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Journal articles on the topic 'Adult learning'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

N. Subramanian, N. Subramanian. "Adult Learning Principles." International Journal of Scientific Research 2, no. 2 (2012): 247–48. http://dx.doi.org/10.15373/22778179/feb2013/82.

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Griffin, Virginia. "Learning to Name Our Learning Processes." Canadian Journal for the Study of Adult Education 2, no. 2 (1988): 1–16. http://dx.doi.org/10.56105/cjsae.v2i2.2360.

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What it is like to be an adult learner is suggested in the article as a basic area of inquiry in which teachers of adults should always be engaged, but not alone. What it is like to be a learner is transposed to the question of what learning processes the learner is experiencing. Adult learners have as much at stake in the exploration or inquiry as a teacher; they also are essential partners in the search for understanding, identification, and clarification. Ways to help learners to become co-inquirers, to name their own learning processes, are explored. A rich body of research dealing with le

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Дернова, Майя Григорівна. "КАТЕГОРІЯ ВІДПОВІДАЛЬНОСТІ У МОДЕЛЯХ НАВЧАННЯ ДОРОСЛИХ". Педагогіка та психологія, № 53 (12 липня 2016): 47–57. https://doi.org/10.5281/zenodo.57570.

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Updating responsibility issues in adult learning models is due to the development of the lifelong education concept that guides adults to learn, acquire new skills and competencies, and master new information technologies. This article analyzes the foreign research on responsibility in adult learning and native scientific sources to clarify the essence of the concept of responsibility in the context of adult learning. Researchers put responsibility into one of the most important seats in the self-directed adult learning, where an adult person takes the responsibility not only on the stage of l

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Benjamin, John T. "Adult Learning." Archives of Pediatrics & Adolescent Medicine 160, no. 1 (2006): 106. http://dx.doi.org/10.1001/archpedi.160.1.106-b.

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Abu Hasan, Norraidah, Zawawi Temyati, Mohd Faizal Kamarudin, and Perengki Susanto. "Neo adult learners’ instructional learning model in higher learning education." International Journal on e-Learning and Higher Education 19, no. 3 (2023): 41–48. http://dx.doi.org/10.24191/ijelhe.v19n3.1933.

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Open and Distance Learning (ODL) is important for lifelong learning, allowing adults to acquire new skills, update their knowledge, and stay relevant in an ever-evolving job market. A notable area for improvement is observed in the availability of a comprehensive framework to direct the formulation of Open and Distance Learning (ODL) environments that aptly cater to the requisites of adult learners. There needs to be a comprehensive framework to guide the design of ODL environments that meet the needs of adult learners and which is supported by adult learning theories, online knowledge constru

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‘Aini, Wirdatul. "Adult Self-Concept." Digital Press Social Sciences and Humanities 6 (2020): 00001. http://dx.doi.org/10.29037/digitalpress.46367.

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Adult education is one form of education which is implemented at outside of formal schooling. The targets of adult education implemented at outside of school which is an adult who has experience to attend formal education. The experienced from adult has related to the implementation of education that included an adult who has not received formal education, dropped out from formal school or for those who has never completed formal education, but the adult wants to increase their knowledge, skills and attitude that adult needs in his daily life. Adult education that implemented outside school sh

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А., В. Боярська-Хоменко. "ЗНАЧЕННЯ ГАМБУРЗЬКОЇ ДЕКЛАРАЦІЇ ОСВІТИ ДОРОСЛИХ ДЛЯ КРАЇН ЦЕНТРАЛЬНОЇ ТА СХІДНОЇ ЄВРОПИ". Теорія та методика навчання та виховання, № 42 (13 грудня 2017): 19–27. https://doi.org/10.5281/zenodo.1115430.

