Relevant bibliographies by topics / Knowles’ Adult Learning Theory

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

Academic literature on the topic 'Knowles’ Adult Learning Theory'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Knowles’ Adult Learning Theory"

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Tennant, Mark. "An evaluation of Knowles’ theory of adult learning." International Journal of Lifelong Education 5, no. 2 (1986): 113–22. http://dx.doi.org/10.1080/0260137860050203.

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Bagaskara, Roy. "REORIENTATION OF ANDRAGOGY THEORY IN THE LEARNING PROCESS." JURNAL PENDIDIKAN ROKANIA 4, no. 3 (2019): 315. http://dx.doi.org/10.37728/jpr.v4i3.241.

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The purpose of writing this article is to reintroduce the concept of adult learning (andragogy). Because basically learning adults with children is different. It is said by adults, when physically, biologically, and psychologically mature. The method of writing this article uses the literature study method. Knowles explained that andragogy is an art of teaching for adults. According to Knowles there are four main assumptions that distinguish between andragogy and pedagogy, namely: self-concept, experience, readiness for learning, and orientation towards learning activities. The application int
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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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Clapper, Timothy C. "Beyond Knowles: What Those Conducting Simulation Need to Know About Adult Learning Theory." Clinical Simulation in Nursing 6, no. 1 (2010): e7-e14. http://dx.doi.org/10.1016/j.ecns.2009.07.003.

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Han, Pi-Chi, and John A. Henschke. "Cross-Cultural Learning and Mentoring." International Journal of Adult Vocational Education and Technology 3, no. 3 (2012): 26–36. http://dx.doi.org/10.4018/javet.2012070103.

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Dr. Malcolm Shepherd Knowles popularized andragogy as the theory of adult learning and was referred to as the Father of Adult Education in the United States (US). As his doctoral students, the authors had extensive personal contacts with him. This paper utilizes the method of autoethnography to explore how cross-cultural learning and cross-cultural mentoring facilitate transformative learning with the development of intercultural competencies for sojourners when they interact with a significant human being in cross-cultural settings.
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Aljohani, Obaidalah H., and Sarah M. Alajlan. "Motivating Adult Learners to Learn at Adult-Education Schools in Saudi Arabia." Adult Learning 31, no. 4 (2020): 150–60. http://dx.doi.org/10.1177/1045159519899655.

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This study’s main purpose was to identify adult learners’ motivation to pursue learning at Saudi Arabia’s Yanbu adult-education schools. The study also investigates if there is a difference by gender, by age, and among learners in terms of their internal and external motivation to learn. The study’s theoretical framework came from Knowles’ theory of andragogy. A survey consisting of a self-administered questionnaire was used. The study population included all adult learners ( n = 463) at the Yanbu adult-education schools in Saudi Arabia. The results revealed the importance of the five motivato
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Mukan, Nataliya, Olena Barabash, and Maria Busko. "The Analysis Of Adult Immigrants’ Learning System In Canada." Comparative Professional Pedagogy 5, no. 2 (2015): 20–24. http://dx.doi.org/10.1515/rpp-2015-0035.

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AbstractIn the article the problem of adult immigrants’ learning in Canada has been studied. The main objectives of the article are defined as: analysis of scientific and pedagogical literature which highlights different aspects of the research problem; analysis of the adult immigrants’ learning system in Canada; and the perspectives for creative implementation of Canadian experience in Ukraine.Adult education and learning throughout the world have been studied by foreign and domestic scientists: fundamentals of lifelong education (O. Martirosyan), theory and practice of adult education (V. Ho
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Torrisi-Steele, Geraldine, and Guido Carim Jr. "An Adult-Learner Approach to the Learning Design of Safety Management System Training in Aviation." International Journal of Adult Vocational Education and Technology 10, no. 3 (2019): 39–53. http://dx.doi.org/10.4018/ijavet.2019070103.

