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Journal articles on the topic 'Adult Learning Principles'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

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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2

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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3

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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4

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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7

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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8

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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9

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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Jackson, Hudson N. "Technical training programs and adult learning principles." Performance + Instruction 25, no. 8 (1986): 18–21. http://dx.doi.org/10.1002/pfi.4150250807.

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12

Abeni, El-Amin. "Andragogy: A Theory in Practice in Higher Education." Journal of Research in Higher Education 4, no. 2 (2020): 54–69. http://dx.doi.org/10.24193/jrhe.2020.2.4.

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Adult learning principles develop through an analysis and synthesis of adult education, andragogy, teaching, and learning in higher education. This research investigates foundational assumptions relevant to the field of adult education with a focus on andragogy in higher education. Characteristics of adult learners and principles of adult learning in higher education bear focus through the lens of andragogy. As such, andragogy as the preferred learning style of adults, andragogy vs. pedagogy, and cognitive learning develop relational significance to adult learners in higher education. As a res

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13

Gravani, Maria N. "Adult learning principles in designing learning activities for teacher development." International Journal of Lifelong Education 31, no. 4 (2012): 419–32. http://dx.doi.org/10.1080/02601370.2012.663804.

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Nelson, Fraulein S. "Using Adult Learning Principles for Perioperative Orientation Programs." AORN Journal 70, no. 6 (1999): 1046–58. http://dx.doi.org/10.1016/s0001-2092(06)62211-4.

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Knowles, Malcolm S. "Applying Principles of Adult Learning in Conference Presentations." Adult Learning 4, no. 1 (1992): 11–14. http://dx.doi.org/10.1177/104515959200400105.

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16

MAST, MERLE E., and MARY JOHN VAN ATTA. "APPLYING ADULT LEARNING PRINCIPLES IN INSTRUCTIONAL MODULE DESIGN." Nurse Educator 11, no. 1 (1986): 35. http://dx.doi.org/10.1097/00006223-198601000-00017.

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17

Beard, Christopher B. "Connecting Spiritual Formation and Adult Learning Theory: An Examination of Common Principles." Christian Education Journal: Research on Educational Ministry 14, no. 2 (2017): 247–69. http://dx.doi.org/10.1177/073989131701400202.

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In the realm of Christian education, the topic of adult spiritual formation has been broadly considered from the philosophical, theological, and practical viewpoints in order to aid spiritual formation practitioners in the design and execution of spiritual formation endeavors. Paralleling this body of literature is the vast topic of adult learning theory, examining the various ways adults learn. While the two disciplines seem to have potential commonalities, few works overtly identify them. The purpose of this article is to demonstrate connections between principles of spiritual formation and

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18

Scholl, Deborah. "E-Learning for Home Care Employees Respects Principles of Adult Learning." Home Health Care Management & Practice 19, no. 4 (2007): 300–303. http://dx.doi.org/10.1177/1084822306298909.

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19

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

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Transformative learning refers to the process of transforming frameworks through which adults interpret the experiences, values, feelings, and shape their actions and living conditions, combined with the cultural context in which they are socialized. In this process the adult re-evaluates the experiences he has gained since his childhood, resulting in a new knowledge through critical thinking. Transformative learning is applied to adult education where the aim is to acquire new professional skills based on the needs of learners. The ability to apply distance learning asynchronously releases it

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Trompf, J. P., and P. W. G. Sale. "Adult learning principles embodied in the paired-paddock model." Australian Journal of Experimental Agriculture 41, no. 2 (2001): 195. http://dx.doi.org/10.1071/ea00130.

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A checklist was developed to determine the extent to which different adult learning principles were embodied in the paired-paddock model used in the Triple P Program. A total of 181 producers that were involved in the Triple P Program between 1997 and 1999 completed the checklist at the end of the program. This enabled the relative strengths and weaknesses of the paired-paddock model from an adult learning perspective to be identified. The 15 adult learning principles assessed in the checklist were all operating in the paired-paddock model to varying degrees. The adult learning principles rela

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21

Tough, Allen, and Malcolm S. Knowles. "Andragogy in Action: Applying Modern Principles of Adult Learning." Journal of Higher Education 56, no. 6 (1985): 707. http://dx.doi.org/10.2307/1981081.

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Tough, Allen. "Andragogy in Action: Applying Modern Principles of Adult Learning." Journal of Higher Education 56, no. 6 (1985): 707–9. http://dx.doi.org/10.1080/00221546.1985.11778742.

