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Journal articles on the topic 'Adult learning theories'

Author: Grafiati

Published: 4 June 2021

Last updated: 2 February 2022

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1

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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McVey, Michael. "Learning and teaching in adult education: Contemporary theories." International Review of Education 58, no. 4 (2012): 575–76. http://dx.doi.org/10.1007/s11159-012-9306-4.

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Brieger, Earl, Vishal Arghode, and Gary McLean. "Connecting theory and practice: reviewing six learning theories to inform online instruction." European Journal of Training and Development 44, no. 4/5 (2020): 321–39. http://dx.doi.org/10.1108/ejtd-07-2019-0116.

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Purpose The purpose of this paper is to analyze six learning theories, beyond those presented in an earlier article by the authors, and discuss their relevance and application in online instruction. Design/methodology/approach The following databases were used to review the literature on adult learning theories: Academic Search Premier, ERIC and ProQuest. The following key search terms were used in the search process: online instruction, cognitivism, connectivism, heutagogy, social learning theory, transformative learning theory and Vygotsky’s zone of proximal development. The titles of the id

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Bordonaro, Karen. "Adult education and academic libraries." Information and Learning Science 119, no. 7/8 (2018): 422–31. http://dx.doi.org/10.1108/ils-04-2018-0030.

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Purpose The purpose of this paper is to offer practicing academic librarians an overview of adult education theories as a way to more deeply understand and further foster adult learning in academic libraries. Design/methodology/approach This paper is a literature review. Findings This review introduces academic librarians to a range of specific adult education learning theories; it offers examples of academic library users engaging in these types of adult learning; it considers how academic libraries can further foster adult learning; and it identifies major characteristics of adult learners.

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Amstutz, Donna D. "Adult Learning: Moving Toward More Inclusive Theories and Practices." New Directions for Adult and Continuing Education 1999, no. 82 (1999): 19–32. http://dx.doi.org/10.1002/ace.8202.

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Mukhalalati, Banan Abdulrzaq, and Andrea Taylor. "Adult Learning Theories in Context: A Quick Guide for Healthcare Professional Educators." Journal of Medical Education and Curricular Development 6 (January 2019): 238212051984033. http://dx.doi.org/10.1177/2382120519840332.

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Background: Adult learning theories play a pivotal role in the design and implementation of education programs, including healthcare professional programs. There is a variation in the use of theories in healthcare professional education programs and this is may be in part due to a lack of understanding of the range of learning theories available and paucity of specific, in-context examples, to help educators in considering alternative theories relevant to their teaching setting. This article seeks to synthesize key learning theories applicable in the learning and teaching of healthcare profess

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Bordonaro, Karen. "Adult learning theories and autoethnography: Informing the practice of information literacy." IFLA Journal 46, no. 2 (2019): 163–71. http://dx.doi.org/10.1177/0340035219874046.

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The learning theories of self-directed learning and lifelong learning can inform the practice of information literacy in higher education for adult learners. These theories lend themselves to the use of autoethnography, a research methodology that relies on the exploration of lived experiences through reflexivity informed by theory. In conducting an autoethnography on information literacy, its practice appears as both a singular and a collective activity. Multiple ramifications for practice come from this exploration. These ramifications include considerations of choices, barriers, conducive l

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Imel, Susan, and Elizabeth J. Tisdell. "The relationship between theories about groups and adult learning groups." New Directions for Adult and Continuing Education 1996, no. 71 (1996): 15–24. http://dx.doi.org/10.1002/ace.36719967104.

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Hutchins, Holly M., and Laura Bierema. "Media analysis as critical reflexology in exploring adult learning theories." New Horizons in Adult Education and Human Resource Development 25, no. 1 (2013): 56–69. http://dx.doi.org/10.1002/nha.20008.

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Kuk, Hye-Su, and John D. Holst. "A Dissection of Experiential Learning Theory: Alternative Approaches to Reflection." Adult Learning 29, no. 4 (2018): 150–57. http://dx.doi.org/10.1177/1045159518779138.