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The goal of training is to improve employee performance, and ultimately support organizational success. However, training does not always effectively transfer to workplaces to positively affect work practices, particularly because of disconnect between behaviourist approaches and contemporary work arrangements. The transfer of training to the workplace remains problematic. The present article is motivated by the need to challenge the status quo of training design and draw greater attention to learning design, beyond the confines of behaviourism. The aim of the article is to provoke critical di
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Charungkaittikul, Suwithida, and John A. Henschke. "Applying Andragogical Concepts in Creating a Sustainable Lifelong Learning Society." International Journal of Adult Vocational Education and Technology 8, no. 4 (2017): 38–51. http://dx.doi.org/10.4018/ijavet.2017100104.

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Today, the world is changing, re-establishing the role of education to have a developed society. This article aims to explore the practical application of Andragogy as a key element for creating a sustainable lifelong learning society, to propose strategies for developing a lifelong learning society using andragogical concepts, to enhance ‘andragogy' as a scientific academic discipline and to expand on the horizon of andragogical assumptions and processes put forth by Malcolm Knowles. The literature on andragogy demonstrates the need to consider the future of andragogy, which may strengthen th
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Mitchell, Marion L., and Mary Courtney. "Improving transfer from the intensive care unit: The development, implementation and evaluation of a brochure based on Knowles' Adult Learning Theory." International Journal of Nursing Practice 11, no. 6 (2005): 257–68. http://dx.doi.org/10.1111/j.1440-172x.2005.00533.x.

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Dissertations / Theses on the topic "Knowles’ Adult Learning Theory"

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McNally, John D. "Systematic Development and Validation of a Course of Instruction in Prior Learning Assessment." Scholar Commons, 2010. http://scholarcommons.usf.edu/etd/3543.

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Many post-secondary schools across the country offer adult working students an opportunity to obtain at least partial credit for work and life experiences in their curriculum through portfolios. The primary goal of this project was to design, develop and evaluate a portfolio course for adult students at a small independent university. Design emphasized adult learning theory and incorporated instructional design best practices throughout. Also significant to the design was the implementation of the Quality Matters ™ Rubric. The project focus was to intertwine the six assumptions of adult learni
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Salvant, Abena. "Identifying Barriers to Graduation for Nontraditional Students." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1931.

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Increased enrollments of nontraditional students in U.S. higher education institutions have prompted many college and university administrators to consider student service programs. These programs ensure that support services are available to nontraditional students to cultivate healthy graduation rates among that student population. The purpose of this study was to discover factors that influence nontraditional students to become disengaged or be retained. The study was a qualitative case study with data collected from individual interviews with 10 nontraditional students participating in onl
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Conroy, Jacqueline. "Increasing Known Performance Indicators Using Andragogy-Based Models." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5999.

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Variety of training models are used in large retail organizations in South Carolina. Large retail organizations have leaders educating their employees using multiple methods of training without regard as to how adults learn. Leadership of large retail organizations in South Carolina may be investing in training materials, concepts, and facilitation methods that may not have substantive impact on known performance metrics. Knowles' theory of andragogy has been at the forefront of adult education theory as it has led many researchers to explore new methods for adults to learn effectively. A quas
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Henry, George William. "An historical analysis of the development of thinking in the principal writings of Malcolm Knowles." Queensland University of Technology, 2009. http://eprints.qut.edu.au/30346/.

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Malcolm Shepherd Knowles was a key writer and theorist in the field of adult education in the United States. He died in 1997 and left a large legacy of books and journal articles. This thesis traced the development of his thinking over the 46-year period from 1950 to 1995. It examined the 25 works authored, co-authored, edited, reissued and revised by him during that period. The writings were scrutinised using a literature research methodology to expose the theoretical content, and a history of thought lens to identify and account for the development of major ideas. The methodology enabled a g
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Cooke, James C. (James Clinton). "Malcolm Shepherd Knowles, the Father of American Andragogy : A Biographical Study." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278013/.

