Journal articles: '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 (April 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 (November 2, 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 into the learning process is to create a pleasant learning atmosphere, pleasant physical environment. Identification of the needs of learning citizens is identified together between learning citizens and tutors so that it can be known the real situation. Fourth, learning experiences are arranged together between learning citizens and tutors so that they will feel ownership of the material to be delivered. Keywords: Reorientation, Learning, Andragogy

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Halpern, Rebecca, and Chimene Tucker. "Leveraging adult learning theory with online tutorials." Reference Services Review 43, no. 1 (February 9, 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 continue to be older than our traditional students, librarians must be prepared to design information literacy objects tailored to the unique learning styles of adults. Building from Knowles’ theory of andragogy, online tutorials that are informed by adult-centered strategies can be powerful tools for engaging with the adult online learner. Practical implications – This article gives a useful and comprehensive overview of adult learning theory as applied by education and library researchers. It also provides a specific example of how those theories can be implemented in online tutorials through the Information Literacy Toolkit the authors created. Originality/value – While there is literature on applying adult learning theory to library environments, little of it addresses how to do so in an asynchronous, self-paced tutorial. This is a contribution to the literature on asynchronous learning environments and suggests concrete ways to incorporate an adult-centered approach to digital learning objects.

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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 (January 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 (July 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 (January 19, 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 motivators (social contact, family togetherness, social stimulation, cognitive interest, and religious stimulation) for adult learners at Saudi Arabia’s Yanbu adult-education schools. However, this study indicated that adult learners are more motivated internally than externally. Therefore, teachers should pay attention to the internal factors more than the external factor to keep up with their students’ level of motivation.

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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 (June 1, 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. Horshkova); peculiarities of adult learning (L. Mazurenko); andragogical (M. Knowles), structural and functional, systemic approaches (N. Alboim); personality-oriented (S. Lisova); axiological (T. Brazhe) approaches; psychological, pedagogical, andragogical, sociological researches of adult education (T. Kuchay, L. Tymchuk) etc. Adult education in Canada has been studied by M. Borysova, N. Mukan, O. Ohiyenko, but the learning system of adult immigrants has not been studied yet. Among research methods we have used comparative and logical methods, induction and deduction, content analysis, prognostic method etc. The following research results have been presented: the adult immigrants’ learning has been described as a system which consists of such components as the aim and objectives, fields of study, functions, principles, legal framework, environment and stages of learning, content and operational components, monitoring and assessment. Among the perspectives of further research we can define the analysis of Canadian “Prior Learning Assessment and Recognition” system.

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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 (July 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 discussion around learning theories and training design. We propose Knowles' adult learning principles and Mezirow's transformative learning theory, useful guide for the learning design of training. The learning design of a university-based safety management systems training course in aviation is discussed from the vantage point of the proposed guiding philosophy. Six specific strategies are presented supported by the evaluation of the course effectiveness conducted after the first iteration.

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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 (October 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 the theory and allow for the assumptions and processes to further guide this aspect of adult education. While the journey towards a lifelong learning society will continue to evolve, the lessons learned may help to identify key facilitating factors as well as pitfalls to be avoided in formulating more comprehensive lifelong learning society development strategies in the future.

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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 (December 2005): 257–68. http://dx.doi.org/10.1111/j.1440-172x.2005.00533.x.

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Twaddell, Jennifer W. "Educating Parents About Vitamin K in the Newborn Using Knowlesʼ Theory of Adult Learning Principles as a Framework." Critical Care Nursing Quarterly 42, no. 2 (2019): 205–7. http://dx.doi.org/10.1097/cnq.0000000000000256.

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Moura, Maria da Glória Carvalho, and Djanira do Espírito Santo Lopes Cunha. "FORMAÇÃO CONTINUADA NA EDUCAÇÃO DE JOVENS E ADULTOS: aula andragógica e as implicações na (re)construção da prática." Cadernos de Pesquisa 25, no. 3 (October 11, 2018): 167. http://dx.doi.org/10.18764/2178-2229.v25n3p167-184.