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The concept of reflection is central to theories of experiential learning common in the field of adult education. In this article, we expand upon the work of Michelson on the dualistic split between experience and knowing inherent in the field’s most common conceptualizations of reflection. We develop alternative approaches to reflection drawing from feminist standpoint theory and theories of embodied knowing. We identify and discuss how each alternative approach points to different positioning of the concept of reflection in experiential learning. We highlight how the alternative positioning

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Sandlin, Jennifer A., Robin Redmon Wright, and Carolyn Clark. "Reexamining Theories of Adult Learning and Adult Development Through the Lenses of Public Pedagogy." Adult Education Quarterly 63, no. 1 (2011): 3–23. http://dx.doi.org/10.1177/0741713611415836.

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Minter, Robert L. "The Learning Theory Jungle." Journal of College Teaching & Learning (TLC) 8, no. 6 (2011): 7. http://dx.doi.org/10.19030/tlc.v8i6.4278.

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This paper explores the myriad of pedagogical and andragogical issues facing university educators in the student learning process, and focuses on how the proliferation of learning theories do not all apply to the adult learner.

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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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Rieger, Gil. "Conceptualizing Success And Performance for Adult Learners: Merging the Contexts of Adult Education and Professional Training." Journal of Pedagogy and Psychology "Signum Temporis" 9, no. 1 (2017): 57–62. http://dx.doi.org/10.1515/sigtem-2017-0004.

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Abstract This article examines the concepts of learning performance and learning success within the context of adult learners. The focus is on how these concepts have been defined in the literature, as they are anchored in different didactic theories and how they can effectively be applied to learning contexts with adults. Due to the divergent approaches and definitions in the literature, this article compares, categorizes and merges the literature, providing an overview and recommendations for practice. The overview refers to a critical examination of constructivism based approaches compared

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Shaw-Raudoy, Katie, and Catherine McGregor. "CO-LEARNING IN YOUTH-ADULT EMANCIPATORY PARTNERSHIPS: THE WAY FORWARD?" International Journal of Child, Youth and Family Studies 4, no. 3.1 (2013): 391. http://dx.doi.org/10.18357/ijcyfs43.1201312621.

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Youth engagement continues to be a priority issues for Canadian governments and policy-makers. The focus on young people often negates the critical role that adults play in the process and implementation of youth engagement activities. The following article examines the evolution of youth engagement in Canada, and identifies the key theories and ways of thinking about involving youth that currently guide the field. The article attempts to examine how well-meaning adults concerned with genuine youth engagement re-imagine the possibilities of youth-adult engagement by exploring the ideas of adul

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Kjellström, Sofia, and Ann-Christine Andersson. "Applying adult development theories to improvement science." International Journal of Health Care Quality Assurance 30, no. 7 (2017): 617–27. http://dx.doi.org/10.1108/ijhcqa-09-2016-0124.

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Purpose The purpose of this paper is to address how adult development (AD) theories can contribute to quality improvement (QI). Design/methodology/approach A theoretical analysis and discussion on how personal development empirical findings can relate to QI and Deming’s four improvement knowledge domains. Findings AD research shows that professionals have qualitatively diverse ways of meaning-making and ways to approach possibilities in improvement efforts. Therefore, professionals with more complex meaning-making capacities are needed to create successful transformational changes and learning

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Kurnia, Rieswan Pangawira. "A Case for Mezirow’s Transformative Learning." Diligentia: Journal of Theology and Christian Education 3, no. 1 (2021): 73. http://dx.doi.org/10.19166/dil.v3i1.2945.

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<p>Jack Mezirow’s transformative learning theory is one of the most referenced adult education theories. In his theories, transformative learning is the process of effecting change in a frame of reference, using structures of assumption to understand our experiences. Transformative learners move toward a frame of reference with more inclusive self-reflection and more integration of experience. Adult educators should help students become aware and critical of assumptions, their own, and others’. As adult learners, we should be part of transformative learning by being critical with our fra

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Carter, Christy S., Lauren B. Solberg, and Laurence M. Solberg. "Applying theories of adult learning in developing online programs in gerontology." Journal of Adult and Continuing Education 23, no. 2 (2017): 197–205. http://dx.doi.org/10.1177/1477971417721718.

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The Department of Aging and Geriatric Research at the University of Florida College of Medicine has established online education programs to provide healthcare professionals with advanced training in the field of gerontology to establish proficiency in providing quality care to older individuals. A major barrier to creating our online education programs was the challenge of transitioning our faculty from a traditional face-to-face learning environment to an online platform. A current trend in this type of professional development is to treat the faculty themselves as adult learners. Meyer has

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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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Taylor, David C. M., and Hossam Hamdy. "Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83." Medical Teacher 35, no. 11 (2013): e1561-e1572. http://dx.doi.org/10.3109/0142159x.2013.828153.

