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Dissertations / Theses on the topic 'Adult Learning and Education (ALE)'

Author: Grafiati

Published: 4 June 2025

Last updated: 1 August 2025

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1

Mancuso, Susan Karen. "Self-directedness, age, and nontraditional higher education /." Thesis, Connect to this title online; UW restricted, 1988. http://hdl.handle.net/1773/7784.

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Curlewis, Margaret Judith, and meg curlewis@gmail com. "The Values that you hold: Encountering Change in an Adult Community Education Program in Victoria." RMIT University. Education, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080207.142645.

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This thesis research reports on the Adult Community Education (ACE) sector in the Australian State of Victoria. Although it concentrates on Moreland Adult Education Assoc. (MAE) as a case study, it places MAE in the wider context of ACE in the local area of the Northern Metropolitan region of Melbourne. Although periodically referred to as the 'fourth educational sector' and funded by the same government departments as mainstream post-secondary sectors, ACE has always had a low profile and quasi-educational status due to the extreme variety of its venues, courses and locations, making it di

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3

Simpson, Darcia Lee. "A Qualitative Investigation of the Experience of African-American Adult Learners in the Third Age: Perceptions and Attitudes Towards Lifelong Learning." Cleveland State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=csu1432557940.

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4

Michael, Ruth Rosina-Glass. "A description of learning in a group of well elderly over the age of 75." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/774769.

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There is an acknowledged need for continual intellectual growth in older adults. This study describes the characteristics of learning practiced by a particular. group of well-elderly adults over the age of 75. Data were gathered self-reported learning experiences.A semi-structured interview was developed by the researcher to elicit responses in three areas that characterize learning: (1) decision to start to learn, (2) awareness of individual learning process, and (3) evaluation of their own learning processes. Fifteen members (n=10 women and n=5 men) of the Trinity United Methodist Church in

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5

Sears, Emma Jo Benson. "Self-Directed Learning Projects of Older Adults." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331838/.

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This study determined the number of self-directed learning projects undertaken by older adults and examined the motivational factors and anticipated benefits related to the learning activities. In addition, obstacles to conducting self-directed learning were identified by the respondents. A list of 20,032 names of adults, aged 50 or more years and residing in Tom Green County, Texas, was obtained from voter registration rolls and the residential rolls of four retirement complexes. Four hundred names were randomly selected to serve as the sample of the study. Of the 400 potential subjects, 120

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Fratzke, Betty Jane. "A study of the relationship between preferred learning style and personality type among traditional age college students and adult learners." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/558375.

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The purpose of the study was to examine the relationship between preferred learning styles and prevailing personality types among traditional age college students and adult learners. Participants in the study were enrolled in either the undergraduate program at Marion College or the Leadership Education for Adult Professionals (LEAP) program at Marion College. Kolb's learning style inventory and the Performax Personality Profile (DISC) were self-administered to 221 traditional students and 253 adult learners. Kolb's learning style inventory was used to identify each learner's preferred style o

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WONG, Ka Fai. "A study of the universities of the third age in Hong Kong : an evaluation of elder academy model for the life long learning of older people." Digital Commons @ Lingnan University, 2013. https://commons.ln.edu.hk/soc_etd/31.

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Education aims at the development of knowledge and skills for its own sake and pleasure. People aged over 65 years currently comprise 11% of the Hong Kong population. Such aging population in Hong Kong constitutes a challenge to our society. To be adaptive to changes in the environment, especially in aging, more emphasis is placed on “lifelong learning” than on “lifelong education” for self-fulfillment Active aging is evidently supported as a solution to the impact of aging population. Lifelong learning is an important strategy for enhancing active aging. The provision and process of lifelong

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Benson, Katrina Rosamay. "Low-Level English as a New Language: Latino Adults' Perceptions Involving Their Learning and Teaching." Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1586548364034606.

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Wallace, William Scott. "Portraits: Discovering Art as a Transformative Learning Process at Mid-Life." Antioch University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1208450699.

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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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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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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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MacKenzie, Lindsay. "An investigation into adult learners and learning : powerful learners and learning in three sites of adult education." Thesis, University of Birmingham, 2006. http://etheses.bham.ac.uk//id/eprint/6201/.

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This qualitative study explores the outcomes of learning by adult learners in three different contexts (sites) of adult education. My particular concern is with adult learners who are often socially excluded in and by formal learning contexts hence the sites of learning for my empirical research are (a) an Adult Basic Education Centre, (b) a Family Learning Centre and (c) a Nacro Centre. I use a range of data collection methods including keeping a journal, undertaking observations and fifteen in-depth interviews. I develop a framework around ideas of agency, power and structure, factors which

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Engelbrecht, Jacobus Johannes. "Transformative and emancipatory challenges for facilitators of adult learning : a learning journey." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/52040.

