and to facilitates the learning process. The ultimate purpose of the current study is the utilization of humanism teaching theory and humanistic approach to education that was started and is intended for the benefit of humanizing mankind, and to achieve self-actualization learner to learn optimally and also shows that ,humanizing language learning materials helps language materials developers and teachers to design activities that are associated with learners’ lives and experiences and attempt to engage the learners effectively through excitement, emotion, or even fun. However, the need for humanizing language course books derives from the fact that most of the global course-books accommodate artificial and unnatural activities that are not designed for particular learning program. Hence, through humanizing the course books, language teachers personalize the learning materials to make them better teaching resources and also individualize them for a particular group of learners. Finally, this text elaborate the application of humanism teaching theory and humanistic approach in education to improve course books to prepare the learners for more communicative goals to facilitate both language acquisition and personal development.

APA, Harvard, Vancouver, ISO, and other styles

9

Insani, Farah Dina. "TEORI BELAJAR HUMANISTIK ABRAHAM MASLOW DAN CARL ROGERS SERTA IMPLIKASINYA DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM." As-Salam: Jurnal Studi Hukum Islam & Pendidikan 8, no. 2 (December 27, 2019): 209–30. http://dx.doi.org/10.51226/assalam.v8i2.140.

Full text

Abstract:

This article aims to describe the humanistic learning theory and its implications for learning Islamic Religious Education. Collecting research data using the documentation method, whether in technique, data in library research (library research). The object of study is an article that focuses on Abraham Maslow and Carl Rogers' Humanistic learning theory and its implementation in Islamic Education learning. The results of this study indicate that humanistic learning theory is a learning process that originates and ends in humans, everything rests on human values. The humanistic education system approach emphasizes the development of human dignity who makes choices and has beliefs. Learning is considered significant, if the learning material has relevance to student needs. Students who act as the main actors interpret the process of their own learning experience. The expected positive impact of this article is the appreciation of the wider community about the importance of humanizing humans in learning activities to achieve self-actualization of students.

APA, Harvard, Vancouver, ISO, and other styles

10

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.

Full text

Abstract:

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!.

APA, Harvard, Vancouver, ISO, and other styles

11

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Nasution, Hambali Alman, and Suyadi Suyadi. "Pembelajaran Pendidikan Agama Islam Humanistik dengan Pendekatan Active Learning di SDN Nugopuro Gowok." Jurnal Pendidikan Agama Islam 17, no. 1 (June 30, 2020): 31–42. http://dx.doi.org/10.14421/jpai.2020.171-03.

Full text

Abstract:

This study aims to find out how the application of the theory of humanistic learning in Islamic Religious Education learning, would like to know the results of Islamic religious education learning through the theory of humanistic flow with the method (active learning) in SDN Nugopuro Gowok. The type of research used in this study is descriptive qualitative method using data collection such as interviews, observation and documentation. Based on the results of the study that the application of the theory of humanistic learning (active learning) in PAI learning in SDN Nugopuro Gowok has been done quite well and has been going well by educating and guiding students to learn to use various methods or strategies actively. It was marked by positive responses and changes in behavior such as, interactive, learning motivation, strengthening memory and tolerance.

APA, Harvard, Vancouver, ISO, and other styles

13

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Itqon, Zubdatul. "Implikasi Teori Humanistik Dan Kecerdasan Ganda Dalam Pengembangan Pembelajaran PAI." Jurnal Pendidikan Islam 7, no. 1 (March 1, 2021): 139–52. http://dx.doi.org/10.37286/ojs.v7i1.96.

Full text

Abstract:

This study aims to describe the implications of the theory of humanistic learning and multiple intelligences to the learning of Islamic Religioaus education. Thisresearch method is to use literature research or literature research that will be analyzed and concluded. Research data obtained froom book and nournal record. The result of thus study in the form of teori understanding humanistic learning and multiple intelligence. Humanistic learning figure is Abraham Maslow as the Implications of Abraham Maslow Theory in Islamic Religious Edication. While the figure of learning multiple intelligence is Howard Gardner. Conclusion humanistic theory aims to humanize humanity as humanly as possible. The learning process is considered effective if student understand themselves and surrounding environment. Students in a series of learning should ty so that sooner or later he can actualize himself as best he can. Whereas the theory of multiple intelligences is understanding intellectual abilities so that their potential can be optimal

APA, Harvard, Vancouver, ISO, and other styles

16

Guimarães, Paula. "The usefulness of adult education: Lifelong learning in the European Union and the portuguese public policy." Andragoška spoznanja 23, no. 4 (December 29, 2017): 35–50. http://dx.doi.org/10.4312/as.23.4.35-50.