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<em>The Hamburg Declaration on Adult Learning was adopted in 1997 and laid the groundwork for the creation of the national educational standart in the field of adult learning organization. The conceptual issues of the declaration actively promoted the cooperation of state authorities, trade unions, non-governmental and civic organizations, ethnic groups in order to create lifelong learning opportunities. The Hamburg Declaration has had a positive impact on the formation and reformation of the normative and legislative framework for adult learning in Central and Eastern European countries. Legi

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GUȚU, Vladimir. "Pecularities of evaluating methodology of learning and education of adults." Acta et commentationes: Științe ale Educației 31, no. 1 (2023): 131–40. http://dx.doi.org/10.36120/2587-3636.v31i1.131-140.

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Adult learning and education can be seen as the fourth pillar of lifelong learning – alongside school education, professional training and higher education. Adult learning and education falls under the general forms of education: formal, non-formal and informal, being predominantly of a non-formal and informal nature. This system allows any adult to develop personal and professional skills, thus becoming an active member of society. The methodological framework for adult learning and education in this system is a main component, but the establishment of a mechanism for evaluating its theoretic

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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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Vimala, Govindaraju. "Review on Adult Learning Theory and Approach." Multicultural Education 7, no. 12 (2021): 364. https://doi.org/10.5281/zenodo.5701054.

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<em>The theory of adult learning and teaching uses skill as a merging perception to relate gaining of knowledge, skills, and attitudes to improved performance. This theory encourages much adult learning as it is a part of constant learning theory that takes place for a lifetime. Adult learning is a lifetime practice whereby knowledge is designed through the transformation of adults' knowledge. The more adult are familiar with this knowledge base, the more effective their training can be, and the more approachable their practice can be to the needs of adult learners. This article presents t

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Babakulova, Dilrabo. "Adult And Child Learning Second Language Differences." American Journal of Applied sciences 03, no. 01 (2021): 38–44. http://dx.doi.org/10.37547/tajas/volume03issue01-08.

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Second Language Acquisition (SLA) is one of the debatable topics regarding to speed and effectiveness in adults or children foreign language learning. There have been several researches to solve the issue; however, the results are different and contradicting. In this research two volunteers participated in three staged survey which showed children’s priority in acquiring foreign language in a short period of time.

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Paterson, Catherine F. "Book Review: Adult Learning, Adult Teaching." British Journal of Occupational Therapy 56, no. 12 (1993): 457. http://dx.doi.org/10.1177/030802269305601212.

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Kasworm, Carol E. "Adult Learning and Adult Education (review)." Review of Higher Education 29, no. 2 (2006): 248–50. http://dx.doi.org/10.1353/rhe.2005.0084.

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Desjardins, Richard, Thomas Lans, and Peer Ederer. "Adult Learning, Adult Skills and Innovation." European Journal of Education 51, no. 2 (2016): 141–45. http://dx.doi.org/10.1111/ejed.12175.

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

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

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Greenberg, Larrie. "Multiplying Adult Learning." Academic Medicine 89, no. 11 (2014): 1431. http://dx.doi.org/10.1097/acm.0000000000000491.

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Aftab, Rabia, and Abrar Anam. "Adult learning disabilities." InnovAiT: Education and inspiration for general practice 12, no. 11 (2019): 651–55. http://dx.doi.org/10.1177/1755738019869377.

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People with a learning disability (LD) find it harder to learn certain life skills. The problems experienced vary from person to person, but may include learning new things, communication, managing money, reading, writing and personal care. Evidence indicates that people with LDs have poorer health than people without a LD, and have differences in health status that are, to an extent, avoidable. The health inequalities faced by people with LDs in the UK usually start early in life, and often result from barriers to access of timely, appropriate and effective healthcare. It is, therefore, essen

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Stuart, Ricky. "INCREASING ADULT LEARNING." Journal of European Industrial Training 12, no. 2 (1988): 29–32. http://dx.doi.org/10.1108/eb014250.

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

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Stuart, Major R. R. "Promoting Adult Learning." PLET: Programmed Learning & Educational Technology 23, no. 3 (1986): 253–58. http://dx.doi.org/10.1080/0033039860230310.

