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Relevant bibliographies by topics / Adult learning

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Academic literature on the topic 'Adult learning'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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Journal articles on the topic "Adult learning"

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

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Griffin, Virginia. "Learning to Name Our Learning Processes." Canadian Journal for the Study of Adult Education 2, no. 2 (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 le

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Дернова, Майя Григорівна. "КАТЕГОРІЯ ВІДПОВІДАЛЬНОСТІ У МОДЕЛЯХ НАВЧАННЯ ДОРОСЛИХ". Педагогіка та психологія, № 53 (12 липня 2016): 47–57. https://doi.org/10.5281/zenodo.57570.

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Updating responsibility issues in adult learning models is due to the development of the lifelong education concept that guides adults to learn, acquire new skills and competencies, and master new information technologies. This article analyzes the foreign research on responsibility in adult learning and native scientific sources to clarify the essence of the concept of responsibility in the context of adult learning. Researchers put responsibility into one of the most important seats in the self-directed adult learning, where an adult person takes the responsibility not only on the stage of l

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

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Abu Hasan, Norraidah, Zawawi Temyati, Mohd Faizal Kamarudin, and Perengki Susanto. "Neo adult learners’ instructional learning model in higher learning education." International Journal on e-Learning and Higher Education 19, no. 3 (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 constru

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

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Adult education is one form of education which is implemented at outside of formal schooling. The targets of adult education implemented at outside of school which is an adult who has experience to attend formal education. The experienced from adult has related to the implementation of education that included an adult who has not received formal education, dropped out from formal school or for those who has never completed formal education, but the adult wants to increase their knowledge, skills and attitude that adult needs in his daily life. Adult education that implemented outside school sh

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А., В. Боярська-Хоменко. "ЗНАЧЕННЯ ГАМБУРЗЬКОЇ ДЕКЛАРАЦІЇ ОСВІТИ ДОРОСЛИХ ДЛЯ КРАЇН ЦЕНТРАЛЬНОЇ ТА СХІДНОЇ ЄВРОПИ". Теорія та методика навчання та виховання, № 42 (13 грудня 2017): 19–27. https://doi.org/10.5281/zenodo.1115430.

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<em>The Hamburg Declaration on Adult Learning was adopted in 1997 and laid the groundwork for the creation of the national educational standart in the field of adult learning organization. The conceptual issues of the declaration actively promoted the cooperation of state authorities, trade unions, non-governmental and civic organizations, ethnic groups in order to create lifelong learning opportunities. The Hamburg Declaration has had a positive impact on the formation and reformation of the normative and legislative framework for adult learning in Central and Eastern European countries. Legi

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GUȚU, Vladimir. "Pecularities of evaluating methodology of learning and education of adults." Acta et commentationes: Științe ale Educației 31, no. 1 (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 theoretic

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

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

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Vimala, Govindaraju. "Review on Adult Learning Theory and Approach." Multicultural Education 7, no. 12 (2021): 364. https://doi.org/10.5281/zenodo.5701054.

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<em>The theory of adult learning and teaching uses skill as a merging perception to relate gaining of knowledge, skills, and attitudes to improved performance. This theory encourages much adult learning as it is a part of constant learning theory that takes place for a lifetime. Adult learning is a lifetime practice whereby knowledge is designed through the transformation of adults' knowledge. The more adult are familiar with this knowledge base, the more effective their training can be, and the more approachable their practice can be to the needs of adult learners. This article presents t

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Dissertations / Theses on the topic "Adult learning"

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

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

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Thesis (Ed.d.)--Teachers College, Columbia University, 1995.<br>Includes tables. Typescript; issued also on microfilm. Sponsor: Philip A. Fey. Dissertation Committee: Kathleen A. Loughlin. Includes bibliographical references (leaves 296-304).

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Shepherd, Mark Stephen. "Recognizing adult learning disabilities." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/3029.

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The purpose of this project was to develop aids and strategies for identifying and assisting adult students with learning disabilities. Using the Diagnostic and Statistical Manual of the American Psychiatric Association (DSM-IV 1994). The project addresses specific descriptions for identifying traits, behaviors, and characteristics in the recognition of: dyslexia; color blindness, tic disorders, Tourette's syndrome, scotopic sensitivity syndrome, behavior disorders, attention deficit disorder (ADD), attention deficit/hyperactivity disorder (ADHD), aphasic disorders, and autistic disorders.

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Mongalo, Lucky. "Assessment practices of adult educators in Mamelodi Adult Learning Centers." Thesis, University of the Western Cape, 2008. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_2105_1271020736.