Full text

Abstract:

The article first discusses the aims of lifelong learning proposed by the European Union and then analyses the reinterpretations present in the Portuguese policies of adult education in the last two decades. Finally, the influence of the European Union on policy discourses in Portugal is stressed, with increasing attention paid to the usefulness of adult education in relation to economic development and human resource management, while humanistic meanings and aims concerning critical education may be found to a lesser extent.

APA, Harvard, Vancouver, ISO, and other styles

17

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Saihu, Made, and Nasaruddin Umar. "The Humanization of Early Children Education." AL-ISHLAH: Jurnal Pendidikan 13, no. 1 (April 13, 2021): 173–85. http://dx.doi.org/10.35445/alishlah.v13i1.419.

Full text

Abstract:

This study discusses the teaching-learning process seen from the humanistic education theory from Carl Ransom Rogers at Asmaul Husna Learning Park, South Jakarta. This paper focuses on the educational perspective's operation through fun learning techniques, integrated learning, and thematic learning. In this paper, the data sources are obtained through field observations and structured interviews from January to July 2019 using the case study method. Through the humanistic educational theory approach, this educational study is the importance of understanding the character and potential of early childhood to optimally develop children intellectual, emotional, and spiritual intelligence. Although sometimes some students are disobedient or lazy to take part in learning, teachers and institutional managers anticipate this by presenting information about child development. Even to a certain extent, the institution also includes parents to participate in learning activities together. Here is also the importance of a teacher's creativity in communicating, choosing parenting styles, and various other stimulations when carrying out the teaching and learning process in class and outside the classroom. Without teachers' creativity in teaching and learning, the improvement and enhancement of cognitive, affective, and psychomotor aspects will not be optimal. An educational perspective places the humanization aspect as the basis for transferring knowledge, transferring human values, and transferring happiness.

APA, Harvard, Vancouver, ISO, and other styles

20

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

22

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

24

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

27

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Pinto, Ana. "Networked Learning: Designing for adult literacy learners." Literacy and Numeracy Studies 22, no. 1 (October 1, 2014): 21–38. http://dx.doi.org/10.5130/lns.v22i1.4177.

Full text

Abstract:

This paper reports on analysis of an online learning network catering for adult basic education. It introduces some key concepts from research on networked learning, as well as two complementary approaches that are useful to support and inform analysis and design of technology-enhanced environments. One approach is informed by ideas about the design of learning environments in which pedagogies are combined with complex technological arrangements. The other approach shows how ideas from urban and architectural design, particularly the work by Christopher Alexander on design patterns and pattern languages, can be used to support design for learning. Part of the argument for combining these two perspectives is that, in trying to manage the complex possibilities of new network technologies, pedagogical and humanistic ideals are easily damaged, forgotten or lost. The analytic work involves some methodological innovation, partly because of the data sources involved. It uses interviews as well as screenshots of web pages, other online artefacts and data logs; these sources allow the researcher to look ‘beyond the screen’ to reconstruct the deeper architecture of what has been created for, and by, the participants in the network. The preliminary outcomes show how connections can be drawn between some of the key qualities of what has been designed alongside the various configurations of things, places, tasks, activities, and people influencing learning. Eventually, what is learned from a case study is discussed with the aim of informing design of similar learning networks.

APA, Harvard, Vancouver, ISO, and other styles

31

Brookfield, Stephen. "A Critical Theory of Adult and Community Education." International Journal of Adult Vocational Education and Technology 3, no. 3 (July 2012): 1–15. http://dx.doi.org/10.4018/javet.2012070101.

