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Relevant bibliographies by topics / Adult learning / Dissertations / Theses

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Dissertations / Theses on the topic 'Adult learning'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Wilson, Clive Antonio. "A comparative study of the historical development of andragogy and the formation of its scientific foundation in Germany and the United States of America, 1833-1999 /." Free full text is available to ORU patrons only; click to view:, 2003. http://wwwlib.umi.com/cr/oru/fullcit?p3122575.

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Flexner, Paul Arthur. "Facilitating adult jewish learning /." Access Digital Full Text version, 1995. http://pocketknowledge.tc.columbia.edu/home.php/bybib/12126640.

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Thesis (Ed.d.)--Teachers College, Columbia University, 1995.<br>Includes tables. Typescript; issued also on microfilm. Sponsor: Philip A. Fey. Dissertation Committee: Kathleen A. Loughlin. Includes bibliographical references (leaves 296-304).

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3

Shepherd, Mark Stephen. "Recognizing adult learning disabilities." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/3029.

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The purpose of this project was to develop aids and strategies for identifying and assisting adult students with learning disabilities. Using the Diagnostic and Statistical Manual of the American Psychiatric Association (DSM-IV 1994). The project addresses specific descriptions for identifying traits, behaviors, and characteristics in the recognition of: dyslexia; color blindness, tic disorders, Tourette's syndrome, scotopic sensitivity syndrome, behavior disorders, attention deficit disorder (ADD), attention deficit/hyperactivity disorder (ADHD), aphasic disorders, and autistic disorders.

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4

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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5

Ruhnau, Kurt. "An analysis of learning outcomes of adult students learning styles versus teaching styles /." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006ruhnauk.pdf.

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6

Campbell, Katherine. "Learning to play Scots fiddle : an adult learning perspective." Thesis, University of Edinburgh, 1999. http://hdl.handle.net/1842/30415.

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This thesis examines how adults learn to play Scots fiddle. It focuses on a group of adults who are members of an intermediate-standard fiddle class in the city of Edinburgh, Scotland. The class is part of the wider contemporary phenomenon in Scotland whereby traditional music is being taught on the fiddle and other instruments in evening classes, workshops and residential courses. Although the current investigation is located within the field of ethnomusicology, insights are also drawn from modern adult learning theory. A review of related literature reveals that, hitherto, studies which have

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Cann, Roger James. "Everyday learning gap filling : a process of adult learning." Thesis, University of Southampton, 1998. https://eprints.soton.ac.uk/378847/.

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8

Purdy, Martha Leete. "Adult Experience of Learning From Novels." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/40505.

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The Adult Experience Of Learning From NovelsNovel readers may not necessarily read with the primary intention of learning from their novels, but it is known that learning is frequently an outcome. Literature on novels describe their content as both factual and philosophical opportunities to learn but do not describe them in terms of adult learning theory. A study by Radway (1984) found that readers of formula romance have complex learning outcomes from their reading but this was related to literature on novels rather than adult learning theory.Conversely, although learning is a known outcome o

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Dladla, Siphiwe Nonhlanhla. "Experiences and perceptions of adult learners at public adult learning centres." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/40439.

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The main objective of this research was to explore the experiences and perceptions of adult learners at Public Adult Learning Centres. A total number of eighteen adult learners from three Public Adult Learning Centres in Nkomazi East Circuit at Ehlanzeni District participated in the study. The study was qualitative in nature using the interpretive paradigm. Data was collected through focus group interviews, individual interviews and observation. The study revealed that adult learners have mixed feelings and opinions regarding their experiences at Public Adult Learning Centres. Results i

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10

Luscinski, Autumn. "Best Practices in Adult Online Learning." Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10608529.

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<p> Students in the United States are obtaining more college degrees than ever before. In 1975, 21.9% of Americans held bachelor’s degrees, and in 2012, 33.5% of Americans held bachelor’s degrees (Rampell, 2013). A study in 2011 indicated that Americans possessing a bachelor’s degree earn approximately $2.27 million, those with master’s degrees earn $2.67 million and those with doctoral degrees earn $3.65 million over their adult lifetime, dwarfing those with some college, who earn $1.55 million, or no college, who earn $1.30 million (Burnsed, 2011). </p><p> Unfortuna

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Hood, Garfield Kevin. "Spirituality in the adult learning quest." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ60394.pdf.

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12

Yackley, Luke E. "Storytelling a key to adult learning /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 88 p, 2007. http://proquest.umi.com/pqdlink?did=1251904051&Fmt=7&clientId=79356&RQT=309&VName=PQD.

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13

Chapman, Hoult Elizabeth. "Representations of resilience in adult learning." Thesis, Canterbury Christ Church University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.509648.

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14

Watson, Victoria Frances. "Adult learning in art appreciation classes." Thesis, University of Nottingham, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.411545.

