Relevant bibliographies by topics / Adult learning theories

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

Academic literature on the topic 'Adult learning theories'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Adult learning theories"

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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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AlZain, Al Zain. "Theories in Adult Learning and Education." International Journal of Multidisciplinary Perspectives in Higher Education 4, no. 1 (2019): 139–42. http://dx.doi.org/10.32674/jimphe.v4i1.1689.

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Theories in adult learning and education is a book written in a form of study guide. The author divides the book into two parts. Part one describes the theories of learning; its definitions and its implications on adult learning and teaching. Part two focuses on the global trends of adults' participation in learning. The audience of the book are educators who involved in adult teaching and learning at secondary and post-secondary settings. Unlike traditional chapter books, this study guide challenges the reader by providing exercises and tasks. The purpose of the exercises and tasks is to invi
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Babajeva, Ludmila. "CONTEMPORARY THEORIES OF ADULT LEARNING." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (May 9, 2015): 450. http://dx.doi.org/10.17770/sie2012vol1.72.

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<p>Due to the adult learning theory transition from cognitive to comprehensive aspects, this article analyses contemporary theoretical notions about adult’s learning. In order to characterise the modern view on adult, the most recent insights into the education of whole adult person (P. Jarvis), three dimensions of learning (K.Illeris) and the critical theory contribution (S.D. Brookfield) will be discussed. All of mentioned, globally-renowned theorists are of the same opinion and contribute to the general adult learning theory – P. Jarvis pictures the learning process from a viewpoint o
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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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Wickett, Reg. "Adult Learning Theories and Theological Education." Journal of Adult Theological Education 2, no. 2 (2005): 153–61. http://dx.doi.org/10.1558/jate.2005.2.2.153.

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Rogers, Alan. "Theories in adult learning and education." International Review of Education 59, no. 3 (2013): 405–7. http://dx.doi.org/10.1007/s11159-013-9333-9.

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Chen, Joseph C. "Teaching nontraditional adult students: adult learning theories in practice." Teaching in Higher Education 19, no. 4 (2013): 406–18. http://dx.doi.org/10.1080/13562517.2013.860101.

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Halpern, Rebecca, and Chimene Tucker. "Leveraging adult learning theory with online tutorials." Reference Services Review 43, no. 1 (2015): 112–24. http://dx.doi.org/10.1108/rsr-10-2014-0042.

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Purpose – The purpose of this paper is to apply adult-centered learning theories to online information literacy tutorials. Design/methodology/approach – This is a conceptual paper that examines the application of adult learning theories to online information literacy tutorials. The application is supported by examples from the literature of libraries and higher education, and from the writers’ own experiences with designing online tutorials informed by adult learning theories. Findings – As online learners continue to be a growing population on our campuses, and as those online learners contin
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Dauer, Lawrence T. "Facilitating Effective Radiation Safety Workshops: Adult Learning Theories." Health Physics 85 (August 2003): S49—S55. http://dx.doi.org/10.1097/00004032-200308001-00015.

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Shrivastava, Saurabh RamBihariLal, and Prateek Saurabh Shrivastava. "Employing Adult Learning Theories in Designing A Module." Research and Development in Medical Education 6, no. 2 (2017): 64–65. http://dx.doi.org/10.15171/rdme.2017.014.

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Dissertations / Theses on the topic "Adult learning theories"

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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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Anderson, Lindsey M. ""What You Mean Smart?"| The Implicit Theories of Intelligence of Urban Adult Learners with Learning Disabilities." Thesis, The George Washington University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10245664.

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<p> This study was designed to examine the implicit theories of intelligence of adult learners with learning disabilities (LD). It explored how the adult learners thought about intelligence and how they experienced intelligence in their lives both in and out of school. </p><p> Data for the study were collected by interviewing 15 adult learners with learning disabilities. Each adult learner participated in a series of three interviews, each with its own purpose: a focused life history, an examination of recent experiences related to intelligence in school and out of school, and sense-making
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McGuinness, Meghan Ann. "Adult Learning-Focused Professional Development for Dental Hygiene Clinical Instructors." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1907.