Full text

Abstract:

Critical theory is one of the most influential theoretical frameworks influencing scholarship within the field of adult and community education. This chapter outlines what constitute the chief elements of critical theory using Horkheimer’s (1937/1995) classic essay as a touchstone for this analysis. It argues for a set of adult learning tasks that are embedded in this analysis and that apply both to formal adult education settings and informal learning projects carried out in communities. Future likely trends are the extension of critical theory’s unit of analysis to include race, class, gender, disability, and sexual identity, and critical analysis of digital technologies.

APA, Harvard, Vancouver, ISO, and other styles

32

Neves, Claudia, and Susana Henriques. "Exploring the impacts of distance higher education on adult learners' lives and reclaiming lifelong learning as a human development process." Open Praxis 12, no. 4 (December 31, 2020): 439. http://dx.doi.org/10.5944/openpraxis.12.4.1084.

Full text

Abstract:

This article intends to launch discussion and reflection on two main themes: lifelong learning and digital literacy in nowadays societies. In looking for the intersections between these concepts to connote them with a more humanistic and holistic perspective, we explore the potentials of distance learning in the lives of adult learners. The empirical basis for this exploration is a survey applied to 706 (143 respondents) graduates in the education of the Portuguese Open University to know their future projects and the impact of this degree in the various dimensions of their personal, social and professional lives. The conclusions of this analysis point to recognition, by the respondents, of the positive impacts that distance higher education has in their personal and social lives. However, these impacts are not as visible in professional terms since the answers show little significant professional progressions. In this sense, the article concludes that it is important to rethink the founding ideas of the concept of lifelong learning from a humanistic perspective and to approach it with a holistic and transversal conception of what is now defined as digital literacy. Distance education, for adult learners, is a scenario that not only strengthens the personal, social and professional development of individuals, but also the development of competencies applied not only to the digital world but also to each person’s daily activities.

APA, Harvard, Vancouver, ISO, and other styles

33

Gallagher, Donna M. "HIV education: A challenge to adult learning theory and practice." Journal of the Association of Nurses in AIDS Care 7 (January 1996): 5–14. http://dx.doi.org/10.1016/s1055-3290(96)80002-1.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Spicer, Chris. "Folk Education: Resurrecting Roots of Adult and Experiential Learning Theory." Journal of Experiential Education 14, no. 3 (November 1991): 12–16. http://dx.doi.org/10.1177/105382599101400303.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Bersch, Gretchen T. "Book Review: Adult Education and Lifelong Learning: Theory and Practice." Adult Education Quarterly 56, no. 3 (May 2006): 224–25. http://dx.doi.org/10.1177/0741713605286180.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Brookfield, Stephen. "Repositioning Ideology Critique in a Critical Theory of Adult Learning." Adult Education Quarterly 52, no. 1 (November 2001): 7–22. http://dx.doi.org/10.1177/07417130122087368.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Gaylie, Veronica. "The Power of Critical Theory: Liberating Adult Learning and Teaching." Teachers College Record 107, no. 11 (November 2005): 2484–86. http://dx.doi.org/10.1111/j.1467-9620.2005.00613.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

39

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

40

Khademi, Mojgan, Eesa Mohammadi, and Zohreh Vanaki. "A grounded theory of humanistic nursing in acute care work environments." Nursing Ethics 24, no. 8 (March 23, 2016): 908–21. http://dx.doi.org/10.1177/0969733016638140.

Full text

Abstract:

Background: Humanistic nursing practice which is dominated by technological advancement, outcome measurement, reduced resources, and staff shortages is challenging in the present work environment. Objective: To examine the main concern in humanistic nursing area and how the way it is solved and resolved by Iranian nurses in acute care setting. Research design: Data were collected from interviews and observations in 2009–2011 and analyzed using classic grounded theory. Memos were written during the analysis, and they were sorted once theoretical saturation occurred. Participants and research context: In total, 22 nurses, 18 patients, and 12 families from two teaching hospitals in Tehran were selected by purposeful and theoretical sampling. Ethical considerations: The research was approved by the Ethics Committee of the university and hospitals. Results: The main concern for the nurses is the violation of their rights. They overcome this concern when there is a synergy of situation–education/learning, that is, a positive interaction between education and learning of values and sensitivity of the situation or existence of care promotion elements. They turn to professional values and seeking and meeting others’ needs, resulting in “success and accomplishment” of nurse/nursing manager and patient/family. Conclusion: This theory shows that professional values, elements of care promotion, and sensitivity of the situation have a key role in activation of humanistic approach in nursing. Violation of the nurses’ professional rights often leads to a decrease in care, but these factors make the nurses practice in an unsparing response approach. It is necessary to focus on development of professional values and provide essential elements of care promotion as changeable factors for realization of humanistic nursing although there is a context in which the nurses’ rights are violated.