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O presente estudo é parte de uma pesquisa sobre a Andragogia e da Teoria Experiencial, vinculada ao Programa de Pós-Graduação em Educação da Universidade Federal do Piauí. Objetiva analisar como a prática pedagógica do professor, a partir dos princípios andragógicos e da teoria experiencial de Kolb, contribui para a aprendizagem de pessoas jovens e adultas, nos anos iniciais do ensino fundamental. Trata-se de uma pesquisa-ação colaborativa, fundamentada nos pressupostos teóricos de Desgagné (2007), Thiollent (2011). O corpus desta investigação é constituído por dados a partir de questionário e encontros formativos por meio dos Ciclos de Estudos Colaborativos (CEC) com base organizacional no ciclo de Kolb, realizados com professores que atuam no ensino fundamental na modalidade de EJA, estão organizados em eixos temáticos e interpretados à luz da técnica da Análise de Discurso, a partir das concepções de Bardin (2009), Pêcheux (2008). Nossa investigação está fundamentada nas formulações teórico-conceituais de Knowles (2009), Finger e Asún (2003), DeAquino (2007); Kolb (2014), Freire (1987,1996); Moura (2007), entre outros. A análise desenvolvida o papel da aula andragógica como orientação didática. Os resultados apontam para a reflexão da prática pedagógica visando à qualidade do ensino oferecido as pessoas jovens e adultas, e apontam para a necessidade de redimensionar essas práticas no contexto escolar.CONTINUED EDUCATION IN YOUTH AND ADULT EDUCATION: the class based on andragogyand its implications in the (re)construction of the practice Abstract: This present study is part of a research with on Andragogy and Experiential theory, linked to the Postgraduate Program of National University of Piauí. It aims to analyze how the teacher’s pedagogical practice from andragogy principles and the experimental theory of kolb, contributes to learning of young and adults, in the initial years of Elementary School level. This is a collaborative action research, based on the theoretical assumptions of Desgagné (2007), Thiollent (2011). The corpus of the research consisted of data from questionnaires and formative through the Cycles of Collaborative Studies, with an organizational basis in Kolb cycle, carried out with teachers teaching Youth and Adult Education. Such data is organized into thematic axes and interpreted based on Discourse Analysis, according to the conceptions of Bardin (2009), Pêcheux (2008). These investigations are based on the theoretical-conceptual formulations of Knowles (2009), Finger and Asún (2003), DeAquino (2007); Kolb (2014), Freire (1987, 1996); Moura (2007), among others. The analysis developed highlights the role of the andragógica class as didactic orientation in the EJA. The results point to the reflection of the pedagogical practice aiming at the quality of teaching offered to students young and adults and point to the need of resize pedagogical practices in the school context.Keywords: Youth and Adult education. Formation. Andragogy. Pedagogical practice.LA FORMACIÓN CONTINUADA EN LA EDUCACIÓN DE JÓVENES Y ADULTOS: la clase andragógica y las implicaciones en la (re)construcción de la prácticaResumen: El presente texto es parte de una pesquisa sobre Andragogia y la Teoría Experiencial, vinculada al l Programa de Pós-Graduación en Educación de la Universidade Federal do Piauí. Objetiva analizar como la práctica pedagógica del profesor, a partir de los principios andragógicos y de la teoría experiencial de Kolb, contribuye para el aprendizaje de personas jóvenes y adultas, en los años iniciales de la enseñanza fundamental. Se trata de una pesquisa- acción colaborativa, fundamentada en los presupuestos teóricos de Desgagné (2007), Thiollent (2011). El corpus de la investigación es constituidao por dados a partir de cuestionarios y encuentros formativos por medio de los Ciclos de Estudios Colaborativos (CEC) con base organizacional en ciclo de Kolb, realizado con profesores que actúan en la enseñanza fundamental en la modalidad de EJA, están organizados en ejes temáticos e interpretación a la luz de la técnica de Discurso a partir de las concepciones de Bardin (2009), Pêcheux (2008). Nuestra investigación está fundamentada en las formulaciones teórico – conceptuales de Knowles (2009), Finge e Asún (2003), DeAquino (2007), Kolb (2014), Freire (1987, 1996), Moura (2007), entre otros. El análisis desarrollado destaca el papel de la clase andragógica como orientación didáctica en la EJA. Los resultados apuntan para la reflexión de la práctica pedagógica visando la cualidad del enseño ofrecido a las personas jóvenes y adultos, y apuntan para la necesidad de redimensionamiento de las prácticas pedagógicas en el contexto escolar.Palabras Llaves: Educación de Jóvenes y Adultos. Formación de Profesores. Clase. Práctica Pedagógica.