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At a dental hygiene program within a community college in New York State, clinical instructors are hired based on their expertise as practitioners. Most clinical instructors lack a background in adult learning theory and practice, which is an issue because their students are adult learners whose average age is 26. The instructors' lack of knowledge in this area challenges their effectiveness. The purpose of this qualitative case study was to explore dental hygiene instructors' views about what kind of professional development offerings related to adult learning might help improve their teachin
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Mkonto, Patricia Nosisana. "The development and evaluation of a learning styles assessment tool for the South African higher education context." Thesis, University of the Western Cape, 2010. http://hdl.handle.net/11394/2563.

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Philosophiae Doctor - PhD<br>A literature study focusing on teaching and learning in higher education in South Africa was conducted. Theories relevant to adult learning were also examined. These included behaviourist, cognitive, humanistic and social learning theories which were found to be relevant for the adult learner. The learning styles, which form the foundation for this study, were explored. Nine learning style theories and instruments were examined for possible adaptation in the South African higher education context. These were: Kolb Learning Style Index, Dunn and Dunn Learning Style
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Ward, Michelle Eluize. "A group dynamics perspective of the experiences of adult learners taking part in a learnership program." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/28975.

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The aim of this study was to explore, from a group dynamics perspective, the adult learners' experiences in a learnership program structured to include employed and unemployed learners. A secondary aim was to develop guidelines for practitioners regarding the implementation of learnerships that are structured to include employed and unemployed learners, taking into account the group dynamics at play. The case study played out within a pharmaceutical distribution company within South Africa. A qualitative, constructivist grounded theory method was used to analyse the data that were collected by
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Vanderbilt, Kathi L. "Online Professional Development: An Analysis of Instructor Beliefs and Instructional Strategies for the Facilitation of Learning with Adult Educators." unrestricted, 2008. http://etd.gsu.edu/theses/available/etd-06082008-150947/.

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Thesis (Ph. D.)--Georgia State University, 2008.<br>Title from file title page. Mary B. Shoffner, committee chair; Wanjira Kinuthia, Nancy J. Brown, Dana L. Fox, committee members. Description based on contents viewed July 14, 2009. Includes bibliographical references (p. 233-256).
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Styles, Delesa Haynes. "A select study of Texas Principal Preparation Programs and their Relationship to Adult Learning and the Professional Leadership Responsibilities of their Graduates." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc33205/.

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The purpose of this study was to examine the relationship between principal preparation programs in Texas and professional leadership practices and responsibilities based on Mid-continent Research for Educational and Learning's (McREL) 21 leadership responsibilities. The study also examined the relationship between Texas principal preparation programs and Knowles's principles of adult learning. Through an online survey, the study solicited practicing principals' perceptions as to whether McREL's 21 leadership responsibilities and Knowles's principles of adult learning were included in their pr
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Kumarasinghe, Sepalika Hylinee. "Trainee's voices : an exploration of the importance of child development, the theories of childhood and play-based learning for any adult who works with young children from birth to preschool years." Thesis, Durham University, 2007. http://etheses.dur.ac.uk/3928/.

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In January 2001, the Singapore Ministry of Education (MOE) and Ministry of Community Development, Youth and Sports (MCYS) jointly set up Pre-School Qualification Accreditation Committee (PQAS) to oversee the standards and quality of pre school teacher training for both kindergarten and Childcare sectors. The MOE and the MCYS introduced an integrated Pre-School Education (PSE) framework for teacher training and accreditation applicable to р re-school personnel. The training route for pre-school teachers came into effect in January 2001. Teacher training and the qualifications offer high leverag
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Chica, Cristiane Henriques Rodrigues. "A formação continuada dos monitores no Programa de inclusão digital AcessaSP." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/27/27154/tde-17112010-130731/.