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Brown, F. C. "Adult Learning Disorders." Archives of Clinical Neuropsychology 25, no. 4 (2010): 345–46. http://dx.doi.org/10.1093/arclin/acq021.

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Rivara, Frederick P., and F. Bruder Stapleton. "Adult Learning—Reply." Archives of Pediatrics & Adolescent Medicine 160, no. 1 (2006): 107. http://dx.doi.org/10.1001/archpedi.160.1.107-a.

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23

Simándi, Szilvia. "Lifelong Learning. Online Learning Opportunities." Pedagogika-Pedagogy 96, no. 2 (2024): 234–43. http://dx.doi.org/10.53656/ped2024-2.08.

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The paper relates to the practical implementation of lifelong learning, and more closely to its effect related to subjective quality of life. Learning circles are known platforms of adult learning, and nowadays the main motivation of adults is typically to indulge in a certain topic – based on personal curiosity – in cooperation with others with similar interest. The challenges of the previous time period (Covid pandemic, energy crisis, etc.) more and more increase the value of online learning opportunities and community experiences. In this paper a needs assessment is presented on the interes

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Alamprese, Judith A. "Adult Learning and Education in Digital Environments: Learning From Global Efforts to Promote Digital Literacy and Basic Skills of Vulnerable Populations." Adult Learning 35, no. 2 (2024): 73–81. http://dx.doi.org/10.1177/10451595231204089.

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The pervasive role of digital technologies in adult learning and education (ALE) was a prominent theme throughout the deliberations of the Seventh International Conference on Adult Education (CONFINTEA VII) held June 15-17, 2022 in Morocco. CONFINTEA VII embodied the worldwide interest in digital technologies through the use of a hybrid format with appointed delegates participating both virtually and on site. To highlight the importance of digitalization and digital skills, CONFINTEA VII not only devoted a plenary session to “Adult Learning and Education in Digital Environments,” but discussio

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Polloway, Edward A., J. David Smith, and James R. Patton. "Learning Disabilities: An Adult Development Perspective." Learning Disability Quarterly 11, no. 3 (1988): 265–72. http://dx.doi.org/10.2307/1510771.

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The nature of learning disabilities in adulthood is examined in relation to theoretical models and research related to adult development. This approach is offered as an alternative to the practice of conceptualizing learning disabilities as primarily reflecting the persistence of childhood disorders into adulthood. The basic assumptions of a life span developmental approach are presented, and specific mediating variables influencing adaptation to significant life events are discussed. Recent research on disabled adults is reviewed in terms of its relevance to adult development with an emphasis

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Zemaitaityte, Irena. "LEARNING SOCIETY: HOW DOES OLDER PEOPLE`S LEARNING CONTRIBUTE TO ITS ADVANCEMEN?" SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (July 3, 2023): 266–72. http://dx.doi.org/10.17770/sie2023vol2.7126.

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The article discusses the characteristics of the formation of a learning society and the learning opportunities for older adults. As international documents note, the aim of adult education and lifelong learning is to equip adults of all ages with the necessary skills to exercise and realize their rights and control their destinies. It promotes the personal and professional development of adults, the increased involvement of adults in the creation of learning communities and sustainable environments. Adult education is therefore becoming a crucial tool for reducing poverty, improving health an

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

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

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Gunišová, Denisa. "Learning Strategies Facilitating the Processes of Language Learning in Adult Education." International Journal on Language, Literature and Culture in Education 3, no. 2 (2016): 24–32. http://dx.doi.org/10.1515/llce-2016-0008.