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23

Duhl Glicken, Anita. "Becoming an Effective Teacher: Applied Principles of Adult Learning." Journal of Veterinary Medical Education 31, no. 3 (2004): 268–72. http://dx.doi.org/10.3138/jvme.31.3.268.

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Bakare, Tewo V. "Factors Affecting the Use of Andragogical Principles in Adult Education Programs in Lagos State, Nigeria." International Journal of Technology and Management Research 4, no. 1 (2020): 23–34. http://dx.doi.org/10.47127/ijtmr.v4i1.73.

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The argument that adults deserve to be treated differently in the teaching/learning milieu has been brought to the forefront by many researchers and adult educators, spearheaded by Malcolm Knowles’ notion of andragogy. Knowles asserted that adults require certain conditions to learn. Generally, literature has also supported the idea that teaching adults should be approached differently from that of adolescents. There are several adult education programs in the Lagos State of Nigeria. This study examined the level of awareness of, and factors that affect the use of andragogical principles in th

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Brown, Virginia. "Infusing Adult Education Principles Into a Health Insurance Literacy Program." Health Promotion Practice 19, no. 2 (2017): 240–45. http://dx.doi.org/10.1177/1524839917700369.

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Health insurance literacy is an emerging concept in the health education and health promotion field. The passage of the Affordable Care Act highlighted the link between health insurance and health outcomes. However, the law does not specifically address how the public should be educated on choosing an appropriate health insurance plan. Research shows adults, regardless of previous health insurance status, are likely confused and uncertain about their selection. The University of Maryland Extension developed and created health insurance Smart Choice Health Insurance™ to reduce confusion and inc

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Schultz, Ulrike, Faryle Nothwehr, Jessica Hanson, Matthew Chrisman, and Heidi Haines. "A nutrition information needs survey among older adults: application of adult learning principles." Quality in Ageing and Older Adults 13, no. 2 (2012): 145–53. http://dx.doi.org/10.1108/14717791211231229.

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27

Page, M. Beth, and Rhonda L. Margolis. "Cocreating Collaborative Leadership Learning Environments: Using Adult Learning Principles and a Coach Approach." New Directions for Adult and Continuing Education 2017, no. 156 (2017): 77–87. http://dx.doi.org/10.1002/ace.20261.

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28

Whitford, Gary S. "Utilizing Adult Learning Principles to Teach Gerontological Social Work Practice." Gerontology & Geriatrics Education 22, no. 1 (2002): 59–72. http://dx.doi.org/10.1300/j021v22n01_05.

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Bryan, Rebecca L., Matthew W. Kreuter, and Ross C. Brownson. "Integrating Adult Learning Principles Into Training for Public Health Practice." Health Promotion Practice 10, no. 4 (2008): 557–63. http://dx.doi.org/10.1177/1524839907308117.

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30

Skiba, Richard. "Incorporating Adult Learning Principles in High-Risk Equipment Operations Training." International Education Studies 13, no. 10 (2020): 60. http://dx.doi.org/10.5539/ies.v13n10p60.

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This paper, primarily based on a literature review, considers the utilization of adult learning principles in training learners to operate high risk equipment. Vocational Education and Training sectors throughout the world are traditionally responsible for training delivery in these areas where generally andragogical principles as defined by Knowles (1970), are applied with, in some cases, application of a heutagogical approach, as outlined by Hase and Kenyon (2000). Aside from considering these approaches, a new approach is proposed, referred to as authology, with a basis of including notions

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31

Beaudin, Bart P., and Richard E. Williams. "Improving human performance: Applying adult learning principles to enhance meetings." Performance + Instruction 19, no. 9 (1990): 7–11. http://dx.doi.org/10.1002/pfi.4160190903.

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32

Beaudin, Bart P., and Richard E. Williams. "Improving human performance: Applying adult learning principles to enhance meetings." Performance + Instruction 29, no. 9 (1990): 7–11. http://dx.doi.org/10.1002/pfi.4160290903.

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33

Shysh, Alexander J. "Adult learning principles: youcan teach an old dog new tricks." Canadian Journal of Anesthesia/Journal canadien d'anesthésie 47, no. 9 (2000): 837–42. http://dx.doi.org/10.1007/bf03019661.

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34

Arghode, Vishal, Earl W. Brieger, and Gary N. McLean. "Adult learning theories: implications for online instruction." European Journal of Training and Development 41, no. 7 (2017): 593–609. http://dx.doi.org/10.1108/ejtd-02-2017-0014.