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Esta dissertação tem o intuito de contribuir para a discussão a respeito da formação continuada presencial e online de profissionais jovens e adultos que trabalham como agentes de inclusão digital, em telecentros públicos de acesso à internet, e contribuir para a formulação de melhores práticas. Para tanto, foi realizada uma investigação do Projeto de Formação Continuada do Programa de Inclusão Digital AcessaSP, que reúne atualmente um mil cento e setenta e dois monitores espalhados por todo o Estado de São Paulo, com o objetivo de analisar os impactos da formação continuada na qualificação de
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Ocampo, Castillo María del Socorro. "Tertulias matemáticas dialógicas para el aprendizaje de las matemáticas en mujeres adultas no escolarizadas y sin titulación académica." Doctoral thesis, Universitat de Barcelona, 2020. http://hdl.handle.net/10803/671602.

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Esta investigación se enmarca en el Objetivo 4 de la agenda internacional para el Desarrollo Sostenible 2030: Garantizar una educación inclusiva, equitativa y de calidad y promover oportunidades de aprendizaje durante toda la vida para todos (ONU, 2020). Las metas y esfuerzos globales que subyacen a este objetivo otorgan especial atención a la inclusión educativa de las mujeres ya que son ellas quienes continúan afrontando mayores barreras de participación y desarrollo derivadas de las múltiples condiciones de desigualdades que persisten. Ante este panorama, la comunidad científica internacion
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Books on the topic "Adult learning theories"

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Slowey, Maria, ed. Comparative Adult Education and Learning. Firenze University Press, 2017. http://dx.doi.org/10.36253/978-88-6453-422-0.

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This volume explores the topics of adult learning and education through the specific lens of comparative research. The book is divided into four chapters comprising two parts: an analytic essay followed by an anthology of readings from a selection of key texts intended to illustrate different perspectives, theories and/or approaches from varying perspectives in different countries. The book represents the second of a series dedicated to adult learning and education and developed within the ESRALE European project. Its companion books are: Empirical Research Methodology in Adult Learning and Ed
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Malinen, Anita. Towards the essence of adult experiential learning: A reading of the theories of Knowles, Kolb, Mezirow, Revans and Schön. University of Jyväskylä, 2000.

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Theories of learning in the workplace: Building blocks for training and professional development programmes. Routledge, 2011.

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Spillett, Carol A. The development of a return to learn course in the context of current adult learning theories. Oxford Brookes University, 1992.

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Self-direction for lifelong learning: A comprehensive guide to theory and practice. Jossey-Bass, 1991.

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King, Kathleen P., and Victor C. X. Wang. Comparative adult education around the globe: International portraits and readings of the history, practice, philosophy, and theories of adult learning = Quan qiu bi jiao cheng ren jiao yu xue : shi jie cheng ren jiao yu de zhe xue, li shi, li lun yu shi jian. Zhejiang University Press, 2007.

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Becoming a critically reflective teacher. Jossey-Bass, 1995.

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Albert, Tuijnman, and Kamp Max van der, eds. Learning across the lifespan: Theories, research, policies. Pergamon, 1992.

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Knud, Illeris, ed. Contemporary theories of learning: Learning theorists -- in their own words. Routledge, 2009.

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Int'l Assn. For Continuing Ed & Training. Connotative Learning: The Trainer's Guide to Learning Theories and Their Practical Application to Training Design. Kendall/Hunt Publishing Company, 2004.

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Book chapters on the topic "Adult learning theories"

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Bierema, Laura L. "Adult Learning Theories and Practices." In Connecting Adult Learning and Knowledge Management. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-29872-2_1.

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Edwards, John S. "Knowledge Management: Theories and Practices." In Connecting Adult Learning and Knowledge Management. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-29872-2_8.

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Knowles, Malcolm S., Elwood F. Holton III, Richard A. Swanson, and Petra A. Robinson. "Theories of learning." In The Adult Learner. Routledge, 2020. http://dx.doi.org/10.4324/9780429299612-6.

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"Theories of Learning." In The Adult Learner. Routledge, 2012. http://dx.doi.org/10.4324/9780080964249-9.

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"Theories of Learning." In The Adult Learner. Routledge, 2005. http://dx.doi.org/10.4324/9780080481913-7.