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AbstractThe issue of learning must be based on the latest knowledge of various sciences and also respond to the needs of society. The meaning of life of adults lies in satisfying their needs as well as their self-realization in personal and career direction. In this paper, we focus on the issue of adult language education. Success in acquiring foreign language skills of adults depends on several factors, the level of cognitive functions is different from children, and therefore it is necessary to respect this fact when teaching adults. The way to succeed in this is to teach how to search for i

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Ideharmida, Dilla, Solfema, and Irmawita. "Pembelajaran Membaca Al-Quran Bagi Orang Dewasa (Studi Kasus Pada Kelas Talaqqi Dasar dan Talaqqi Plus di Lembaga Pendidikan Al-Quran Ash Habul Quran Kota Payakumbuh)." Jurnal SPEKTRUM PLS 1, no. 1 (2018): 22–31. https://doi.org/10.5281/zenodo.1186401.

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This research is motivated by the uniqueness of an institution that caters to the learning needs of adults through learning programs to read Al-Quran. The goal is to describe adult learning activities related to (1) learning reasons, (2) learning objectives, (3) participants 'efforts in understanding lessons, (4) institutional efforts in meeting participants learning needs, (5) learning atmosphere, (6) ) and learning methods. This research uses qualitative research method of case study type. Selection of data sources using snowball sampling technique. Data collection techniques used observ

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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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Erdei, Gábor. "From Knowledge-Driven to Learning- Driven -The Importance of Workplace Learning." Studies in Educational Management 10 (November 23, 2021): 34–47. https://doi.org/10.32038/sem.2021.10.03.

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Workplace learning is not only essential for the operation and development of the knowledge economy, but also an important factor in lifelong learning. Moreover, it is one of the most emphasized areas of adult learning. In recent decades, we have also witnessed the fact that school‐based education and training lose their importance while individual learning becomes the dominant knowledge acquisition process and activity in adulthood. Our qualitative research is based on interviews with 23 IT companies operating in Hungary. This sector was chosen because the IT field belongs to the knowledge‐in

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Akpomuje, Paul Young. "Learning in Museums and Art Galleries in Nigeria: Exploring Arts-Based Adult Learning through Collections." Collections: A Journal for Museum and Archives Professionals 15, no. 1 (2019): 42–61. http://dx.doi.org/10.1177/1550190619832379.

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The importance of arts-based adult education in today’s culturally diverse world cannot be overemphasized. Arts-based adult learning provides some of the important cultural contexts for informal learning. Other forms of adult learning—formal and nonformal—have also been immensely enriched by this form of adult education. Museums and art galleries are at the heart of arts-based learning. Whereas learning in the museum has gained attention in western climes, adult education researchers in Nigeria are yet to focus attention on this area of research. The aim of this study was to explore how collec

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Henschke, John A. "Book Review: Adult Education and Adult Learning." Adult Education Quarterly 56, no. 1 (2005): 68–70. http://dx.doi.org/10.1177/0741713605280170.

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Kang, Dae Joong. "Book Review: Adult Education and Adult Learning." Journal of Transformative Education 4, no. 1 (2006): 85–90. http://dx.doi.org/10.1177/1541344605282420.

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Ionela, Roxana Urea, and Cora Pirvu Cristina. "THE IMPACT OF THE TRAINER' COMMUNICATIONAL STYLE ON ADULT LEARNERS 'LEARNING STYLES." International Journal of Research -GRANTHAALAYAH 8, no. 5 (2020): 139–45. https://doi.org/10.29121/granthaalayah.v8.i5.2020.110.

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Today, it is clear to everyone that regardless of the studies completed, the process of continuous improvement is necessary depending on the field in which they work. Each country has designed specific strategies in the field of adult education, as part of lifelong learning. Our research had the aim to highlight, beyond the type of training program for adults, the relationship between the communication style of trainers involved in adult education and the learning style of adult learners. In our research we used: a) the “Questionnaire S.C. (Analysis of Communication Style) b) the Romania

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Martin, Alec. "Continuous learning partnership." Education + Training 27, no. 5 (1985): 132–34. http://dx.doi.org/10.1108/eb017135.