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Yob, Iris Mae. "Keeping Students in by Sending Them out: Retention and Service-Learning." Higher Learning Research Communications 4, no. 2 (June 16, 2014): 38. http://dx.doi.org/10.18870/hlrc.v4i2.177.

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<p>This review of recent literature examines the research on the impact of service-learning on student retention. The theoretical framework of the review draws on both Tinto’s model of student attrition and Knowles’s theory of adult learning, which together suggest that academic and social integration, active participation and engagement in learning, and application and relevancy of the subject-matter under study are key factors in student success. The role of these factors has been confirmed in a growing body of research around learning experiences in general and, as this review shows, particularly in service-learning experiences. Suggestions are made for how future research might expand and critically deepen this evidence and offers some implications for service-learning as a means of improving student retention.</p>

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Yuhastina, Yuhastina, Bagas Narendra Parahita, Dwi Astutik, Ghufronudin Ghufronudin, and Danang Purwanto. "Sociology Teachers’ Opportunities and Challenges in Facing “Merdeka Belajar” Curriculum in the Fourth Industrial Revolution (Industry 4.0)." Society 8, no. 2 (December 30, 2020): 732–53. http://dx.doi.org/10.33019/society.v8i2.234.

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This study aims to analyze the opportunities and challenges of Merdeka Belajar as a national education program for high school teachers nationally. Teachers’ problem in implementing Merdeka Belajar (Freedom of Learning) curriculum lacks understanding of the procedures. This happened because there was no structural explanation regarding the differences between the curriculum they had been running so far and Merdeka Belajar curriculum. Many problems arise when implementing the curriculum that the education they have been running has made students dependent. In this context, this study questions how high school sociology teachers’ opportunities and challenges in facing Merdeka Belajar curriculum in the fourth industrial revolution (industry 4.0)? This study aims to identify problems and strategies for teachers in facing the new paradigm of Merdeka Belajar. This study’s analysis is based on theories such as those from Neill, Rogers, Freire, Boal, Giroux, and Knowles to critically analyze the pedagogical paradigm of national education that teachers have used. This study uses Knowles’s theory of andragogy to explore the notion of Merdeka Belajar. This study’s qualitative research method includes observation of the teacher-student relationship and interviews with several high school teachers in Karanganyar, Central Java. Besides, document studies related to Merdeka Belajar program are also used to understand the policy context. This study found that teachers did not realize that they had been using a pedagogical paradigm (education for children) for high school-level children who had grown up. When they switched to Merdeka Belajar curriculum, they also did not know that the paradigm they should be using is andragogy (education for adults). In this situation, they improvised as best they could to implement Merdeka Belajar. The teachers only carry out orders from the school. However, the school is still trying to understand how it works based on structural orders without clarity. Students’ dependence on teachers has become the cause of teachers’ difficulty to move out of the pedagogical paradigm into andragogy. In this situation, the teachers tried to do their best to implement Merdeka Belajar program during the Covid-19 pandemic. Teachers and schools must also face all infrastructural barriers and socioeconomic conditions with limited online learning access.

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Khiat, Henry. "Measuring Self-Directed Learning: A Diagnostic Tool for Adult Learners." Journal of University Teaching and Learning Practice 12, no. 2 (April 1, 2015): 4–19. http://dx.doi.org/10.53761/1.12.2.2.

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Self-directed learning is an important form of adult learning (Caffarella, 1993; Knowles, 1975; Knowles, Holton & Swanson, 2005; Merriam, 2001; Merriam & Caffarella, 1999). The strategies of self-directed learning allow adult learners to cope better with their studies while fulfilling family, work and other commitments. This study conceptualised and validated a learning diagnostic test in the context of SIM University (UniSIM), an adult learning institution, in Singapore. The learning diagnostic tool allows the students to identify their strengths and weaknesses in areas of self-directed learning. The study employed a survey research methodology. 1,960 students responded to the survey, and the statistical methods of exploratory and confirmatory factor analysis were used in the analysis. The confirmatory factor analysis showed that the final model of self-directed learning, as actualised through the items of the learning diagnostic tool, has a good fit on the data, thus affirming the strong validity and reliability of the tool. This validated learning diagnostic tool currently serves as one of the student learning support measures to help UniSIM students to be self-directed learners.

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White, Jason. "Andragogy in Action: Drama Techniques for Adult Learning." JALT PIE SIG: Mask and Gavel 6, no. 1 (May 2018): 53–68. http://dx.doi.org/10.37546/jaltsig.pie6.1-4.