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Purpose This paper analyzes critically four selected learning theories and their role in online instruction for adults. Design/methodology/approach A literature review was conducted to analyze the theories. Findings The theory comparison revealed that no single theory encompasses the entirety of online instruction for adult learning; each theory explains some portion of adult online learning; theories are contextual; and components of all theories can be utilized to improve online learning. Research limitations/implications Adult learning theories and their roles in shaping online learning and

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35

Khoruzha, L. "ELECTIVITY AS A GUIDING PRINCIPLE OF ADULT EDUCATION." Pedagogical education: theory and practice. Psychology. Pedagogy, no. 35 (2021): 6–11. http://dx.doi.org/10.28925/2311-2409.2021.351.

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The purpose of the article is to analyse the content, features and identify the ways of effective implementation of the principle of electiveness into practice of adult education. The author analyses the main areas of implementation of such a choice by an adult: goals, content, forms and methods, information sources, resources, place, terms of study, etc. The paper examines one of the most important principles of modern adult education — electivity. As a rule, adults have educational experience, as well as working one. Their requests are more specific and pragmatic, hence, the implementation o

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Karakoc, Berna. "Views of Academic Staff in Universities on Lifelong Learning and Adult Education." Asian Journal of Education and Training 7, no. 3 (2021): 195–203. http://dx.doi.org/10.20448/journal.522.2021.73.195.203.

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The general aim of this study is to find out the views of academic staff working at universities on lifelong learning and adult education. While finding out the views of academic staff, the 6 principles of Andragogy Approach, which includes the characteristics of adults about learning, were taken as basis and the professional or personal development trainings academic staff received were analysed separately within the framework of these principles. Interview technique, one of the most frequently used in qualitative research methods, was used in the study. Interviews were made with a total of 2

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37

Harton, R. Michael. "Book Review: Andragogy in Action: Applying Modern Principles of Adult Learning." Review & Expositor 83, no. 2 (1986): 341–42. http://dx.doi.org/10.1177/003463738608300276.

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Mullen, Carol A., Valorie L. Fish, and Janice L. Hutinger. "Mentoring doctoral students through scholastic engagement: adult learning principles in action." Journal of Further and Higher Education 34, no. 2 (2010): 179–97. http://dx.doi.org/10.1080/03098771003695452.

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Conway, Robert, David Kember, Atara Sivan, and May Wu. "Making departmental changes through action research, based on adult learning principles." Higher Education 28, no. 2 (1994): 265–82. http://dx.doi.org/10.1007/bf01383732.

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40

Gardner, Greg, Patrick Sexton, M. Susan Guyer, et al. "Clinical Instruction for Professional Practice." Athletic Training Education Journal 4, no. 1 (2009): 28–31. http://dx.doi.org/10.4085/1947-380x-4.1.28.

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Objective: To present the principles of adult learning and mentoring to help clinical instructors better educate athletic training students (ATSs) during their clinical experiences, with the end result being a better prepared, competent entry-level practitioner. Background: The principles of adult learning must be applied to ATS clinical education in order to develop more task mature and knowledgeable entry-level practitioners. Because clinical instructors are typically educated as clinicians rather than educators, they are generally not well-versed in the principles of adult learning, and gen

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Karapetyan, Mariana. "Creating Contexts for Adult Motivation for Foreign Language Learning and Acquisition." Armenian Folia Anglistika 2, no. 1-2 (2) (2006): 101–5. http://dx.doi.org/10.46991/afa/2006.2.1-2.101.

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While developing foreign language teaching methods for adult students aged 17-20, it is necessary to take into account not only teaching and learning related issues, but also a number of principles which are connected with adult teaching. The article discusses a set of issues connected with foreign language teaching methodology with view of not only the specific features of the foreign language teaching methods for adults but also the theories that attach importance to the factor of emotions in the teaching process. The article attempts to combine a foreign language teaching and learning with

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Palina, А. А., and T. A. Kokhanover. "Issues in developing the learning motivation of adult learners for studying foreign languages." BULLETIN of the L.N. Gumilyov Eurasian National University. PEDAGOGY. PSYCHOLOGY. SOCIOLOGY Series 133, no. 4 (2020): 99–105. http://dx.doi.org/10.32523/2616-6895-2020-133-4-99-105.

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This article highlights issues of formation a motivation to learn foreign languages in adult students. The teaching practice shows that working with students of different ages has its own distinctive features, and teaching adults has its own specifics. This article considers such element of educational activity as motivation, and particularities of its formation namely in adults. It presents the basic learning needs of adults, their requirements for the pedagogical process, as well as possible difficulties in teaching them. It provides the list of conditions and principles necessary for succes

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43

Terenko, Olena. "Technologies of Adult Education: Northern-American Experience." Comparative Professional Pedagogy 9, no. 3 (2019): 44–50. http://dx.doi.org/10.2478/rpp-2019-0028.