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This is a qualitative, single-subject, historical, and biographical study. Malcolm Shepherd Knowles is the subject of this research. The problem of the study is to explore the uniqueness of Malcolm S. Knowles in light of his contributions to adult education and to the andragogical model of adult learning.
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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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McManus, Margaret Louise. "Training the trainer knowledge of Knowles'; adult learning characteristics by computer science faculty and students at a Northwest Florida University /." [Pensacola, Fla.] : University of West Florida, 2008. http://purl.fcla.edu/fcla/etd/WFE0000124.

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Dawson, Catherine Elaine. "Learning choices : a grounded theory study of adult returners." Thesis, Sheffield Hallam University, 1999. http://shura.shu.ac.uk/3128/.

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This research is a grounded theory study of the learning choices of adult returners. For the purpose of this research, 'adult returner' has been defined as somebody who left school at the earliest opportunity who, after a period away from formal education, has identified a desire or a need to re-enter the system. Forty-three semi-structured, in-depth interviews and three focus groups have been conducted with a total of 58 adult returners at various stages of the returning process. Some adults had just started to think about returning to education, but had not identified an entry route, whereas
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Gromilovitz, Kathleen. "Perceptions of Faculty Using MyMathLab in Traditional, In-Seat Math Classes." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6209.

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MyMathLab, an online interactive and educational system by Pearson Publisher, was implemented in 2 lower-level, traditional in-seat algebra courses to provide supplemental, instructional support to students in the fall of 2015 at the college under study. After the first year of use, no significant change in student success was reported, although more students passed intermediate algebra without first taking elementary algebra. The problem addressed in this study was that student results suggested there might be benefits to using MyMathLab that should be investigated. Knowles' theory of andrago
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Weber-Mayrer, Melissa Margaret. "Early Childhood Professional Development: An Experimental Study of Adult Teaching Practices Derived from Adult Learning Theory." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1467133461.

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Books on the topic "Knowles’ Adult Learning Theory"

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Third update on adult learning theory. Jossey-Bass, 2008.

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Long, Huey B. Self-directed learning: Application & theory. Adult Education Department, [University of Georgia, 1988.

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Adult education and lifelong learning: Theory and practice. 4th ed. Routledge, 2010.

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1937-, Jarvis Peter, ed. Adult education and lifelong learning: Theory and practice. 3rd ed. RoutledgeFalmer, 2004.

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Patricia, Cranton, ed. The handbook of transformative learning: Theory, research, and practice. Jossey-Bass, 2012.

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The power of critical theory: Liberating adult learning and teaching. Jossey-Bass, 2005.

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Malinen, Anita. Towards the essence of adult experiential learning: A reading of the theories of Knowles, Kolb, Mezirow, Revans and Schön. University of Jyväskylä, 2000.

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Brockett, Ralph Grover. Self-direction in adult learning: Perspectives on theory, research, and practice. Routledge, 1991.

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Butler, Jocelyn A. A Review of adult learning theory and staff development research. Northwest Regional Educational Laboratory, 1989.

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Shea, Michael J. The art of teaching touch: Theory and practice of adult learning and development. Shea Educational Group, 1998.

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Book chapters on the topic "Knowles’ Adult Learning Theory"

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Conner, Marcia. "Adult Learning Theory." In Encyclopedia of the Sciences of Learning. Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_1003.

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Holland, Peter, and Rachel Lenders. "Adult Learning: From Learning Theory to Parliamentary Practice." In Parliamentarians’ Professional Development. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-24181-4_3.

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David, T. J., and L. Patel. "Adult Learning Theory, Prizes and Motivation: Fundamental Learning Issues." In Advances in Medical Education. Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4886-3_2.

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Brookfield, Stephen. "Critical Adult Education Theory: Traditions and Influence." In The Palgrave International Handbook on Adult and Lifelong Education and Learning. Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-55783-4_4.

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Hoggan, Chad. "Exercising Clarity with Transformative Learning Theory." In The Palgrave International Handbook on Adult and Lifelong Education and Learning. Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-55783-4_3.

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"Strengthening the Practice and Research Foundation of Andragogy Amidst Some Growing Controversy and Resistance to It." In Facilitating Adult and Organizational Learning Through Andragogy. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3937-8.ch002.