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Along with a discussion of andragogy, which is the concept that adults learn differently than younger learners, and therefore require different teaching methods, this paper also explores a specific set of exercises, called drama techniques, to increase the effectiveness of adult foreign language teaching and learning that can be employed within the framework of andragogy. Each of Knowles’s assumptions (see Knowles, 1984; Merriam, Caffarella, & Baumgartner, 2007), which form the basis for the andragogy concept, will be analyzed in conjunction with specific drama techniques. Through this exposition it will be shown that drama techniques are effective tools for implementing the andragogical approach to adult foreign language teaching.

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Bakare, Tewo V. "Factors Affecting the Use of Andragogical Principles in Adult Education Programs in Lagos State, Nigeria." International Journal of Technology and Management Research 4, no. 1 (March 12, 2020): 23–34. http://dx.doi.org/10.47127/ijtmr.v4i1.73.

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The argument that adults deserve to be treated differently in the teaching/learning milieu has been brought to the forefront by many researchers and adult educators, spearheaded by Malcolm Knowles’ notion of andragogy. Knowles asserted that adults require certain conditions to learn. Generally, literature has also supported the idea that teaching adults should be approached differently from that of adolescents. There are several adult education programs in the Lagos State of Nigeria. This study examined the level of awareness of, and factors that affect the use of andragogical principles in these programs; facilitators and learners’ perception of their roles in teaching/learning, as well as method used. Some 361 participants from six different Adult Education programs and 132 facilitators were used for the study. Interviews and Sit-in-observations, together with the questionnaire, were used to gather data. Chi-squared statistical analysis revealed that facilitators were mostly aware of, but did not make use of andragogical principles in helping adults to learn due to several factors. Suggestions made for improvement include that appropriate training for adult educators be encouraged, as well as expanded use of technology to facilitate adult learning towards national development.

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Skiba, Richard. "Incorporating Adult Learning Principles in High-Risk Equipment Operations Training." International Education Studies 13, no. 10 (September 21, 2020): 60. http://dx.doi.org/10.5539/ies.v13n10p60.

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This paper, primarily based on a literature review, considers the utilization of adult learning principles in training learners to operate high risk equipment. Vocational Education and Training sectors throughout the world are traditionally responsible for training delivery in these areas where generally andragogical principles as defined by Knowles (1970), are applied with, in some cases, application of a heutagogical approach, as outlined by Hase and Kenyon (2000). Aside from considering these approaches, a new approach is proposed, referred to as authology, with a basis of including notions of responsibility and duty of care in adult learning. There are numerous training programs in vocational education and training, such as those related to high risk equipment and plant operation, for which development of learner responsibility is a critical component in the training given the potential to cause harm, injury or fatality.

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Keefe, Dennis. "Andragogy in the Appalachians." International Journal of Adult Vocational Education and Technology 6, no. 3 (July 2015): 16–30. http://dx.doi.org/10.4018/ijavet.2015070102.

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In the field of adult education, one of the better known concepts is that of the Six Assumptions of Malcolm Knowles. These assumptions, according to Knowles, divide the world of pedagogy, defined as the art and science of teaching children, from that of andragogy, conceived as the art and science of helping adults learn. In the realm of education for older learners, myriad schools and programs dot the educational landscape, but one particularly unorthodox institution of adult education, the Highlander Folk School, led by activist educator Myles Horton, stands out for its teaching roles in the Union Labor Movement of the 1930s and 1940s, and the Civil Rights Movement of the 1950s and 1960s. This paper looks at Myles Horton of the Highlander Folk School, his background, education and preparation for establishing his lifelong dream of using alternative education among the “common uncommon people” for learning how to solve social and economic justice problems, and this paper then focuses on the extent to which the philosophy and teaching actions of Horton correspond to the Six Assumption Framework of andragogy as delineated by Malcolm Knowles.

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Feltsan, I. "Development of adult education theory in Europe and in the context of knowles" study." Порівняльна професійна педагогіка 7, вип. 2 (2017): 51–56.

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Feltsan, Inna. "Development of Adult Education in Europe and in the Context of Knowles′ Study." Comparative Professional Pedagogy 7, no. 2 (June 27, 2017): 69–75. http://dx.doi.org/10.1515/rpp-2017-0025.

