SOCIO-PSYCHOLOGICAL CHARACTERISTICS OF ADULT LEARNING AND DEVELOPMENT

2017 ◽  
Vol 14 (2) ◽  
pp. 30-37
Author(s):  
S. Zichenko ◽  
T. Kotirlo
Keyword(s):  
Adult Education ◽  
Adult Learning ◽  
Psychological Development ◽  
Psychological Characteristics ◽  
Institutional Type ◽  
Learning And Development ◽  
Adult Learning And Development

The authors consider the problem of the adult social and psychological development and education. It analyzes various directions of social and psychological development, the peculiarities of the institutional type of training, as well as the basis of forms oftraining of adult education.

Assessing Adult Learning and Learning Styles

2011 ◽  
pp. 143-153
Author(s):  
E. Paulette Isaac
Keyword(s):  
Adult Education ◽  
Adult Learners ◽  
Adult Learning ◽  
Learning Styles ◽  
Adult Educators ◽  
Learning And Development ◽  
Know How ◽  
Education Literature ◽  
Learning Assessments ◽  
Adult Learning And Development

Adults have different learning styles which can either enhance or deter their learning. In the conversation that follows, I discuss the utility of assessing adult learning and the diversity of learning styles. Adult education literature is replete with discussions on characteristics of adult learners and adult learning and development. But how do we actually know if adults gained the knowledge they set out to learn? We know that there are several factors that should be taken into consideration when facilitating adult learning, but as adult educators and practitioners of the field, it is equally important that we learn and/or know how to deploy various approaches in assessing adult learning. In this chapter are brief discussions on adult learning, learning styles, and learning assessments.

scholarly journals SOCIO-PSYCHOLOGICAL CHARACTERISTICS OF ADULT DEVELOPMENT AND LEARNING

2017 ◽  
Vol 13 (1) ◽  
pp. 103-110
Author(s):  
SVETLANA ZINCHENKO ◽  
TAMARA KOTIRLO
Keyword(s):  
Adult Education ◽  
Cognitive Development ◽  
Adult Learning ◽  
Adult Development ◽  
Psychological Development ◽  
Psychological Characteristics ◽  
Social Psychological ◽  
Firm Basis ◽  
Definition Of

The article investigates the problems of adult education, particularly social-psychological characteristics of adult development and learning are analyzed. The author gives the definition of the institutional peculiarities of adult education. As it is stated in the article, adult learning is a firm basis of his/her psychological development. Life-long education is a guarantee of the individual’s cognitive development.

Assessing Adult Learning and Learning Styles

2011 ◽  
pp. 140-159
Author(s):  
Gregory C. Petty
Keyword(s):  
Adult Education ◽  
Adult Learners ◽  
Adult Learning ◽  
Learning Styles ◽  
Adult Educators ◽  
Learning And Development ◽  
Know How ◽  
Education Literature ◽  
Learning Assessments ◽  
Adult Learning And Development

Adults have different learning styles which can either enhance or deter their learning. In the conversation that follows, I discuss the utility of assessing adult learning and the diversity of learning styles. Adult education literature is replete with discussions on characteristics of adult learners and adult learning and development. But how do we actually know if adults gained the knowledge they set out to learn? We know that there are several factors that should be taken into consideration when facilitating adult learning, but as adult educators and practitioners of the field, it is equally important that we learn and/or know how to deploy various approaches in assessing adult learning. In this chapter are brief discussions on adult learning, learning styles, and learning assessments.

Theorizing African American Women’s Learning and Development

2012 ◽  
pp. 38-55 ◽  
Author(s):  
Marilyn Y. Byrd ◽  
Dominique T. Chlup
Keyword(s):  
African American ◽  
Adult Education ◽  
Adult Learning ◽  
Predominantly White ◽  
African American Women ◽  
Research Strategy ◽  
Learning Theories ◽  
Learning And Development ◽  
Adult Learning Theories ◽  
Women's Narratives

This study is a qualitative, interpretative examination of nine African American women’s encounters with race, gender, and social class (intersectionality) in predominantly white organizations and the learning experiences that emerged from these encounters. Rather than continuing to operate from a Eurocentric view of learning, this study contributes to the scholarly discussion the learning perspectives of African American Women (AAW). Black feminist theory is used as a socio-cultural framework to explain how AAW learn from issues emerging from intersectionality. A narrative approach to inquiry was the research strategy employed. Three major learning orientations emerged from the women’s narratives: learning from influential sources, learning through divine guidance, and learning through affirmation of self. The authors contend that expanding the conversation of adult learning theories to include socio-cultural theories derived from black women’s scholarship may be necessary to move the field of adult education toward more inclusive ways of theorizing adult learning. Implications for the field of adult education and the emerging workforce diversity paradigm are provided.

Lights, Camera, Andragogy! Adult Learning and Development in Film

2019 ◽  
Vol 30 (4) ◽  
pp. 150-159
Author(s):  
Adam McClain
Keyword(s):  
Adult Learners ◽  
Adult Learning ◽  
Growth And Development ◽  
Life Experiences ◽  
Real Life ◽  
Emotional Reactions ◽  
Adult Educators ◽  
Learning And Development ◽  
Social Phenomena ◽  
Adult Learning And Development

This article will examine specific films that portray events or phenomena of adult learning and development, and how adult learning and development can be explored by studying the lives of the fictional characters in film. It will demonstrate how the use of contemporary film by adult educators and adult learners can enhance insights about people, about life’s dilemmas, and about the growth and development in adulthood. To teach adults successfully, methods and techniques must be adapted to their skills and environments. Despite genre or popularity, film has the opportunity to tell a story and/or be a real-life recording. Film provides another strategy of telling stories to help adult educators and adult learners have further reflection, insights, emotional reactions, and enhance various life experiences and stages of development. Learners can use film to better understand narratives outside of their own and develop alternative interpretations, and film can also be used to observe social phenomena in a noninvasive way. The films discussed in the article were chosen by the author to draw the attention to examples of various aspects of adult learning and development.

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