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Zemke and Zemke believed 30 ideas/concepts/techniques related with adult learning/andragogy can help toward accomplishing the job as adult educators. Tenant analyzed Knowles' popular andragogical assumptions and processes, while Hartree, Jarvis, and the Davenports considered Knowles' andragogy overrated in its contribution. Not to be deterred, Knowles' published his book The Adult Learner (third edition) and Andragogy in Action, a compendium of 36 positive organizational results of andragogy. Brookfield called American andragogy an unproven theory. Taylor offered a very strong and articulate research-based process model for Knowles' andragogical implementation of four phases and four transitions into learning for self-direction in the classroom. Henschke developed an andragogical assessment inventory entitled: Modified Instructional Perspectives Inventory (MIPI), which is Cronbach Alpha validated three times for reliability, including seven factors of which ‘teacher trust of learners' is the strongest factor with 11 elements describing its dimensions. This chapter explores this.
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"Hesitation Concerning Andragogy Continues." In Facilitating Adult and Organizational Learning Through Andragogy. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3937-8.ch005.

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Sandlin critiques andragogy's prominence from three contrasting adult education trends: Africentric, feminist, and critical. Stanton validates congruence between andragogy and self-directed learning through an almost perfect ‘bell-shaped' facilitator measurement. Reischmann insists andragogy is the science of lifelong/life-wide learning and adult education as the practice of education/learning of adults. Biao's 25-year Nigerian study supports only andragogically prepared facilitators be allowed to teach andragogy. Savicevic observed that since his initial 1966 USA visit to his 2006 visit, there had not been one single serious study in adult education/learning that did not refer to andragogy as a conception. Bellamio translated Knowles' 1990 edition of The Adult Learner into Italian. This action helped Italian HRD professionals take responsibility for improving their sphere of influence within their corporations. Savicevic's perceives on Knowles' contribution in andragogy will place him meritoriously in the development of this scientific discipline. This chapter explores all of this.
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"Theory, Research, and Definition of Andragogy." In Facilitating Adult and Organizational Learning Through Andragogy. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3937-8.ch013.

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Rosenstock posed andragogy as a necessity in which the past, present, and future merges with theory in becoming practical deeds. Knowles presents his first published iteration of andragogy as being a major technological breakthrough in the field of adult education. Hadley developed a 60-item questionnaire assessing an adult educator's andragogical and pedagogical orientation. Henschke developed an andragogical inventory that contained 45 items within seven factors, found congruence with self-directed learning, and was Cronbach-Alpha validated for reliability three times with an almost perfect ‘bell-shaped' measurement for an andragogical facilitator. Poggeler listed 10 trends he hopes will be helpful for future development of European andragogy and perhaps may apply to the USA. Rachal identified seven criteria for implementing empirical studies of andragogy. Biao found after 25 years of research that andragogical programs/courses need to be staffed by people academically prepared and competent in andragogy. This chapter explores all of this.
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Laurian-Fitzgerald, Simona, Carlton J. Fitzgerald, Carmen Alina Popa, and Laura Bochis. "The New Normal." In Handbook of Research on Student-Centered Strategies in Online Adult Learning Environments. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5085-3.ch007.

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Adult learners are different from younger learners. Many have taken Knowles' ideas to work with adult learners as if they all are the same. Knowles described adult learners as more self-directed, willing to be responsible for what they do, unwilling to have teachers impose arbitrary information on them, ready to learn, task oriented, and experienced. Prather adds many adults have more immediate goals for their lives and careers. Kenner and Weinerman find adults want more collaborative relationships with professors. Adult students are unique and come to classes from a variety of backgrounds and circumstances, with different needs, wants, and learning preferences. Many students are prepared for college, while others are petrified. In this chapter, the authors argue that instructors should understand their students in order to help them be successful. Students are not alternative students; they are normal, intelligent people who can and will learn. Thus, the goal should be student-centered online learning.
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"Some Foundational Aspects of Andragogy's History." In Facilitating Adult and Organizational Learning Through Andragogy. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3937-8.ch003.