APA, Harvard, Vancouver, ISO, and other styles

41

Kucukaydin, Ilhan, and Patricia Cranton. "Participatory Learning in Formal Adult Education Contexts." International Journal of Adult Vocational Education and Technology 3, no. 1 (January 2012): 1–12. http://dx.doi.org/10.4018/javet.2012010101.

Full text

Abstract:

Formal courses in adult education are most often housed within schools or faculties that include other disciplines such as teacher education, psychology, or training and development. Adult educators teaching these courses may feel obligated to follow the procedures and practices of the institution as well as of the programs with which they are associated. This creates a set of paradoxes and conflicts that are rarely addressed. Adult educators working in formal contexts teach about critical pedagogy and democratic practices without engaging in those practices themselves. This article advocates a participatory learning model based on the historical foundations of adult education theory and practice. The authors explore teaching as a subversive activity, hegemony, critical pedagogy, and power relations. The authors then discuss implications for practice in formal contexts.

APA, Harvard, Vancouver, ISO, and other styles

42

Yuliandri, Miki. "Pembelajaran Inovatif di Sekolah Berdasarkan Paradigma Teori Belajar Humanistik." Journal of Moral and Civic Education 1, no. 2 (December 31, 2017): 101–15. http://dx.doi.org/10.24036/8851412020171264.

Full text

Abstract:

This research aims to describe the paradigm of humanistic learning theory in implementing innovative learning in elementary school. The method used in this research is library research which data comes from various sources, both from libraries and various websites that exist on the internet. The source are books, encyclopedias, dictionaries, journals, documents, magazines, and others. Techniques in collecting data that used in this study is documentation. Furthermore, the data analysis technique used in this research is content analysis. The results of this study attempt to illustrate that innovative learning is a learning designed by teachers in new way. The new design made to facilitate learners in building knowledge in the process of behavior change. In addition, the theory of humanistic learning is a theory that helps learners to enjoy learning on subject matter in developing the potential of students themselves to a better direction. Thus, humanistic learning theory can be used to implement innovative learning in primary schools. Humanistic learning theory emphasizes guidance education, develops and directs students basic potential in terms of cognitive, affective, and psychomotor. Keywords: learning theory, humanistic, innovative learning ABSTRAK Penelitian ini bertujuan untuk menggambarkan paradigma teori belajar humanistik dalam mengimplementasikan pembelajaran inovatif di sekolah dasar. Metode yang digunakan dalam penelitian ini yaitu metode library research yang data-datanya berasal dari berbagai sumber, baik dari perpustakaan maupun berbagai website yang ada di internet meliputi buku, ensiklopedi, kamus, jurnal, dokumen, majalah, dan lain-lain. Teknik pengumpulan data yang digunakan dalam penelitian ini adalah dokumentasi. Selanjutnya, teknik analisis data yang digunakan dalam penelitian ini yaitu analisis isi. Hasil penelitian ini berusaha menggambarkan bahwa pembelajaran inovatif merupakan pembelajaran yang dirancang oleh guru yang sifatnya baru, untuk menfasilitasi peserta didik dalam membangun pengetahuannya pada proses perubahan perilaku. Di samping itu, teori belajar humanistik merupakan sebuah teori yang membantu peserta didik untuk senang belajar pada suatu objek atau materi pelajaran dalam mengembangkan potensi diri peserta didik ke arah yang lebih baik. Dengan demikian teori belajar humanistik dapat digunakan untuk mengimplementasikan pembelajaran inovatif di sekolah dasar. Teori belajar humanistik menekankan pada pendidikan membimbing, mengembangkan dan mengarahkan potensi dasar peserta didik baik dari segi kognitif, afektif, dan psikomotor. Kata kunci: teori belajar, humanistik, pembelajaran inovatif

