Relevant bibliographies by topics / Adult Learning Principles

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Adult Learning Principles'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Adult Learning Principles"

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

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JENSEN, A. L. "Principles of adult learning: the learning process." Revue Scientifique et Technique de l'OIE 28, no. 2 (2009): 831–37. http://dx.doi.org/10.20506/rst.28.2.1925.

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Conner, Laneshia R., Sonyia Richardson, and April L. Murphy. "Teaching Note: Using Adult Learning Principles for Evidence-Based Learning in a BSW Research Course." Journal of Baccalaureate Social Work 23, no. 1 (2018): 355–65. http://dx.doi.org/10.18084/1084-7219.23.1.355.

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Many social work students report experiencing feelings of anxiety and reluctance to engage in independent research. This article offers a framework for integrating adult learning principles into an undergraduate social work research course. We delineate the six principles of adult learning and describe course activities that facilitate this learning process. For each principle, we discuss implications for the classroom and related learning tasks. Using adult learning principles challenges and extends what is known about integrating the experience of adult learners in conjunction with improving
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Joughin, Gordon. "Cognitive style and adult learning principles." International Journal of Lifelong Education 11, no. 1 (1992): 3–14. http://dx.doi.org/10.1080/0260137920110102.

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Palis, AnaG, and PeterA Quiros. "Adult learning principles and presentation pearls." Middle East African Journal of Ophthalmology 21, no. 2 (2014): 114. http://dx.doi.org/10.4103/0974-9233.129748.

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Kasworm, Carol E., and Catherine A. Marienau. "Principles for Assessment of Adult Learning." New Directions for Adult and Continuing Education 1997, no. 75 (1997): 5–16. http://dx.doi.org/10.1002/ace.7501.

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Brueggeman, Paul. "Applying Adult Learning Principles to Supervision." Seminars in Hearing 27, no. 2 (2006): 086–91. http://dx.doi.org/10.1055/s-2006-939445.

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Liepa, Diāna, and Ausma Špona. "Pedagogical Principles of Foreign Language Studies." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (May 9, 2015): 331. http://dx.doi.org/10.17770/sie2012vol1.54.

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<p>Adult learners’ study process is affected by former life’s experiences: memories, various events, relations and former study habits etc. Adult learning that is based on adults‘ own initiative and responsibility have been defined in several ways: self-directed learning, self-planned studying, self-studying, independent studies, autonomous studying, autodidactics as well as open learning. Aim of the study: to propose pedagogical principles of foreign language studies. Materials and methods: analysis of scientific and methodological literature, modelling, observation, Methods of data pro
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Grissom, Beverly McMurtry. "Fostering Adult Learning Principles for Your Staff." Adult Learning 4, no. 1 (1992): 15–17. http://dx.doi.org/10.1177/104515959200400106.

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Dissertations / Theses on the topic "Adult Learning Principles"

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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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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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Werth, Eric Paul. "Problem-Based Learning in Police Academies adult learning principles utilized by police trainers /." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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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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Trivette, Carol M. "How to Support Parents and Professionals in Early Intervention: Principles of Adult Learning." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4452.

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Young children with disabilities have better outcomes when their families and caregivers receive the necessary resources and supports to implement high quality practices. This session will set the framework for how adults learn and how they can learn to implement new practices and modify current ones to have the greatest impact on young children. In this 90 minute interactive webinar session participants will: Discover a systematic way to develop and present new information to effect change in practice, whether in “coaching” sessions with families or professional development sessions with co
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Mitchell, Wendy E. "The application of adult learning principles to the redesign of a post-diploma program." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ57440.pdf.

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Lubin, Melissa Maybury. "Coaching the Adult Learner: A Framework for Engaging the Principles and Processes of Andragogy for Best Practices in Coaching." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/22017.

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Coaching is an actionable way for adults to learn. For purposes of this study, learning was conceptualized  by UNESCO\'s five pillars of learning to know, do, live together, be, and learning to transform oneself and society. The practice of coaching was defined as a social enterprise where, through a process of inquiry and reflection, coaches help coachees achieve their personal and professional goals through learning, self-awareness and behavior change. <br />As an application of learning for adults, coaching may be considered a reflection of andragogy "the art and science of helping adults l
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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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Elliott, Dennis L. "The teaching styles of adult educators at the buckeye leadership workshop as measured by the principles of adult learning scale." The Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1153344917.

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Bosworth, Kendra, and n/a. "ACT infromation technology and adult education : a case study of the extent to which adult learning principles are incorporated into information technology adult education and training in the Australian Capital Territory." University of Canberra. Education, 1995. http://erl.canberra.edu.au./public/adt-AUC20060608.155019.

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This study explores the implementation of adult learning principles in information technology adult education and training in the Australian Capital Territory, Australia. A set of adult learning principles is examined and interpreted with reference to supporting and contradicting theorists. The development of these theories is also explored in order to determine the changes in perspectives since 1900. Five of Canberra's information technology adult education and training providers were analysed. Surveys were distributed to trainers and students of these providers. These surveys requested respo
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Books on the topic "Adult Learning Principles"

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Fisher, Sharon G. Adult learning principles workshop. HRD Press, 1997.

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Prior learning assessment: Principles. Hurtubise HMH, 1995.

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Isenberg, Susan Kay. Applying andragogical principles to Internet learning. Cambria Press, 2007.

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Workplace learning: Principles and practice. Krieger Pub., 2007.