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Abstract Factors that influence motivation are split into external and internal. Key peculiarities of adult who learns are found out. A person who studies can trace connection between educational needs and solution of everyday life problems. Basic terms of learning efficiency are: self-orientation and independence. The main principles of adult education are systematized. They are the following: necessity to know, consciousness, willingness to learn, focus on learning, intrinsic motivation, self-orientation, relying on experience, situational, practice-orientation, motivation. The concept “educ

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44

Temitope Eyitayo, Oduronke. "Using Adult Learning Principles as a Framework for Learning ICT Skills Needed for Research Projects." Journal of Information Technology Education: Innovations in Practice 12 (2013): 073–89. http://dx.doi.org/10.28945/1774.

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Sadovets, Olesya. "Formation of foreign communicative competence of adult immigrants in the USA." Comparative Professional Pedagogy 4, no. 1 (2014): 38–44. http://dx.doi.org/10.2478/rpp-2014-0006.

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ABSTRACT The necessity of forming foreign communicative competence of adult immigrants has been substantiated. The topicality of this issue for Ukraine has been defined. The experience of Global Talent Bridge, an initiative of World Education Services that is dedicated to helping skilled immigrants fully utilize their talents and education in the United States, concerning formation of adult immigrants’ communicative competence has been analyzed. It has been defined that their research concerning organization and realization of contextualized education of adult immigrants aimed at the formation

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46

Cronholm, Stefan. "Lifelong Learning: Principles for Designing University Education." Journal of Information Technology Education: Research 20 (2021): 035–60. http://dx.doi.org/10.28945/4686.

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Aim/Purpose: Due to the rapid development of digital technology, create knowledge to support the development of education for lifelong learning. Background: There is a lack of normative and prescriptive support that can guide the development of education concerning lifelong learning. Methodology: Design science research, interviews, grounded theory and root-cause analysis. Contribution: Contribution to practice: A master program in Information Systems that supports lifelong learning. Contribution to theory: Advancements on design knowledge that can guide the development of education programs c

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Blamey, Avril, Jacki Gordon, Kim Newstead, and Jacqueline McDowell. "Strengthening adult community-based cooking skills interventions using realist principles." British Food Journal 119, no. 5 (2017): 1130–46. http://dx.doi.org/10.1108/bfj-09-2016-0432.

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Purpose The purpose of this paper is to present learning on the strategies used by cooking skills practitioners and the programme theories, behaviour change mechanisms/contexts and intended outcomes associated with these in varied contexts. Design/methodology/approach Grey literature from Scottish cooking skills courses were reviewed using realist principles. Intervention implementation variables were identified and iteratively coded to uncover intended intervention strategies and programme theories. The lack of robust evaluation processes and outcome data in the grey literature prevented the

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48

Olson, Debra, Maggie Stedman-Smith, and Ann Fredrickson. "Environmental Health and Nursing: Piloting a Technology-Enhanced Distance Learning Module." AAOHN Journal 53, no. 8 (2005): 353–59. http://dx.doi.org/10.1177/216507990505300807.

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The results of a pilot study evaluating a technology-enhanced distance learning module to impart environmental health core concepts to nurses are presented in this article. The internet-based module was developed for continuing professional education and imparts principles of adult education through interactive features including simulated clinical vignettes, an environmental justice case study, and hyperlinks to websites related to environmental protection and health regulation. Mean gains between pre- and post-tests; participant identification of adult learning principles as advanced by Know

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Karagiorgi, Yiasemina, and Maria Gravani. "Teaching Computers to Adults." International Journal of Digital Literacy and Digital Competence 3, no. 1 (2012): 49–67. http://dx.doi.org/10.4018/jdldc.2012010104.

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Digital literacy for adults has developed into an important dimension of ICT-related policies worldwide. Although research argues that adults need digital skills, limited evidence has been directed to digital literacy teaching approaches for adults and the associated pedagogy. The study explores which core features of effective adult learning were addressed within the context of digital literacy courses offered by the State Institutes of Further Education (SIFE) in Cyprus. Semi-structured interviews conducted with two groups of Greek-Cypriot adults enrolled in these courses indicate that while

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Canipe, James B., and Martha M. Decker. "Kentucky's Moonlight Schools: An Enduring Legacy of Adult Learning Principles and Practice." Adult Learning 15, no. 3-4 (2004): 19–21. http://dx.doi.org/10.1177/104515950401500305.

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