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Pratt, Sarah. "Implicit spatial learning in adult humans." Thesis, University of Southampton, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310559.

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16

Boshier, Peter James. "Perceptions of quality in adult learning." Thesis, University College London (University of London), 2004. http://discovery.ucl.ac.uk/10020462/.

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Hitchcock, Melanie J. "Adult learning and naval leadership training." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2004. http://library.nps.navy.mil/uhtbin/hyperion/04Jun%5FHitchcock.pdf.

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18

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

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

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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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21

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

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

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22

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

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

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Farrington-Lynch, Valisa. "Learning Strategies and Coping Mechanisms of Older Adults with Low-Level Literacy Skills." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/89430.

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Limited literacy remains a prevailing issue among older adult populations. This qualitative study sought to answer the following research questions: How do older adults with limited literacy skills navigate and learn to navigate their daily lives in an advanced literate community such as the United States? What types of informal learning strategies and coping mechanisms have been used by these adults, and what perceived barriers and hindrances have participants faced and are facing in their lives? The study included the interviews, data collection and analysis of five women and two men, age

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Welch, James Simon. "Development and Preliminary Validation of the Adult Learning Experiences Scale for Adults with Language-Related Learning difficulties." Thesis, Griffith University, 2012. http://hdl.handle.net/10072/367405.

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The nature and impact of psychosocial issues experienced by adults with LD is not a well-researched area. Within the existing literature, several studies have highlighted the enduring emotional and social effects of LD in adulthood, including low self-esteem, reduced self-efficacy and interpersonal difficulties. However, there are various methodological issues that affect the conclusions that can be drawn from these studies, which limits the knowledge base and practical application of findings in this area. Currently, there is no measure that has been specifically designed and validated to ass

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

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

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Strang, Alison Bridget. "A model of learning : an investigation of technicians' approaches to open learning." Thesis, University College London (University of London), 1990. http://discovery.ucl.ac.uk/10018494/.

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The work arose from an applied research project commissioned by the Manpower Services Commission. The aim of the project was to produce guidelines for effective learning in the Open Tech, based on a thoroughly researched understanding of open learning at technician level. A review of the literature led to the proposal that the research should examine technicians' experiences of learning from a phenomenological perspective, with particular attention to the intentions and meanings underlying their approaches. In response to this proposal, a metatheory was formulated to establish the assumptions

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27

Kaiser, Robert Cresswell. "Adult Learning: Evaluation of Preferences for Technology and Learning Sources for Workplace Learning." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc955033/.

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The purpose of this research was to provide an initial investigation of the preferences for both technology and learning sources that are available today in the modern workplace at a large financial institution with a national presence in the USA. In addition to the preferences of the participants, the research includes insights about the culture of the learning organization by using the Dimension of Learning Organization Questionnaire (DLOQ) and two preference surveys. The research methods used in this study are categorized as mixed methods and include both quantitative and qualitative met

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Wällstedt, Liliana. "Adults´ Learning." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32950.

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Adults are constituting an ever increasing, often integral part, of todays’ learners, from elementary level to higher education. Their life situations are different from the traditional learners’ in many ways. The aim of this literature study was to identify, describe and categorise factors related to learning and teaching that supports or impede learning and that may be important for teachers of adults to know. The study resulted in four main themes into which found categories were subordinated. These themes were social learning environment, the supporting and motivating role of the teacher,

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Mathikithela, Maite Sara. "Towards effective programmes for the mentally disabled adults at Reakgona Adult Learning Centre." Thesis, University of Limpopo (Turfloop Campus), 2009. http://hdl.handle.net/10386/856.

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Thesis (M.ED. (Adult Education)) --University of Limpopo, 2009<br>This report describes the research carried out at Reakgona Adult Learning Centre at Seshego, which is 11 km North-West of Polokwane, the capital city of Limpopo province. The main aim of the study was to investigate the effectiveness of programmes designed for the mentally disabled adults. For me to achieve the outlined aim, I formulated the following research question: • How do programmes designed for the mentally disabled adults benefit them in their everyday lives? In an attempt to answer the above question I decided t

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Du, Wenchong. "Associative implicit learning in adult dyslexic readers." Thesis, University of Strathclyde, 2013. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=20828.

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This thesis examined associative implicit learning in dyslexic young adults. Dyslexic adults' associative implicit learning has been examined from three perspectives: what, when, and how. More specifically, it has been investigated if dyslexics have deficit in learning more complex knowledge, such as longer chunks or abstract knowledge (i.e., 'what'); if learning occurs at different stages in dyslexics compared to non-dyslexics (i.e., when); how dyslexics learn, and especially the role of both implicit and explicit processes (i.e., 'how'). The empirical findings from 9 experiments in 5 studies

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

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

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Ison, William T. (William Travis). "Prediction of Achievement Scores for Adult Learners Using the Productivity Environmental Preference Survey (PEPS): an Exploratory Study." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc279302/.