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Brookfield, Stephen. Understanding and facilitating adult learning: A comprehensive analysis of principles and effective practices. Open University Press, 1994.

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Understanding and facilitating adult learning: A comprehensive analysis of principles and effective practices. Open University Press, 1986.

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Understanding and facilitating adult learning: A comprehensive analysis of principles and effective practices. Jossey-Bass, 1986.

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Keirns, Johanna L. Designs for self-instruction: Principles, processes, issues. VIP Graphics, 1998.

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Colletti, Anthony B. Teaching methods and applied techniques: A self-directed learning approach to principles and practice for excellence in the art of teaching and adult learning. Keystone Publications, 1987.

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Keirns, Johanna L. Designs for self-instruction: Principles, processes and issues in developing self-directed learning. Allyn and Bacon, 1999.

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Book chapters on the topic "Adult Learning Principles"

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Reinders, Hayo, and Marilyn Lewis. "Principles of Adult Learning." In Facilitating Workshops. Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-30421-6_5.

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Stone, Clare. "Embedding the Principles of Adult Learning." In Transformative Learning for Social Work. Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-54236-6_3.

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Kaplan, Jonathan. "Applying Adult Cooperative Learning Underpinning Principles to Learning with Social Media." In Communications in Computer and Information Science. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-22629-3_8.

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Baran, Jolanta, Tamara Cierpiałowska, and Ewa Dyduch. "Traditional Teaching–Learning Process in the Class of Polish School Through Lens of UDL Approach." In Inclusive Learning and Educational Equity. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80658-3_4.

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AbstractEducation researchers have long advocated modifications to the teaching–learning process in order to make the school a more inclusive space and conducive to individual and group development of students with diverse (including special) educational needs. This is to develop competences, skills and values that will allow students to better prepare for adult life in a rapidly changing world. This demand is not new and is not only a demand but refers to reforming the education process. In Poland, for many years the schools have been undergoing dynamic changes in many different dimensions, partly because of facilitating students with special needs. In the considerations of education researchers, as well as in the daily educational practice of teachers, the question arises as to what should be done to optimise the teaching–learning process and how. One possible idea for such optimisation is to implement the Universal Design for Learning (UDL) approach. The purpose of this chapter is to seek an answer to the question of to what extent the reality of the Polish schools corresponds to the principles of the UDL. An analysis of the traditional learning process through the UDL lens has identified those areas in which UDL approach solutions are provided and also where it is worthwhile to implement them.
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"Adult Learning Principles." In The New Roadmap for Creating Online Courses. Cambridge University Press, 2020. http://dx.doi.org/10.1017/9781108766890.004.

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Montuoro, Jaime. "Principles of Adult Learning." In Preceptor Central. The American Pharmacists Association, 2021. http://dx.doi.org/10.21019/preceptor.2021.1001.7.

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Fordham, Paul, Geoff Poulton, and Lawrence Randle. "Alternative Strategies and Working Principles." In Learning Networks in Adult Education. Routledge, 2018. http://dx.doi.org/10.4324/9780429447013-10.

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Sheckley, Barry G., and Victor Saliterman. "Adult Learning Principles and Pension Participant Behavior." In Pension Design and Structure. Oxford University Press, 2004. http://dx.doi.org/10.1093/0199273391.003.0012.

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Thomas, Matthew J. W. "Adult Learning Principles and Non-Technical Skills." In Training and Assessing Non-Technical Skills. CRC Press, 2017. http://dx.doi.org/10.1201/9781315550336-3.

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Jerram, Cate. "Applying Adult Education Principles to an Undergraduate Subject." In Authentic Learning Environments in Higher Education. IGI Global, 2006. http://dx.doi.org/10.4018/978-1-59140-594-8.ch009.

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This chapter is a presentation of an adult educator’s experience in teaching computer mediated communication to undergraduate students. An “adult learner” profile is presented and compared to classroom experiences of undergraduate learners. The chapter discusses the application of adult education principles to the reshaping and new delivery and assessment of the subject. It outlines the fundamental changes wrought in the subject to meet adult education standards and approaches, including course program goals, learning outcomes, delivery format, method, and assessment activities. The specific methods applied and the student responses and some startling results are described and discussed. The account does not present a structured research project, and offers no empirical evidence, but is rather a presentation of an experience in “best practice,” applying adult education principles of authentic learning to an undergraduate class, and depicting results that challenge a need to research potential for change in undergraduate subject delivery.
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Conference papers on the topic "Adult Learning Principles"

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Palalas, Agnieszka, and Norine Wark. "Design Principles for an Adult Literacy Mobile Learning Solution." In mLearn 2017: 16th World Conference on Mobile and Contextual Learning. ACM, 2017. http://dx.doi.org/10.1145/3136907.3136934.

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Cedere, Dagnija, Rita Birzina, Tamara Pigozne, and Elena Vasilevskaya. "HOW TO MAKE LEARNING IN STEM MEANIGFUL FOR THE MILLENNIUM GENERATION." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.41.

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The education of today more and more encounters the teaching and learning problems of young adults therefore it is topical to find out how to make the teaching/learning of the Millennium generation meaningful. This issue is especially important in STEM education. The survey involved Grade 10-12 students of Latvia, in total 256 students. Spearman’s correlations and Kruskal-Wallis test were used in the data analysis. The obtained results showed that students- millennials as regards the learning of STEM subjects can be described as real-life oriented, digitally educated who want to participate ac
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