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Dimou, Helen, and Achilles Kameas. "Quality assurance model for digital adult education materials." Quality Assurance in Education 24, no. 4 (2016): 562–85. http://dx.doi.org/10.1108/qae-03-2015-0008.

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Purpose This paper aims to present a model for the quality assurance of digital educational material that is appropriate for adult education. The proposed model adopts the software quality standard ISO/IEC 9126 and takes into account adult learning theories, Bloom’s taxonomy of learning objectives and two instructional design models: Kolb’s model (the learning cycle) and Gagne, Briggs and Wager’s model. Design/methodology/approach The structure of this paper is as follows: in the second section, the theory of “the learning cycle of Kolb” is discussed. The third section discusses the model of G

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Marzano, Gilberto, Velta Lubkina, and Luis Ochoa Siguencia. "KEY ISSUES IN ADULT NON FORMAL PARTICIPATORY E-LEARNING." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 4 (May 26, 2016): 69. http://dx.doi.org/10.17770/sie2016vol4.1540.

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This paper is concerned with participatory learning, and focuses on the issues that can arise in the application of participatory approaches in e-learning-based adult non-formal education programmes. It analyses the assumptions on which participatory learning theories lie, and discusses the current portability of participatory adult learning practices to an on-line environment. Some key issues in adult non-formal participatory e-learning will be presented, taking into account the available literature and the first results of EScAlADE, an EU funded project started at the end of 2015, which focu

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Han, SoongHee. "Editorial: Building Theories on Adult Education and Lifelong Learning in East Asia." Asia Pacific Education Review 18, no. 2 (2017): 159–62. http://dx.doi.org/10.1007/s12564-017-9480-y.

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Fazekas, Judit, Andrew Jessop, Julian Pine, and Caroline Rowland. "Do children learn from their prediction mistakes? A registered report evaluating error-based theories of language acquisition." Royal Society Open Science 7, no. 11 (2020): 180877. http://dx.doi.org/10.1098/rsos.180877.

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Error-based theories of language acquisition suggest that children, like adults, continuously make and evaluate predictions in order to reach an adult-like state of language use. However, while these theories have become extremely influential, their central claim—that unpredictable input leads to higher rates of lasting change in linguistic representations—has scarcely been tested. We designed a prime surprisal-based intervention study to assess this claim. As predicted, both 5- to 6-year-old children ( n = 72) and adults ( n = 72) showed a pre- to post-test shift towards producing the dative

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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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Wilson, Stefanie D. "Implementing Co-Creation And Multiple Intelligence Practices To Transform The Classroom Experience." Contemporary Issues in Education Research (CIER) 11, no. 4 (2018): 127–32. http://dx.doi.org/10.19030/cier.v11i4.10206.

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Co-creating with a diverse population of learners to enhance their educational experience requires apt skills, namely, multiple intelligence practices. Through the lens of adult learning theories to include multiple intelligences developed by Harvard psychologist Howard Gardner, this empirical research study of a classroom scenario examines the relationship between co-creating and multiple intelligences leadership practices and presents examples of positive effects of co-creating and multiple intelligence practices that have transformed the classroom experience. This article integrates the bro

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Schenck, Andrew. "Building a Model of Employee Training through Holistic Analysis of Biological, Psychological, and Sociocultural Factors." International Journal of Adult Vocational Education and Technology 6, no. 3 (2015): 1–15. http://dx.doi.org/10.4018/ijavet.2015070101.

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While theories of adult learning and motivation are often framed as being either biological, psychological, or sociocultural, they represent a more complex, integral process. To gain a more holistic perspective of this process, a study was designed to concurrently investigate relationships between a biological factor (age), psychological factors (motivation for training, perceived work limitations), and sociocultural factors (occupation, purpose of training, and work habits). The Assessment of Adult Literacy (NAAL) was used to elicit information about these factors in regards to work training.

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Coutts, Leah. "Selecting motivating repertoire for adult piano students: A transformative pedagogical approach." British Journal of Music Education 35, no. 3 (2018): 285–99. http://dx.doi.org/10.1017/s0265051718000074.