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Abstract The presented article touches upon the idea of adult education history in Europe. It highlights the main programmes and events, which were a great contribution to the development of lifelong learning. At ancient times, adult students considered to be the prominent audience at philosophical lectures of immortal minds. After the period of industrialization and social equality, primary and secondary education became the priority topics of governmental policies. Only after WWII there appeared a need for reviewing or upgrading the already existed knowledge, nothing to say about the late 2000s with the immigration realia and population aging, adult learning takes over the prior importance in Europe. Malcolm S. Knowles was one of the scholars who had been investigating the domain in the mid 1960s and created the theoretical background for further researches. His attitude and vision of adult education process were the predictors of a new adragogical age in Europe, where student took a new central role in the education process, was encouraged to hold responsibility for the most suitable methods, that would match up with their goals, possibilities, intentions and timing. In modern society, there exists an urgent need for changes in the approaches to teaching adults, for individual work that is more appropriate for age and ensures usage of personal experience. The maturity dimension scheme presented by M. Knowles brings understanding of adult psychological inclinations, behaviour and goals that might help an andragogue to decide on methods chosen for achieving educational results. Clear determination of notions should explain and help to avoid misunderstandings on “whom should we consider an adult?” Historical approach will help to create a complex adult education development picture and motivate a researcher for further investigations.

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Masunaga, Hiromi. "Adult Learning Theory and Elderhostel." Gerontology & Geriatrics Education 19, no. 2 (December 24, 1998): 3–16. http://dx.doi.org/10.1300/j021v19n02_02.

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Sharma, NL. "IS THERE A ROLE FOR HUMANIST LEARNING THEORY IN INTRA-OPERATIVE SURGICAL TEACHING?" Bulletin of the Royal College of Surgeons of England 93, no. 9 (October 1, 2011): 11–14. http://dx.doi.org/10.1308/147363511x595091.

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The humanist theory of learning, which emerged in the 1960s, is based on the natural desire of everyone to learn. It empowers the learner as the teacher is viewed as a facilitator and relinquishes a large amount of authority. Carl Rogers, Malcolm Knowles and Abraham Maslow are attributed with being members of the humanist school and share certain values and viewpoints on learning. They believe that learning is student centred and personalised, and that it has the goal of developing self-actualised and autonomous people.

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Brown, Susannah. "Creativity, Social Justice and Human Rights within Adult Education." International Journal of Adult Vocational Education and Technology 6, no. 2 (April 2015): 1–12. http://dx.doi.org/10.4018/ijavet.2015040101.

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In this paper, the author describes philosophical concepts of adult learning and their application as integrated with creative problem solving within the context of social justice and human rights. The context is framed by the work of the United Nations (1992) which emphasizes importance of women's roles and creativity in the process of forming a global community. Foundational theories (Gardner, 1999; Greene, 1995; Knowles, 1975; Lawrence, 2005; & Vygotsky, 1978) are connected to support this philosophical approach to adult learning. Creative application examples are shared featuring changes in women's education and subsequently their lives such as, a project guided by artist, Vic Muniz (Walker, Jardim, Harley, & Muniz, 2010) and an arts-based education program that changed the lives of incarcerated women in one female correctional facility (Mullen, 1999). The goal of this paper is to provide examples of how creativity and arts-based learning can be integrated within adult education promoting social justice and human rights.

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Biasin, Chiara. "Transformative Learning: Evolutions of the adult learning theory." Phronesis 7, no. 3 (December 18, 2018): 5–17. http://dx.doi.org/10.7202/1054404ar.

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This paper investigates how Transformative Learning has developed as the dominant theory in adult learning and education. The goals are to analyze the progressive self-sufficiency of the Theory from its discoverer and to examine its expansion as a mainstream in the field. The hypothesis is that the massive spread of the theory of Transformative Learning is due to its appeal as a master key to transformation. This has allowed the ‘autonomous’ development from Mezirow itself and the vast diffusion to the great detriment of conceptual coherence. The research questions are: How did Transformative Learning establish itself as a theory of adult education? What characteristics are at the base of this good fortune? How did Mezirow explore and then define the theory of Transformative Learning? Is the Mezirow’s reference theory another name for the Transformative Learning Theory? The article starts with the birth of Transformative Learning and then focuses on the consolidation of some core-concepts of the theory. The diffusion of different approaches will be discussed. Finally, the international affirmation of Transformative Learning is presented with references to the European network.

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David, T. J., and L. Patel. "Adult learning theory, problem based learning, and paediatrics." Archives of Disease in Childhood 73, no. 4 (October 1, 1995): 357–63. http://dx.doi.org/10.1136/adc.73.4.357.