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Thesis (MPhil)--University of Stellenbosch, 2000.<br>ENGLISH ABSTRACT: Exploring emancipatory and transformative paradigms towards lifelong learning in the new millenium confront facilitators of adult learning to reflect critically on their own paradigms and practices of learning. Transformative learning occurs in this process of revision and reflection and when it leads to transformed meaning perspectives or change, emancipatory learning takes place. This implies that the process of critical reflection can be seen as a key to adult learning. Out of this background the broad question a

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Trivette, Carol M. "Principles of Adult Learning in Action." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4456.

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Come join the Military Families Learning Network Early Intervention team on Weds. March 30 from 12:30-1:30 ET for an interactive discussion related to the webinar held on Mar. 17. We want to hear your thoughts, opinions, and experiences related to the Key Points Carol Trivette, PhD shared during the webinar and how you've applied these points recently in your own practices. Were you not able to participate in the webinar on the 17th? No worries! We'd still love to hear from you! Come share your expertise and learn from others during this interactive forum.

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Trivette, Carol M. "Supporting Adult Learning in Early Intervention." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4450.

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McLean, Lesley. "Adult learning : towards a framework of participation." Thesis, Edinburgh Napier University, 2013. http://researchrepository.napier.ac.uk/Output/6895.

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This thesis explores participation in adult learning and focuses upon three key areas of interest: reasons for participation, the challenges of participation, and the enabling factors relating to participation. The purpose of the research is to expand understanding in order to enhance and improve learning support practice, through a study of a university based, professionally accredited, part-time, Master's Degree programme in Human Resource Management, which serves as the research setting. The study of participation in adult learning is a well-trodden path, beginning with the seminal work of

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Bayliss, P. J. "Current changes in adult education." Thesis, University of Sheffield, 2001. http://etheses.whiterose.ac.uk/10242/.

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The subjects of this thesis are the current changes in adult education and their effects, focusing on the provision of local education authority (LEA) adult education. I have discussed the past century of adult education and related more recent policies to a case study of an adult education centre. LEA management structures of five counties were analysed and linked to their adult education provision. Within these counties I have investigated LEA adult education providers' partnerships, particularly those with secondary schools and further education (FE) colleges. Structured interviews were con

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

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The overarching aim of this thesis is to enhance the theoretical status of post-compulsory education by effecting a non-empirical, psychoanalytic examination of adult teaching and learning theories. The study arises out of the observation that – in comparison with disciplines within the Social Sciences, Arts and Humanities - psychoanalytic perspectives are both underemployed in practical contexts and have negligible theoretical impact within this field. The study provides a contribution to educational theory and practice through the development of a postmodern psychoanalytical methodology and

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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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Mace, Heather A. "Hybrid learning: Understanding experiences in adult secondary education." Thesis, University of Ottawa (Canada), 2008. http://hdl.handle.net/10393/27776.

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Adult learners returning to school to complete a secondary diploma are faced with a range of extrinsic and intrinsic factors influencing their ability to engage and commit to their education (Cantor, 1992; Entwisle, Alexander, & Olson, 2004; Klein, Noe & Wang, 2006). The needs of these adult secondary learners (also known as mature learners) challenge educators to adapt programs to improve learning experiences. One avenue is technology which has changed the face of traditional classrooms at all educational levels (Becker, Ravitz, & Wong, 1999; Dawley, 2008). Particularly, eLearning has been as

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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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Keith, Karin. "Elizabethton Leads: Coaching and Adult Learning." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4146.

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Jenkins, Timothy Edward. "Adult learning outcomes based on course delivery methodology." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2853.

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This study compared student satisfaction and academic performance in online and face-to-face classes. 105 ITT Technical Institute students who were simultaneously enrolled in one online course and two on-campus courses were surveyed and interviewed. Factors examined included student to instructor communication, student to student interaction, content selection for online courses and course management for online courses. Sixty-four percent of the students did not pass their online courses and expressed dissatisfaction with the learning process. Course components and processes that could be impr

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Akdemir, Omur. "The effects of matching and mismatching learning style and instructional strategies on online students' perception of learning outcomes." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2005. http://wwwlib.umi.com/cr/syr/main.

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Christenberry, Thomas Catron. "Characteristics of Residential Adult Learning in the FBI National Academy Learning Environment and the Impact on Participant's Attitude of Satisfaction." Diss., Virginia Tech, 2004. http://hdl.handle.net/10919/29100.

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Using the Federal Bureau of Investigation's (FBI) 212 th session of the National Academy, a residential adult learning environment, as a case study and the 1996 research on participant's perception of residential adult learning environments by Dr. Jean Anderson Fleming, this study examined the relationship among the characteristics (overarching themes: detachment and continuity and descriptive themes: building relationships in residence, learning in residence, and individual change in residence) and how this relationship impacts the participant's attitude of satisfaction with the program. A 3

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Seifert, Linda, and n/a. "Learning Styles of Adults in Education Centers." University of Canberra, 2005. http://erl.canberra.edu.au./public/adt-AUC20070626.104053.