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Selecting repertoire that adult piano students find motivating and musically satisfying is more complex than simply finding pieces that are aurally pleasing. Drawing on theories of motivation, adult learning and transformative pedagogy, this practitioner-based study describes how the author learned to involve her students in the selection process, to align repertoire with their tastes and goals, and to understand the impact of students’ values, expectations and perceptions of learning on their engagement with repertoire learned. It is hoped that the experiences and theories shared herein inspi

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Lyle, Ellyn. "Lessons From the Field: Creating Sustainable Engagement in Organizational Learning." LEARNing Landscapes 5, no. 2 (2012): 181–96. http://dx.doi.org/10.36510/learnland.v5i2.560.

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The philosophies of Join-Up with horses extend to inform theories of learner engagement. Drawing from these theories, and theories in adult education, I discuss paths to creating sustainable engagement of learners within industry-based education initiatives. Embracing a reflexive narrative approach, I consider the efforts of two large organizations to establish and grow learning cultures. Critically deconstructing these applied learning practices, and their successes and failures, reinforces my assumption that deep communication, trustful interaction, and choice are integral to the creation of

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Hundermark, Genevieve. "How does learning keep a small company afloat?" Information Management and Business Review 6, no. 3 (2014): 156–67. http://dx.doi.org/10.22610/imbr.v6i3.1111.

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Small and medium enterprises in South Africa experience one of the highest failure rates in the world with approximately 90% failing in their first ten years, suggesting that few are sustainable entities. In order to be sustainable, organisations should be learning ones. Sengeâ€™s (1990) ground-breaking model of a learning organisation, previously researched in large global companies, was used as the basis of researching a small company in South Africa. The study explored whether by being a learning organisation, the company could sustain itself. Sengeâ€™s model includes five disciplines, with

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Shirley, Sandra, and Ronald Stampfl. "The Discipline of Hospital Development: A Conceptual Framework Incorporating Marketing, Managerial, Consumer Behavior, and Adult Learning Theories." Journal of Transplant Coordination 7, no. 4 (1997): 205–10. http://dx.doi.org/10.1177/090591999700700410.

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The purpose of this explanatory and prescriptive article is to identify interdisciplinary theories used by hospital development to direct its practice. The article explores, explains, and applies theories and principles from behavioral, social, and managerial disciplines. Learning, motivational, organizational, marketing, and attitudinal theories are incorporated and transformed into the fundamental components of a conceptual framework that provides an overview of the practice of hospital development. How this discipline incorporates these theories to design, explain, and prescribe the focus o

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Grell, Petra. "Book Review: Learning and Teaching in Adult Education: Contemporary Theories by Pätzold, H." Adult Education Quarterly 63, no. 4 (2013): 390–92. http://dx.doi.org/10.1177/0741713612474785.

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Roumell, Elizabeth Anne. "Priming Adult Learners for Learning Transfer: Beyond Content and Delivery." Adult Learning 30, no. 1 (2018): 15–22. http://dx.doi.org/10.1177/1045159518791281.

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In adult education, we have skilled instructional designers, expertise in structuring learning events and delivering content, and we have robust learning theories to draw from, and yet the effective transfer of learning still seems elusive. Recent literature reviews on learning transfer indicate that a large percentage of adult learning does not successfully transfer. The research also suggests transfer needs to be supported at the individual, instructional, and organizational levels. Conventional educational practices often do not provide sufficient scaffolding and social learning to promote

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Malek, Sharafat, and Md Humayun Kabir Talukder. "‘Adult Learning Theories’ & its Application in the Re-accreditation Journey of Physician Migrants: A Review." Bangladesh Journal of Medical Education 9, no. 2 (2018): 27–31. http://dx.doi.org/10.3329/bjme.v9i2.39003.

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Literature on learning among immigrant adults is limited.1, 2 Published literatures directly concerning the socio-cultural educational experiences of permanent resident international medical graduates (PRIMGs) at their post-migration adaptive period is even more limited.3 In order to properly understand the post-migrational re-qualifying experiences of PRIMGs; it was felt important to study and incorporate educational theories. This paper has focused on examining some of the adult learning theories that underpin PRIMGs' accreditation experiences in developed English-speaking countries i.e. Aus

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Ju, Boreum. "The roles of the psychology, systems and economic theories in human resource development." European Journal of Training and Development 43, no. 1/2 (2019): 132–52. http://dx.doi.org/10.1108/ejtd-02-2018-0020.