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Loughlin, Kathleen. "GED Teaching and Adult Learning Theory." Adult Learning 6, no. 2 (November 1994): 13–14. http://dx.doi.org/10.1177/104515959400600209.

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Whitton, Nicola. "Game Engagement Theory and Adult Learning." Simulation & Gaming 42, no. 5 (August 10, 2010): 596–609. http://dx.doi.org/10.1177/1046878110378587.

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Horii, Cassandra Volpe. "Teaching Insights from Adult Learning Theory." Journal of Veterinary Medical Education 34, no. 4 (October 2007): 369–76. http://dx.doi.org/10.3138/jvme.34.4.369.

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Hartzell, Joshua D. "Adult Learning Theory in Medical Education." American Journal of Medicine 120, no. 11 (November 2007): e11. http://dx.doi.org/10.1016/j.amjmed.2006.10.024.

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Kiely, Richard, Lorilee R. Sandmann, and Janet Truluck. "Adult learning theory and the pursuit of adult degrees." New Directions for Adult and Continuing Education 2004, no. 103 (2004): 17–30. http://dx.doi.org/10.1002/ace.145.

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Olson, Debra, Maggie Stedman-Smith, and Ann Fredrickson. "Environmental Health and Nursing: Piloting a Technology-Enhanced Distance Learning Module." AAOHN Journal 53, no. 8 (August 2005): 353–59. http://dx.doi.org/10.1177/216507990505300807.

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The results of a pilot study evaluating a technology-enhanced distance learning module to impart environmental health core concepts to nurses are presented in this article. The internet-based module was developed for continuing professional education and imparts principles of adult education through interactive features including simulated clinical vignettes, an environmental justice case study, and hyperlinks to websites related to environmental protection and health regulation. Mean gains between pre- and post-tests; participant identification of adult learning principles as advanced by Knowles, Holton, and Swanson (1998); and satisfaction were measured among participating RNs (N = 34). A 6% mean gain in learning occurred between pre- and post-tests (95% CI .51 to 1.37, p < .0001). No significant differences in learning occurred for those who prefer face-to-face instruction and those who tend to procrastinate. Ninety-four percent of respondents indicated they were satisfied or very satisfied with the module. A strong association was found between recognition of adult learning principles as enhancing the assimilation of knowledge and competencies of environmental health and high satisfaction with the module. Distance learning via the Internet shows promise as a format to promote environmental health education for nurses.

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Gardner, Greg, Patrick Sexton, M. Susan Guyer, K. Sean Willeford, Linda S. Levy, Mary G. Barnum, and A. Louise Fincher. "Clinical Instruction for Professional Practice." Athletic Training Education Journal 4, no. 1 (January 1, 2009): 28–31. http://dx.doi.org/10.4085/1947-380x-4.1.28.

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Objective: To present the principles of adult learning and mentoring to help clinical instructors better educate athletic training students (ATSs) during their clinical experiences, with the end result being a better prepared, competent entry-level practitioner. Background: The principles of adult learning must be applied to ATS clinical education in order to develop more task mature and knowledgeable entry-level practitioners. Because clinical instructors are typically educated as clinicians rather than educators, they are generally not well-versed in the principles of adult learning, and generally do not spend a great deal of time designing learning experiences, appropriate supervision techniques, or mentoring strategies within the students' clinical experiences. Description: Concepts of adult learning, such as task maturity, self-concept, and self-directed learning, are keys to the development of competent practitioners. As espoused by Knowles, the Dreyfus five stage model of skill acquisition supports the concepts of adult learning and is easily applied to clinical education of the ATS. Modifications of this model and other adult learning models place students along a learning continuum where their progress can be enhanced or delayed depending on the instructional strategies employed by their clinical instructor (CI). Clinical Advantages: If instructional strategies are changed to correctly match the learner's progression, the learner will continue to move toward becoming a competent entry-level practitioner. These instructional adjustments will also allow the student to become more competent and self-confident in his or her clinical and decision-making skills.

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Carpenter, Sara. "Centering Marxist-Feminist Theory in Adult Learning." Adult Education Quarterly 62, no. 1 (December 13, 2010): 19–35. http://dx.doi.org/10.1177/0741713610392767.

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Cox, Elaine. "Coaching and Adult Learning: Theory and Practice." New Directions for Adult and Continuing Education 2015, no. 148 (December 2015): 27–38. http://dx.doi.org/10.1002/ace.20149.

