Improvement plan for professionalism course guidance based on adult learning theory

<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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Exploring the Role of Adult Learning Theory in Understanding Employees' Participation in Non-Mandatory Training

Emerging Self-Directed Learning Strategies in the Digital Age - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-3465-5.ch004 ◽

2018 ◽

pp. 48-80

Author(s):

Jayaranjani Sutha

Keyword(s):

Adult Education ◽

Adult Learning ◽

Learning Theory ◽

Organizational Support ◽

Adult Learning Theory ◽

Unique Role ◽

Mandatory Training ◽

The Relationship ◽

Theoretical Foundations

The theme of employees' non-mandatory training participation intention has been viewed as being supported by limited theoretical foundations, specifically expectancy theory of motivation and perceived organizational support theory. Although contributions made by adult learning theory have long been acknowledged, it is important to recognize the unique role it has played by incorporating three theoretical pillars and consequently providing a strong foundation for employees' non-mandatory training participation intention. By identifying the relationship between employees' non-mandatory training participation intention and one of its closely allied fields, viz. adult education, this article argues that it is actually adult learning theory that provides a foundation and linkage for both fields.

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Instructional Change Through Collaboration and Peer Coaching

Practice-Based Professional Development in Education - Advances in Higher Education and Professional Development ◽

10.4018/978-1-7998-4622-2.ch006 ◽

2020 ◽

pp. 118-145

Keyword(s):

Action Research ◽

Adult Learning ◽

Professional Learning ◽

Learning Theory ◽

Lesson Study ◽

Peer Coaching ◽

Adult Learning Theory ◽

Research Process ◽

Instructional Change ◽

Learning In Context

This chapter explains the connection made between Japanese Lesson Study (JLS) and adult learning theory. For the purpose of further understanding the action research process and how it connects to teacher learning, Phase 3, learning in context with a peer coaching emphasis, will be discussed. This chapter will inform leaders as they develop their own system of professional learning for teachers.

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Putting Paint to Canvas

Research Anthology on Adult Education and the Development of Lifelong Learners ◽

10.4018/978-1-7998-8598-6.ch058 ◽

2021 ◽

pp. 1156-1176

Author(s):

Clavon Byrd ◽

Sean T. Lansing

Keyword(s):

Adult Learners ◽

Adult Learning ◽

Differentiated Instruction ◽

Instructional Strategies ◽

Learning Theory ◽

Adult Learning Theory ◽

Summative Assessment ◽

Learning Objectives ◽

Descriptive Feedback

The purpose of this chapter is to inform the readers about how to artfully design seamless instruction for adult learners. The authors approached this concept by drawing a connection between the processes of making beautiful art and designing instruction geared toward adult learners. The authors identified several aspects of adult learning theory applied to the following instructional strategies: clear learning objectives, differentiated instruction, formative and summative assessment, and use of descriptive feedback. The authors provided several examples of these instructional strategies intended to support adult learners.

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Applying Andragogy to Backward Design to Support Adult Learners

Ensuring Adult and Non-Traditional Learners’ Success With Technology, Design, and Structure - Advances in Higher Education and Professional Development ◽

10.4018/978-1-7998-6762-3.ch013 ◽

2021 ◽

pp. 210-227

Author(s):

Melissa L. McCartney ◽

Mary A. Tkatchov

Keyword(s):

Higher Education ◽

Adult Learners ◽

Adult Learning ◽

Learning Theory ◽

Course Design ◽

Adult Learning Theory ◽

Design Model ◽

Backward Design ◽

New Concepts ◽

Essential Questions

Andragogy, also known as adult learning theory, and backward design are not new concepts in higher education, but often the two are not layered together cohesively, or the misconceptions about adult learning theory and backward design stymie the design process. The purpose of this chapter is to present a course design model for faculty, administrators, and design team professionals to apply andragogy to backward design in a layered approach to better support adult learners. This chapter explores the application of backward design and andragogy in higher education with these essential questions: How are andragogy and backward design applied in higher education course design? How can considerations of andragogy strengthen the backward design model? What misconceptions about backward design and adult learning theory underly current practices?

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