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This chapter offers a vigorous clash for and against andragogy within this time frame but reaching back to ancient roots informing the development of andragogical ideas and connecting with the very beginning of the 21st century. Savicevic from Serbia provided a critical consideration of andragogical concepts in 10 European countries – five Western and five Eastern. Knowles clearly articulates in one place his six assumptions and eight process elements of andragogy. Poggeler from Germany listed 10 trends, which he hoped would be beneficial in future European and USA research. Welton launched a very vigorous accusation against Knowles and andragogy that declares their abandonment of adult education's vital role in fostering democratic action. Draper traced the metamorphosis of andragogy as humane treatment of adult learners. Savicevic's comprehensive andragogy book includes thirty of his works over 26 years and views andragogy as a fairly independent scientific discipline.
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Conference papers on the topic "Knowles’ Adult Learning Theory"

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Kleinke, Stefan, and Yuetong Lin. "Application of Adult Learning Theory to STEM Education in Online Learning Environment." In 2020 IEEE Frontiers in Education Conference (FIE). IEEE, 2020. http://dx.doi.org/10.1109/fie44824.2020.9274197.

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Gehtmane-Hofmane, Ilona. "Grounded Theory Methodology for Understanding How Equine Assisted Learning Contributes to Adult Learning." In ATEE Spring Conference in Riga. LU Akadēmiskais apgāds, 2019. http://dx.doi.org/10.22364/atee.2019.itre.33.

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Karipidis, Nikolaos, and Jim Prentzas. "BLOGS AND THEIR INTEGRATION IN ADULT EDUCATION IN THE CONTEXT OF THE THEORY OF TRANSFORMATIVE LEARNING." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1560.

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Abdul Aziz, Azlan, Mohamad Ibrahim, Mohd Nor Hajar Hasrol Jono, and Nor Azilah Mohd Asarani. "Incorporating instructional design and adult learning theory in the e-content development of an interactive multimedia course." In 2014 International Symposium on Technology Management and Emerging Technologies (ISTMET). IEEE, 2014. http://dx.doi.org/10.1109/istmet.2014.6936522.

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Tóth, Noémi Evelin, and Győző Yang Zijian. "Magyar nyelvtan tanulását segítő alkalmazás átalános és középiskolás diákok részére." In Agria Média 2020 : „Az oktatás digitális átállása korunk pedagógiai forradalma”. Eszterházy Károly Egyetem Líceum Kiadó, 2021. http://dx.doi.org/10.17048/am.2020.211.

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A kutatás célja egy olyan tanulást segítő alkalmazás megvalósítása, amely segítségével a magyar diákok számára könnyebbé tehető az olyan anyanyelvi alapok megértése, mint például, hogy miként épülnek fel a mondatok, milyen egységekből állnak össze és azok hogyan viszonyulnak egymáshoz. A száraz nyelvtani anyagok helyett önállóságot növelő, játékos és interaktív feladatokkal több diák is közelebb kerülhetne a magyar nyelvhez és annak mélyebb megértéséhez. Tapasztalat, hogy a tanulók számára a nyelvtan, mint tanóra, sokszor okoz nehézségeket a tanulás során. Bár az évek alatt átfogó anyagot kapn
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Kaplan, Dana, and Maya Wizel. ""MIND THE GAP": THE TRANSFORMATIVE LEARNING PROCESS OF SECOND LANGUAGE PRACTITIONERS WHEN BECOMING SCHOLARS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end056.

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This paper is about transformations from knowing to not-knowing and from doing to becoming. The paper’s focus is an ongoing research project on a new Doctorate program in Modern Languages studies (DML) and the process that the students in this program undergo when transitioning from being practitioners to becoming novice scholars. This program is part of a conscious effort to create an academic field whereby scholarly and professional types of knowledge are organically co-produced and this interlaced knowledge is expected to fertilize practitioners’ professional practices. The program’s gradua
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