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McHarg, Jane. "Implementing adult learning theory into dental education." Faculty Dental Journal 1, no. 2 (June 2010): 43–46. http://dx.doi.org/10.1308/204268510x12610466793601.

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Examples from undergraduate education are used to illustrate the implementation of adult learning theory. However, the general rules apply to vocational training, postgraduate and continual professional development: empower the learner to take control!.

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Merriam, Sharan B. "Adult Learning and Theory Building: A Review." Adult Education Quarterly 37, no. 4 (December 1987): 187–98. http://dx.doi.org/10.1177/0001848187037004001.

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Cheren, Mark. "A concise review of adult learning theory." Journal of Continuing Education in the Health Professions 22, no. 3 (2002): 190–91. http://dx.doi.org/10.1002/chp.1340220310.

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Berger, Florence, and Bonnie Farber. "Adult learning theory and hospitality industry training." International Journal of Hospitality Management 5, no. 3 (January 1986): 135–40. http://dx.doi.org/10.1016/0278-4319(86)90006-x.

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Merriam, Sharan B. "Andragogy and Self-Directed Learning: Pillars of Adult Learning Theory." New Directions for Adult and Continuing Education 2001, no. 89 (2001): 3. http://dx.doi.org/10.1002/ace.3.

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Young, Naomi Kietzke. "Effective Learning and Teaching of RDA: Applying Adult Learning Theory." Journal of Library Metadata 12, no. 2-3 (April 2012): 188–98. http://dx.doi.org/10.1080/19386389.2012.699836.

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Minter, Robert L. "The Learning Theory Jungle." Journal of College Teaching & Learning (TLC) 8, no. 6 (May 18, 2011): 7. http://dx.doi.org/10.19030/tlc.v8i6.4278.

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

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Babajeva, Ludmila. "CONTEMPORARY THEORIES OF ADULT LEARNING." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (May 9, 2015): 450. http://dx.doi.org/10.17770/sie2012vol1.72.

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<p>Due to the adult learning theory transition from cognitive to comprehensive aspects, this article analyses contemporary theoretical notions about adult’s learning. In order to characterise the modern view on adult, the most recent insights into the education of whole adult person (P. Jarvis), three dimensions of learning (K.Illeris) and the critical theory contribution (S.D. Brookfield) will be discussed. All of mentioned, globally-renowned theorists are of the same opinion and contribute to the general adult learning theory – P. Jarvis pictures the learning process from a viewpoint of a human as holistic organism, K.Illeris develops his theory in relation to the pedagogical conditions of learning, whereas Brookfield discusses an adult in the context of social, political and democratic concept.</p>

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Jackson, Londell D. "Revisiting Adult Learning Theory through the Lens of an Adult Learner." Adult Learning 20, no. 3-4 (June 2009): 20–22. http://dx.doi.org/10.1177/104515950902000307.

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Chuang, Szufang. "The Applications of Constructivist Learning Theory and Social Learning Theory on Adult Continuous Development." Performance Improvement 60, no. 3 (March 2021): 6–14. http://dx.doi.org/10.1002/pfi.21963.

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Marmon, Ellen L. "Transformative Learning Theory: Connections with Christian Adult Education." Christian Education Journal: Research on Educational Ministry 10, no. 2 (November 2013): 424–31. http://dx.doi.org/10.1177/073989131301000212.

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Dale, Vicki H. M., Martin Sullivan, and Stephen A. May. "Adult Learning in Veterinary Education: Theory to Practice." Journal of Veterinary Medical Education 35, no. 4 (December 2008): 581–88. http://dx.doi.org/10.3138/jvme.35.4.581.

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Merriam, Sharan B. "Adult learning theory for the twenty-first century." New Directions for Adult and Continuing Education 2008, no. 119 (June 2008): 93–98. http://dx.doi.org/10.1002/ace.309.

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Frey, Barbara A., and Susan Webreck Alman. "Applying Adult Learning Theory to the Online Classroom." New Horizons in Adult Education and Human Resource Development 17, no. 1 (January 2003): 4–12. http://dx.doi.org/10.1002/nha3.10155.

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Imel, Susan. "Using groups in adult learning: Theory and practice." Journal of Continuing Education in the Health Professions 19, no. 1 (1999): 54–61. http://dx.doi.org/10.1002/chp.1340190107.

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

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