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The consultative paper Towards an Adult Training Strategy, published by the Manpower Services Commission in 1983, explicitly recognised and sought to foster wider appreciation of the need for systematic continuous learning throughout adult life. Adults will come from four decades; from various backgrounds of culture and language; from work, leisure and unemployment. If the opportunities of this situation are seized, a massive commitment will have been made to the development of the learning society. Inevitably this will mean commitment to the Open Society which, as Karl Popper long ago pointed

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Anisenko, Olena, and Valentina Pryanitska. "PECULIARITIES OF TEACHING ENGLISH TO ADULTS." Scientific Journal of Polonia University 62, no. 1 (2024): 28–32. http://dx.doi.org/10.23856/6203.

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Teaching English to adults presents a unique and captivating challenge distinct from instructing children or teenagers. Adults bring diverse backgrounds, motivations, and learning styles to language acquisition, making it essential for educators to adapt their approaches. Motivation is a key factor in adult learning, with adults often choosing to learn English for specific reasons such as career advancement or travel. While many adults urgently need English for international communication, they may face challenges due to prior unsuccessful learning experiences. The concept of "andragogy" empha

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MacPhail, Scott, and Leona English. "Adult Literacy in Nova Scotia: A Critical Examination of Policies and their Effects." Canadian Journal for the Study of Adult Education 25, no. 2 (2013): 1–16. http://dx.doi.org/10.56105/cjsae.v25i2.1123.

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The purpose of this research is to examine the current adult literacy policies and practices in Nova Scotia and how they affect the learning journey of adult students in this province. Particular attention is paid to the provincial government’s involvement, especially through the Nova Scotia Adult Learning Act. The authors use case studies (composites) to analyze three categories of adult participants: adults who seek literacy training, adults with basic literacy abilities who are unskilled and rely on government support, adults who are underemployed and seeking a possible career change. Using

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Cotruta, Dionisie. "Defining aspects of adult motivation for learning in the context of lifelong learning." Studia Universitatis Moldaviae. Seria Științe ale Educației, no. 9(179) (February 2025): 199–203. https://doi.org/10.59295/sum9(176)2024_28.

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Motivation has been considered from the perspective of psychodynamic orientation as a stimulation and discharge of energy; associated from the behaviourist approach to a stimulus, as a learned reaction; seen as a psychological factor influencing behaviour. Motivation as an influencing factor in lifelong learning tendencies and as a landmark in the lifelong learning process is gaining momentum in today’s society, becoming increasingly common among both researchers and educational institutions. While the education of school pupils has long been the main focus of educational institutions, the imp

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Matorevhu, Alois. "Teacher educators’ nature of understanding of adult learning theories application in pre-service teachers’ classes." Electronic Journal of Education, Social Economics and Technology 3, no. 1 (2022): 24–32. http://dx.doi.org/10.33122/ejeset.v3i1.50.

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Research publications show that they are many different theories which explain how adults learn, but none of them individually fully explains what happens when adults learn, hence cannot be applied universally. Each theory has its own merits and demerits, therefore to maximise learning, a combination of theories should be used. Adult teacher educators’ familiarity with this knowledge base of adult learning improves effectiveness in meeting adult learner needs, since implementation of the most effective ways for adult learning is made possible. The current study sought to find out the nature of

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Olena, Samodumska. "Systematization of adult education centres as providers of non-formal learning in Ukraine." ScienceRise: Pedagogical Education, no. 4(31) (July 31, 2019): 36–40. https://doi.org/10.15587/2519-4984.2019.176303.

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The process of adult learning in non-formal education is an organized activity of andragogues and adults who study, according to informal educational programs, in conditions of free choice, for achievement of personal and professional educational goals, determined by adults. This process is provided by providers of non-formal educational services, including a variety of companies, organizations, institutions or individuals that provide these services to the target audience of the adult population. Adult education centers in Ukraine today are such providers that are developing rapidly. The arti

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Oyigbo, Dorida Nneka, K. Chukwuemeka Obetta, Chinasa M. Ugwunnadi, J. O. Acha, Onyinyechi E. Okoye, and B. N. Onah. "Integrating Creativity in the Facilitation of Adult Learning through Analytic and Synthetic Methods: Study of Adult Basic Literacy Education Program in Enugu State, Nigeria." Global Journal of Health Science 12, no. 12 (2020): 70. http://dx.doi.org/10.5539/gjhs.v12n12p70.