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

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

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

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This thesis examines how adults learn to play Scots fiddle. It focuses on a group of adults who are members of an intermediate-standard fiddle class in the city of Edinburgh, Scotland. The class is part of the wider contemporary phenomenon in Scotland whereby traditional music is being taught on the fiddle and other instruments in evening classes, workshops and residential courses. Although the current investigation is located within the field of ethnomusicology, insights are also drawn from modern adult learning theory. A review of related literature reveals that, hitherto, studies which have

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Cann, Roger James. "Everyday learning gap filling : a process of adult learning." Thesis, University of Southampton, 1998. https://eprints.soton.ac.uk/378847/.

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

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The Adult Experience Of Learning From NovelsNovel readers may not necessarily read with the primary intention of learning from their novels, but it is known that learning is frequently an outcome. Literature on novels describe their content as both factual and philosophical opportunities to learn but do not describe them in terms of adult learning theory. A study by Radway (1984) found that readers of formula romance have complex learning outcomes from their reading but this was related to literature on novels rather than adult learning theory.Conversely, although learning is a known outcome o

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Dladla, Siphiwe Nonhlanhla. "Experiences and perceptions of adult learners at public adult learning centres." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/40439.

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The main objective of this research was to explore the experiences and perceptions of adult learners at Public Adult Learning Centres. A total number of eighteen adult learners from three Public Adult Learning Centres in Nkomazi East Circuit at Ehlanzeni District participated in the study. The study was qualitative in nature using the interpretive paradigm. Data was collected through focus group interviews, individual interviews and observation. The study revealed that adult learners have mixed feelings and opinions regarding their experiences at Public Adult Learning Centres. Results i

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Luscinski, Autumn. "Best Practices in Adult Online Learning." Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10608529.

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

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Books on the topic "Adult learning"

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

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

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

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

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Daines, John. Adult learning adult teaching. Dept. of Adult Education, University of Nottingham, 1988.

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

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

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

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Rothwell, William J. Adult learning basics. ASTD Press, 2008.

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

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Book chapters on the topic "Adult learning"

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

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

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Illeris, Knud. "Adult Learning." In Learning, Development and Education. Routledge, 2018. http://dx.doi.org/10.4324/9781315620565-7.

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

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Moorhouse, Pete. "Adult support." In Learning Through Woodwork. Routledge, 2017. http://dx.doi.org/10.4324/9781315114811-5.

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

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

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

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

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

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Conference papers on the topic "Adult learning"

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Giossi, Styliani (Stella), and Achilleas Gkamanis. "LIFELONG LEARNING AS ENABLER FOR ADULT EDUCATORS’ AND ADULT LEARNERS’ WELL-BEING: A CRITICAL REVIEW." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.1721.

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

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Postan, Liliana. "Universal adult and generational adult: reflections on an education and learning plan." In Conferința științifică națională cu participare internațională "Integrare prin cercetare și inovare", dedicată Zilei Internaționale a Științei pentru Pace și Dezvoltare. Moldova State University, 2025. https://doi.org/10.59295/spd2024s.74.

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Lucrarea se referă la oferta de învățare pentru generațiile care ajung adulte într-o anumită perioadă socială și la adulție ca stare bio-pshiho-socială, cuprinsă în noțiunea de vârstă, în calitate de repere ale învățării permanente. Pentru acest obiect de studiu, am formulat sintagmele de adult universal și adult generațional. Adultul universal întrunește caracteristicile generale ale adulției: natura ființei adulte, aspectele fundamentale ale existenței și modurile prin care adulții își definesc și își trăiesc individualitatea și subunitățile maritală, parentală, social cetățenească, profesio

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

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

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

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Learning depends on many internal and external conditions and it is not only a function of memory. Learning requires, above all, motivational, in other words, success in learning depends on factors that excitability and response to stimulus (involvement), the intensity of learning, availability for learning, learning awareness. Adults will be motivated in learning tasks when they perceive that the result will bring satisfaction to one or more of their basic human needs: security, acceptance, respect, power, health, status, training, discovery,achievement, self-esteem, etc. Some people are moti

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Codreanu, Aura, and Cezar Vasilescu. "E-LEARNING BEHAVIORS AND THEIR IMPACT ON ANDRAGOGY." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-018.

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The assumption underlying this paper is that online environments and, in particular, e-learning ones trigger changes in the learning patterns and behaviors of adults. Inherently, that challenges the principles, methods and techniques currently employed in adult teaching and learning in traditional settings. Hence, the aims of the article are three-fold. First, it will focus on delineating the basic concepts that is will use: traditional learning, e-learning, learning behavior, e-learning behavior, andragogy, andragogic principles. Second, it will focus on the basic andragogic principles employ

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Jekabsone, Inga, and Ina Gudele. "Challenges of the adult learning sector in context of COVID-19 in Latvia." In 22nd International Scientific Conference. “Economic Science for Rural Development 2021”. Latvia University of Life Sciences and Technologies. Faculty of Economics and Social Development, 2021. http://dx.doi.org/10.22616/esrd.2021.55.012.