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Given the median age of today's workforce and the aging of the workforce, it was appropriate to examine learning styles of adults. This knowledge is necessary for facilitators of adult educational programs to provide adults a learning environment that can provide maximum opportunity for adults to learn. The research problem, that learning styles do not change as people age, was addressed. People will resort to different styles when situations necessitate they do so to learn a particular item. The data revealed that environmental factors have different effects on people's learning styles. Impli

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Stuart-Buttle, Rosalind. "Online learning and Catholic adult education : an interruptive pedagogy?" Thesis, University of Liverpool, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.539508.

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DeVille, Randall C. "The Application of Adult Learning Principles in Effective Preaching." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1035.

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Evidence suggests that a disconnect is growing between the information provided in Christian sermons and the life challenges faced by those church attendees. To bridge that divide, the purpose of this study was to better understand the characteristics of a sermon that enhance learning for churchgoers in Christian churches. The guiding question focused on churchgoing adults' perception of the sermon. Additional sub questions explored the relationship of the principles of adult learning, communication theory, and ambient teaching with churchgoers' and preachers' experiences with sermons. A qua

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Hancock, Donald H. (Donald Hugh). "Ideas About Adult Learning in Fifth and Fourth Century B.C. Athens." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc330707/.

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The problem of this study was to determine to what extent contemporary adult education theory has similarities to and origins in ancient Athenian ideas about education. The methodology used in the study combined hermeneutics and the critical theory of Jurgen Habermas. Primary sources incuded Aristotle, Plato, Aristophanes, and Diogenes Laertius; secondary sources included Jaeger, Marrou, Dover, and Kennedy. In the analysis of Athenian adult education, three groups of adult educators were identified—the poets the sophists, and the philosophers. The poets were the traditional educators of the G

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Hutson, Brad. "Teaching the high school educator| Understanding their learning preferences in an adult-learning environment." Thesis, Trevecca Nazarene University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10140131.

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<p> This mixed-model study utilized the qualitative and quantitative data from high school teachers of one middle Tennessee school district and high school teachers of the Tennessee High School Speech and Drama League to determine if differences existed amongst the learning preferences of high school teachers in adult learning environments. All participants completed the Canfield Learning Styles Inventory to provide quantitative data. Members of an executive board completed a focus group questionnaire to provide qualitative data for the study. The study led to a recommendation that developers

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Larney, Redewan. "ABET programmes at community learning centres in the Western Cape." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_6055_1194348734.

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<p>The problem that gave rise to this study was to determine how Adult Basic Education and Training (ABET) was implemented in the Western Cape and to find answers to the question of &quot<br>what exactly is the nature of the relationship between adult education and training&quot<br>?</p>

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Del, Valle Rodrigo. "Online learning learner characteristics and their approaches to managing learning /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3204535.

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Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technology of the School of Education, 2006.<br>Source: Dissertation Abstracts International, Volume: 67-01, Section: A, page: 0152. Adviser: Thomas M. Duffy. "Title from dissertation home page (viewed Jan. 8, 2007)."

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Bloomberg, Linda Dale. "Adult learning and distance education : a case study of a learning community in Jewish higher education /." Ann Arbor, MI : University Microfilms, 2006. http://proquest.umi.com/dissertations/preview/3225119.

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Sliz, Theresa. "Adults' learning strategies in a computer software learning course in a Montreal Anglophone cegep (Quebec)." Sherbrooke : Université de Sherbrooke, 1999.

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Liwen, J. (Jiang). "Adult third culture kids and their intercultural learning and competence." Master's thesis, University of Oulu, 2016. http://urn.fi/URN:NBN:fi:oulu-201606042307.

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Due to globalization, there are more and more families are bringing their children abroad due to different reasons (Cockburn 2002, 475–476). Third culture kids (TCKs) have gradually become well known to people and the society. The aim of this research is to discuss TCKs’ intercultural learning and competence during their significant years of development and what this experience means to them in terms of their educational and career choices. This is a qualitative research based on semi-structured interviews collected from six adult third culture kids (ATCKs). The theoretical framework lies und

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Ip, Chi-fun Louisa. "The influence of DERIVE on adults' learning of mathematics in a distance education programme." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20137382.

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Beauregard, Heidi Lynn. "The Evolution of Adult Literacy Education Policy in the United States and the Erosion of Student-Empowered Learning." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1243868922.

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Taylor, Claire. "Learning through a Foundation Degree." Thesis, University of Nottingham, 2009. http://eprints.nottingham.ac.uk/10875/.