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PurposeThe purpose of this study was to explore the foundational theories in human resource development (HRD) by reviewing the literature from an HRD perspective. The following research questions guide the study: What are the core theories related to adult and professional education, organizational development and strategic HRD? What are the conceptual frameworks associated with adult and professional education, organizational development and strategic HRD? How have these theories and conceptual frameworks applied the research and practice of HRD?Design/methodology/approachThis study reviewed

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Smythe, Suzanne. "Adult Learning in the Control Society: Digital Era Governance, Literacies of Control, and the Work of Adult Educators." Adult Education Quarterly 68, no. 3 (2018): 197–214. http://dx.doi.org/10.1177/0741713618766645.

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This article reports on a study of adult literacy and learning in a public computing center where people contend with the new literacy demands of online government and other automated technologies. The study asks, (1) What literacy and learning practices are associated with digital governance? (2) What pedagogies support people to navigate digital government and automated technologies? (3) What are the broader implications of digital government for the work of adult educators? Bringing together sociomaterial theories of learning and methodologies of ethnographic case study, the study maps the

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Kaiper, Anna. "Differing perspectives on adult education and language learning: Human capital, empowerment, and poststructural theories." New Horizons in Adult Education and Human Resource Development 29, no. 1 (2017): 39–45. http://dx.doi.org/10.1002/nha3.20170.

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Coutts, Leah. "Empowering students to take ownership of their learning: Lessons from one piano teacher’s experiences with transformative pedagogy." International Journal of Music Education 37, no. 3 (2019): 493–507. http://dx.doi.org/10.1177/0255761418810287.

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As the number of adults seeking to learn the piano increases, so too does the need for piano teachers to understand how to better facilitate their learning. Self-direction is an oft-cited requirement of adult learning, but one that is often absent from piano studios. This practitioner-based research investigates the role of the teacher in fostering and supporting self-direction, empowering adult piano students to take ownership of their learning. It offers pedagogical insights into the author’s experiences within her own piano studio and details the practical application of theories and strate

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Doherty-Restrepo, Jennifer L., Brian J. Hughes, Gianluca Del Rossi, and William A. Pitney. "Evaluation Models for Continuing Education Program Efficacy: How Does Athletic Training Continuing Education Measure Up?" Athletic Training Education Journal 4, no. 3 (2009): 117–24. http://dx.doi.org/10.4085/1947-380x-4.3.117.

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Objective: Although continuing education is required for athletic trainers (AT) to maintain their Board of Certification credential, little is known regarding its efficacy for advancing knowledge and improving patient care. Continuing professional education (CPE) is designed to provide professionals with important practical learning opportunities. The purpose of our literature review is to provide ATs with an understanding of the primary evaluation models for CPE programs and identify how athletic training compares to the current models. We then explicate how adult learning theories can influe

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Šijaković, Tanja, and Šefika Alibabić. "Učenje odraslih u kontekstu pripravničko-mentorske prakse." Obrazovanje odraslih/Adult Education, no. 1 2019 (2019): 79–96. http://dx.doi.org/10.53617/issn2744-2047.2019.19.1.79.

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The education community expects and understands the positive inﬂuence of mentors on young teachers and their understanding of their own roles in education, but questions about what mentors and trainees should do, what they really do, and what in the context of their individual and joint activities they learn - are open and very inspiring for researches. Encouraged by theoretical analyses and mentoring research as an adult learning process, and by our own professional curiosity aimed at discovering the ways in which the learning process is understood and interpreted by teachers - trainees and m

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Bojāre, Ināra, and Astrīda Skrinda. "Transformation of the System of Values of Autonomous Learning for English Acquisition in Blended E-Studies for Adults: A Holistic Fractal Model." Journal of Teacher Education for Sustainability 18, no. 2 (2016): 119–34. http://dx.doi.org/10.1515/jtes-2016-0019.

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Abstract The present study is aimed at creating a holistic fractal model (HFM) of autonomous learning for English acquisition in a blended environment of e-studies in adult nonformal education on the basis of the theories and paradigms of philosophy, psychology and education for sustainable development to promote the development of adult learners’ experiences of English acquisition. Thus, the present research attempts to find out how autonomous learning influences transformation of the system of values and integration in the learning environment. The research is based on the holistic paradigm

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