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This study attempted to determine, given an individual's learning environment preference as determined by Alone/Peer Oriented scale of the Productivity Environmental Preference Survey (PEPS), if achievement scores could be predicted when given either an individual or a peer-group teaching environment. Participants were graduate students (n = 18) enrolled in a graduate course.

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Regan, Jeanette. "The dance of learning on encounters in adult second-language learning." Bern Berlin Bruxelles Frankfurt, M. New York, NY Oxford Wien Lang, 2008. http://d-nb.info/996091572/04.

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Ierna, Adrian. "Entering the adult world : the experiences of young adults with learning disabilities of social support during the transition into adult services." Thesis, University of Leicester, 2014. http://hdl.handle.net/2381/28796.

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The transition into adulthood has been identified as a key life event for people with learning disabilities, entailing the departure of services which are well known and entry into unfamiliar systems. Social support has been conceived as having a stress buffering role. It has also been contended that social support is itself important to the mental health of people. It was hypothesised that the role of social support in the transition period would be important, particularly as the transition process itself may change the structure of the support network around the individual. Traditional conce

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

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36

Pitt, Robert Michael. "Journeys into lifelong learning : experiences of adult learners returning to formal learning." Thesis, University of the West of England, Bristol, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.444529.

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37

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

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

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38

Tucker, Gail L. "Significant learning experiences of adult learners with ADHD." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0025/MQ62159.pdf.

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Glaser, Rollin. "Facilitating adult learning in semi-autonomous work groups /." Access Digital Full Text version, 1992. http://pocketknowledge.tc.columbia.edu/home.php/bybib/1106268x.

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Thesis (Ed.D.)--Teachers Colloge, Columbia University, 1992.<br>Includes tables. Typescript; issued also on microfilm. Sponsor: Jack Mezirow. Dissertation Committee: Elizabeth Kassl. Includes bibliographical references (leaves 338-355).

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Clowater, Lois Ilene. "Significant learning experiences of adult learners with ADHD." Thesis, University of New Brunswick, 1997. http://hdl.handle.net/1882/730.

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

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

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42

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

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

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Goldspink, Sally. "A phenomenological exploration of adult, asynchronous distance learning." Thesis, Anglia Ruskin University, 2017. https://arro.anglia.ac.uk/id/eprint/703124/1/Goldspink_2017.PDF.

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This practitioner-led study explores the subjective experience of distance learning. The ability of this mode of education to offer deep learning opportunities is questioned in the academic literature; an impression compounded by the gap between contemporary notions of transformational learning and organisationally led appraisals of distance learning. Therefore, this research is distinct because investigative attention is placed on person-centred understandings of distance learning alumni. To address the research question, the qualitative methodology of Interpretative Phenomenological Analysis

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Krasniuk, S. O. "Adult learning technologies in the European Union countries." Thesis, Київський національний університет технологій та дизайну, 2018. https://er.knutd.edu.ua/handle/123456789/10707.

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Goldspink, Sally. "A phenomenological exploration of adult, asynchronous distance learning." Thesis, Anglia Ruskin University, 2017. http://arro.anglia.ac.uk/703124/.

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This practitioner-led study explores the subjective experience of distance learning. The ability of this mode of education to offer deep learning opportunities is questioned in the academic literature; an impression compounded by the gap between contemporary notions of transformational learning and organisationally led appraisals of distance learning. Therefore, this research is distinct because investigative attention is placed on person-centred understandings of distance learning alumni. To address the research question, the qualitative methodology of Interpretative Phenomenological Analysis

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

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

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Adams-Gardner, Myrtle Grace. "Psychosocial barriers to participation in adult learning and education: Applying a psychosocial Interaction model." University of the Western Cape, 2018. http://hdl.handle.net/11394/6555.

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Magister Educationis (Adult Learning and Global Change) - MEd(AL)<br>Adult learners’ perception of factors that are internal to their perceived control of their lives can be challenging to overcome when making a decision to participate in learning. There are complex relationships between psychological, and social barriers to participation in adult learning. Psychosocial barriers can deter adults’ participation in learning programmes. Understanding the nature of such barriers can enable policymakers, educators and adult learners create strategies to reduce such barriers in order to increase adu

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

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

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

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

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Carpenter, Christine. "The experience of spinal cord injury as transformative learning." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/30422.

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The purpose of this study is to explore individual conceptions of the experience of traumatic spinal cord injury from the perspective of adult learning. A qualitative research approach was chosen as the most appropriate to explore these meanings. The methodology for this study was both descriptive and interpretive. Data collection took the form of semi-structured in-depth interviews. The research was essentially exploratory. Commonalities of meaning attributed to the injury were revealed through analysis of the data and grouped into three thematic categories; rediscovery of self, redefining di

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