APA, Harvard, Vancouver, ISO, and other styles

43

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Dilley, Patrick. "The Power of Critical Theory: Liberating Adult Learning and Teaching (review)." Review of Higher Education 28, no. 4 (2005): 626–27. http://dx.doi.org/10.1353/rhe.2005.0038.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Shoirah, Hazem, Achilles Ntranos, Rachel Brandstadter, Yangbo Liu, Elisha Medina, Jamie Kwan, and Stephen Krieger. "Education Research: Resident education through adult learning in neurology." Neurology 91, no. 5 (July 30, 2018): 234–38. http://dx.doi.org/10.1212/wnl.0000000000005914.

Full text

Abstract:

ObjectiveTo enhance residency education by implementing the 6 principles of adult learning theory (ALT) in a large academic neurology residency program.MethodsWe implemented a set of curricular interventions aimed at Resident Education through Adult Learning in Neurology (REAL Neurology), in a large, academic neurology residency program. Interventions included didactic reform, increasing resident-as-teacher activities, and enhancing residents' interaction. The primary outcome was the change in mean Residency In-service Training Examination (RITE) percentile between the preintervention and postintervention cohorts, adjusting for US Medical Licensing Examination step 1 and 2 score. Other analysis included evaluating the effect of the duration of intervention exposure on outcome and evaluating the intervention effect on the proportion of advanced performers.ResultsA total of 134 RITE score reports were evaluated (87 preintervention and 47 postintervention). The mean RITE score percentile postintervention was 11.7 points higher than preintervention (adjusted, longitudinal analysis: fit linear mixed model, p < 0.0001). Postgraduate year 3 learners who had 1 and 2 years of exposure scored 13.4 and 18.9 points higher than those with no exposure at all, respectively (analysis of covariance, p = 0.04). The adjusted odds of better performance with REAL Neurology was 5.77 (ordinal logistic regression, 95% confidence interval 2.37–14.07, p < 0.05).ConclusionThis study evaluated the efficacy and feasibility of an ALT-based curricular program in neurology education. The results show robust and sustainable benefit for residents in training without imposing a financial or logistical burden on programs. REAL Neurology could serve as a model for curricular reform in other programs across subspecialties.

APA, Harvard, Vancouver, ISO, and other styles

46

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.

Full text

Abstract:

<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>

APA, Harvard, Vancouver, ISO, and other styles

47

Conway, Colleen, Erin Hansen, Scott Edgar, and C. Michael Palmer. "Teacher Research and Adult Learning in Music Education." LEARNing Landscapes 8, no. 2 (August 2, 2015): 135–55. http://dx.doi.org/10.36510/learnland.v8i2.700.

Full text

Abstract:

The purpose of this study was to describe the experiences of seven music educators who designed and implemented teacher research in their classrooms in relation to the Merriam, Caffarella, and Baumgartner (2007) theory of adult learning. Findings are presented within participant profiles and suggest that motivations to participate included a desire to be a better teacher and an interest in collaborating with the University. The collaboration helped the participants to continue with their studies as did their curiosity about the learning of their students. The issue of time hindered some of the participants’ ability to complete their studies.

APA, Harvard, Vancouver, ISO, and other styles

48

Scott, Carol Jack. "Applied adult learning theory: Broadening traditional CME programs with self-guided, computer-assisted learning." Journal of Continuing Education in the Health Professions 14, no. 2 (1994): 91–99. http://dx.doi.org/10.1002/chp.4750140205.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Nackoney, Claire Kostopulos, Valmiki Rajbansee, Tonette S. Rocco, and Suzanne J. Gallagher. "Book Review: The Power of Critical Theory: Liberating Adult Learning and Teaching." Adult Education Quarterly 56, no. 1 (November 2005): 66–68. http://dx.doi.org/10.1177/0741713605280164.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Schecter, Sandra R., and Jacqueline Lynch. "Health Learning and Adult Education: In Search of a Theory of Practice." Adult Education Quarterly 61, no. 3 (August 24, 2010): 207–24. http://dx.doi.org/10.1177/0741713610380438.

Full text

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!