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The COVID-19 pandemic has affected the way people work and learn in unprecedented ways. Also, the pandemic has moved more business activity online, increasing the need for training and prompting them to build more online trainings. In this time of crisis, a suitable response requires novel ways to enable interaction between adult learners, adult learners and teachers, adult learners and content using online tools so that no one is left behind. In the context of regional development, online adult learning provides economic active inhabitants with wide opportunities since employees are able to a

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Madlenakova, Lucia, and Margita Majercakova. "BARRIERS IN ADULT EDUCATION." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.2054.

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

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Reports on the topic "Adult learning"

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

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Heuer, Annika, Luis Serratos-Sotelo, and Andreas Motel-Klingebiel. Perceptions of and participation in adult learning and CVET activities. Linköping University Electronic Press, 2024. https://doi.org/10.3384/asc.012.

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Key Findings Perception goes with participation - If adult learning and continued vocational education and training (CVET) activities are considered important, the likelihood of engaging in different types of adult learning and CVET activities increases.General affectedness - This relationship has been found for participation in all kinds of adult learning and CVET activities included in this study: formal, non-formal work-related, non-formal non-work-related, and informal.Age and status gap - Adults who are younger, higher educated and white-collar employed are more likely to participate in a

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

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McAlary, Patrick, and Natasha Mutebi. Upskilling and retraining the adult workforce. Parliamentary Office of Science and Technology, 2021. http://dx.doi.org/10.58248/pn659.

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This POSTnote provides an overview of adult upskilling and retraining in the UK. It outlines the national context around adult education, including issues around supply and demand of skills as well as funding and participation rates. It also discusses the key outcomes and impacts of adult learning. This briefing focuses on 19+ adult learning and excludes university education.

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

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MacFadyen, Annie, and Amanda Wilmot. Findings from a Cognitive Interview Study with Adults with Intellectual Disability on the Topics of: Adult Learning, Independent Living, Disability Group Participation, and Disability Diagnosis. National Center for Health Statistics (U.S.), 2024. http://dx.doi.org/10.15620/cdc:168514.

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This report summarizes findings from 10 in-depth cognitive interviews with adults with intellectual disability, grouped by the topics of: adult learning, independent living, disability group participation, and disability diagnosis.

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Page, Kelly, Alexandra Merritt Johnson, Kristen Franklin, et al. Learning Transition Design Principles for Learning and Employment Records: Co-designing for Equity. Digital Promise, 2023. http://dx.doi.org/10.51388/20.500.12265/185.

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Emerging technologies such as learning, and employment records (LER) have been identified as a promising solution for historically and systematically excluded (HSE) learners and workers to share and access their learning- and skills-data from their individual learning journeys and transitions. However, learning journeys are rarely linear; the way in which learners and workers may demonstrate and get recognized for their skills and competencies may evolve over time. Further, systemic barriers and inequities embedded in the learning journeys of HSE communities, disproportionately impact their ab

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Page, Kelly, Alexandra Merritt Johnson, Kristen Franklin, et al. Learning Transition Design Principles for Learning and Employment Records: Co-designing for Equity. Digital Promise, 2023. http://dx.doi.org/10.51388/20.500.12265/183.

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Emerging technologies such as learning, and employment records (LER) have been identified as a promising solution for historically and systematically excluded (HSE) learners and workers to share and access their learning- and skills-data from their individual learning journeys and transitions. However, learning journeys are rarely linear; the way in which learners and workers may demonstrate and get recognized for their skills and competencies may evolve over time. Further, systemic barriers and inequities embedded in the learning journeys of HSE communities, disproportionately impact their ab

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Davoudi Kakhki, Fatemeh, and Maria Chierichetti. Exploring the Relationship Between Mandatory Helmet Use Regulations and Adult Cyclists’ Behavior in California Using Hybrid Machine Learning Models. Mineta Transportation Institute, 2021. http://dx.doi.org/10.31979/mti.2021.2024.

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In California, bike fatalities increased by 8.1% from 2015 to 2016. Even though the benefits of wearing helmets in protecting cyclists against trauma in cycling crash has been determined, the use of helmets is still limited, and there is opposition against mandatory helmet use, particularly for adults. Therefore, exploring perceptions of adult cyclists regarding mandatory helmet use is a key element in understanding cyclists’ behavior, and determining the impact of mandatory helmet use on their cycling rate. The goal of this research is to identify sociodemographic characteristics and cycling

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Watson, Sophie. Student activism: Learning through doing. NZCER, 2022. http://dx.doi.org/10.18296/rep.0020.

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What do we know about student activism in Aotearoa New Zealand? How do schools view and respond to student activism? And, in what ways does the New Zealand Curriculum support student activism? This paper uses recent literature and media reports to examine the relationship between activism and formal education, including the benefits and challenges associated with in-school activism. Recent examples of out-of-school youth activism are analysed, giving insight to youth activism participation and expression. Adult responses to youth activism, the framing of youth activism and the agency, and idea

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