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Adult basic literacy education program requires the integration of creativity into learning activities to increase the rate of adult learning in adult basic literacy education program. The study assessed the extent of integrating creativity in facilitating adult learners in adult basic literacy education program. The study adopted a descriptive survey design. The instrument titled, Integrating Creativity in the Facilitation of Adult Learning through Analytic and Synthetic Methods Questionnaire was administered to 880 adult education administrators, adult literacy facilitators and adult learner

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Stafeckis, Gatis, and Velta Lubkina. "ADULT LEARNING AND SOCIALIZATION PROCESSES: RTA EXPERIENCE." Education Reform: Education Content Research and Implementation Problems 1 (June 16, 2020): 56. http://dx.doi.org/10.17770/er2020.1.5193.

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ERASMUS+ Strategic Partnership project Adult Self-Learning: Supporting Autonomy in a Technology-Mediated Environment/ ASL (Ref. No. 2019-1-TR01-KA204-076875) co-funded by the Erasmus+ programme, Key Action 2: Cooperation for innovation and the exchange of good practices – Strategic Partnerships for adult education. The project aims at teaching learners to acquire new skills and competences using learning innovative practices and digital technologies as well as developing a functioning collaborative learning environment to help them identify skills gaps and needs and to collaborate locally and

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Németh, Balázs. "Learning Cities in Progress." Andragoška spoznanja 26, no. 1 (2020): 67–84. http://dx.doi.org/10.4312/as.26.1.67-84.

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This paper analyses the influence of the rise and development of learning cities and regions in adult education research work. Comparative adult education research has got great potential to investigate the concrete mechanism of learning city-region constructions and to analyse the changing nature and structures of learning city-region models. Therefore, the paper tries to underline the impact of some relevant theoretical focuses and related models perspectives and limitations to comparative adult education research work since it is important to examine how learning city-region collaborations

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Novhorodskyi, R., T. Koval, Maxim Vorona, and Adrian Szala. "MOTIVES FOR ADULT LEARNING." Research Notes, no. 4 (December 21, 2020): 33–41. http://dx.doi.org/10.31654/2663-4902-2020-pp-4-33-41.

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Taylor, F. John, Richard Edwards, Ann Hanson, et al. "Boundaries of Adult Learning." British Journal of Educational Studies 44, no. 4 (1996): 465. http://dx.doi.org/10.2307/3121928.

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Gyamfi, Gerald Dapaah, Dominic Nti Buabeng, Joshua Ofori Essiam, and Paul Coonley Boateng. "Exploring Adult-Learning Pathways." International Journal of Adult Education and Technology 13, no. 1 (2022): 1–13. http://dx.doi.org/10.4018/ijaet.296395.

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The challenges of the 21st century and the advancement in technology in this era require continuous lifelong learning for social development and career advancement. This study explores pathways for adult learning to enhance the growth and development of people at work. The team of researchers used qualitative methods and the phenomenological approach to explore the avenues for adult learning. The findings revealed that the pathways for adult learning involve the use of experiential education, student internship programs, outdoor learning, and other approaches to lifelong adult learning. Moreov

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Henschke, John A. "Organized for Adult Learning." Adult Learning 9, no. 1 (1997): 4–7. http://dx.doi.org/10.1177/104515959700900101.

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Ashton, Sam. "Authenticity in adult learning." International Journal of Lifelong Education 29, no. 1 (2010): 3–19. http://dx.doi.org/10.1080/02601370903475602.

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Leigh, K. "Adult Learning at Explora." Public Policy & Aging Report 17, no. 1 (2007): 25–26. http://dx.doi.org/10.1093/ppar/17.1.25.

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