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This research explores the learning experiences of three mature students studying for a Foundation Degree – a two-year qualification, introduced in England and Wales in 2001, that uniquely spans the academic-vocational nexus within higher education. Data collected through interviews and journal entries were used to construct accounts of each of the students’ learning experiences, forming a longitudinal case study that spanned two years. This material is used in three ways to give insight into learning through a Foundation Degree. Firstly, the accounts stand by themselves as detailed descriptio

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Keene, Barbara J. "Supporting e-learning within a social framework." Diss., St. Louis, Mo. : University of Missouri--St. Louis, 2008. http://etd.umsl.edu/r3461.

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Koop, Sandra. "A case study in adult participation in learning /." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59878.

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This case study examines adult participation in learning. Ethnographic methods were employed to document classroom processes and participant perceptions in an adult basic education class. Classroom observations showed that learner participation was for the most part initiated by the teacher rather than by the students. Analysis of the data indicated a close link between the defined teacher and learner roles and the participants' shared perceptions of the teacher as the expert. Analysis also showed that teacher-student interaction was influenced by the teacher's past teaching experience and by

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Roberson, Valerie R. Palmer James C. "Use of adult learning principles by adult basic skills instructors in an urban community college district." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3088031.

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Thesis (Ph. D.)--Illinois State University, 2002.<br>Title from title page screen, viewed December 1, 2005. Dissertation Committee: James C. Palmer (chair), Edward R. Hines, Albert T. Azinger, Mohammed Nur-Awaleh. Includes bibliographical references (leaves 152-164) and abstract. Also available in print.

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Grebner, Leah A. "Learning Style Needs and Effectiveness of Adult Health Literacy Education." Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3617056.

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<p> Low health literacy impacts an individual's ability to comprehend communication from healthcare providers, reduces access to healthcare, and contributes to increased mortality. The purpose of this study was to evaluate the impact of learning style on adult health literacy education. The health belief model, protection motivation theory, the transtheoretical model, and social cognitive theory were used to analyze the data in this study, and to further develop effective health literacy education. The research questions addressed the effectiveness of educational intervention adjusted to their

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Grebner, Leah A. "Learning Style Needs and Effectiveness of Adult Health Literacy Education." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1125.

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Low health literacy impacts an individual's ability to comprehend communication from healthcare providers, reduces access to healthcare, and contributes to increased mortality. The purpose of this study was to evaluate the impact of learning style on adult health literacy education. The health belief model, protection motivation theory, the transtheoretical model, and social cognitive theory were used to analyze the data in this study, and to further develop effective health literacy education. The research questions addressed the effectiveness of educational intervention adjusted to their app

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Dawson, Catherine Elaine. "Learning choices : a grounded theory study of adult returners." Thesis, Sheffield Hallam University, 1999. http://shura.shu.ac.uk/3128/.

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This research is a grounded theory study of the learning choices of adult returners. For the purpose of this research, 'adult returner' has been defined as somebody who left school at the earliest opportunity who, after a period away from formal education, has identified a desire or a need to re-enter the system. Forty-three semi-structured, in-depth interviews and three focus groups have been conducted with a total of 58 adult returners at various stages of the returning process. Some adults had just started to think about returning to education, but had not identified an entry route, whereas

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Eldred, Janine. "Perceptions of success in teaching and learning adult literacy." Thesis, University of Sheffield, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.251320.

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Gilliam, Janice Hoots. "The Impact of Cooperative Learning and Course Learning Environment Factors on Learning Outcomes and Overall Excellence in the Community College Classroom." NCSU, 2002. http://www.lib.ncsu.edu/theses/available/etd-20020104-160957.

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<p>ABSTRACTGILLIAM, JANICE HOOTS. The Impact of Cooperative Learning and Course Learning Environment Factors on Learning Outcomes and Overall Excellence in the Community College Classroom. (Under the direction of Carol E. Kasworm.)This study tested the theory of social interdependence by examining the impact of cooperative learning (CL) in comparison to traditional instructional methods (identified in this study as non-cooperative learning, NCL) on 12 course learning environment factors, learning outcomes, and overall excellence of instruction and courses. It also investigated the relationship

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Elliott, Dennis L. "The teaching styles of adult educators at the Buckeye Leadership Workshop as measured by the Principles of adult learning scale /." Connect to resource, 1996. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1243019948.

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Redman, David J. "Motivation of Adult, Auditioned Community Choirs| Implications toward Lifelong Learning." Thesis, University of South Florida, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10097705.

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<p> Knowledge of motivation factors can assist conductors and music educators at all levels in planning and implementation of musical goals. The purpose of this study was to identify motivational factors to join the choir and maintain membership in the choir as well as the role of stress/anxiety in maintaining choral membership. In addition, the role of musicianship was evaluated in terms of music aptitude and vocal ability. Participants (N=135) from four adult, auditioned community choirs participated in this study. Data was collected using <i>Advanced Measures of Music Audiation, Singing Coa

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