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"Theories of learning." In The Adult Learner. Routledge, 2014. http://dx.doi.org/10.4324/9781315816951-15.

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"Learning Theories:." In Theories in Adult Learning and Education. Verlag Barbara Budrich, 2011. http://dx.doi.org/10.2307/j.ctvbkjx77.8.

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Merriam, Sharan B. "Adult learning theory." In Contemporary Theories of Learning. Routledge, 2018. http://dx.doi.org/10.4324/9781315147277-6.

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"Adult Learning-related Learning Theories." In Theories in Adult Learning and Education. Verlag Barbara Budrich, 2011. http://dx.doi.org/10.2307/j.ctvbkjx77.7.

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"Introduction to Adult Learning Theories." In Theories in Adult Learning and Education. Verlag Barbara Budrich, 2011. http://dx.doi.org/10.2307/j.ctvbkjx77.5.

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Conference papers on the topic "Adult learning theories"

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Makri, Agoritsa, and Dimitrios Vlachopoulos. "APPLYING ADULT LEARNING THEORIES IN DIGITAL EDUCATIONAL AND TRAINING PROGRAMS." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1783.

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McGovern, Terry. "Exploratory Study: Digital Badging." In InSITE 2020: Informing Science + IT Education Conferences: Online. Informing Science Institute, 2020. http://dx.doi.org/10.28945/4556.

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Aim/Purpose: To inform educational stakeholders about of the emerging digital educational badging technology, the industry, and how it applies to adult learning. Background: An overview of the developing badging system, concepts, key terminology, advantages, challenges, and examples of badge utilization. Methodology: Exploratory study. Contribution: Makes known how the current state of the badging system, its fit with adult learning theories, its features, its issues, and offers avenues for future research. Findings: Digital badges align well with adult learning theories. Badges can improve ad
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Pukhovska, Liudmyla. "Current theories, concepts and models of adult learning in the context of rethinking education." In Comparative and International Education – 2021: Education Innovations in the context of European Integration and Globalisation. Krok, 2021. http://dx.doi.org/10.32405/978-966-97763-9-6-2021-117-119.

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Smirnova, Yana, Aleksandr Mudruk, and Anna Makashova. "Lack of joint attention in preschoolers with different forms of atypical development." In Safety psychology and psychological safety: problems of interaction between theorists and practitioners. «Publishing company «World of science», LLC, 2020. http://dx.doi.org/10.15862/53mnnpk20-29.

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The article analyzes the problem of the deficit of the mechanism of joint attention, which affects the formation of the child's ability to separate intentions as a social foundation for the processes of mastering cognitive functions, using speech and learning. The study is devoted to a comparative analysis of the picture of atypical joint attention in a sample of children with different forms of developmental disabilities. To understand the normative and deficient manifestations of joint attention, a comparative study of a sample of typically developing preschool children with groups of childr
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Kaplan, Dana, and Maya Wizel. ""MIND THE GAP": THE TRANSFORMATIVE LEARNING PROCESS OF SECOND LANGUAGE PRACTITIONERS WHEN BECOMING SCHOLARS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end056.

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This paper is about transformations from knowing to not-knowing and from doing to becoming. The paper’s focus is an ongoing research project on a new Doctorate program in Modern Languages studies (DML) and the process that the students in this program undergo when transitioning from being practitioners to becoming novice scholars. This program is part of a conscious effort to create an academic field whereby scholarly and professional types of knowledge are organically co-produced and this interlaced knowledge is expected to fertilize practitioners’ professional practices. The program’s gradua
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Saade, Raafat, and Dennis Kira. "Computer Anxiety in E-Learning: The Effect of Computer Self-Efficacy." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3386.

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It has been reported that as many as fifty percent of adults, including first-year University students, have some sort of computer-related phobia. This report demonstrates that the use of computers still has some unpleasant side effects despite the Internet boom in the past decade. Past research shows that computer anxiety influences how users perceive ease of use of an information system. However, few have investigated the role of computer self-efficacy in mediating computer anxieties on perceived ease of use. Therefore, in this study we base our contribution on the variables of computer self
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