scholarly journals Adult Learning Theories and their Role in Instructional Design, Curriculum Development and Educational Technology

2021 ◽  
Vol 17 ◽  
pp. 1149-1159
Author(s):  
Quratulain - ◽  
Iffat Basit ◽  
Khuda Bakhsh ◽  
Muhammad Hafeez
Keyword(s):  
Educational Technology ◽  
Adult Learning ◽  
Curriculum Development ◽  
Lifelong Learning ◽  
Learning Process ◽  
Technology Development ◽  
Learning System ◽  
Learning Theories ◽  
Design And Technology ◽  
Adult Learning Theories

Modern lifelong learning, and especially when it involves technical issues, is absolutely necessary in any modern form of development and environmental protection. States and societies need to constantly focus on lifelong learning because it is the best investment that pays off in the short and long term. A critical stage was emergence of adult learning theories in learning process. Cognitivism, constructivism, Behaviorism and connectivism have been broadly applied in educational learning process to enhance the educational learning system according to the students capabilities and requirements. This study analyzed four adult learning theories namely constructivism, behaviorism, connectivism and cognitivism and their importance in lesson design, curriculum development and educational technology. The current review study's findings revealed that cognitivism, constructivism and behaviourism are foundations for syllabus development, instruction design and technology development. To incorporate technology into the learning process, the connectivism learning theory connects the learning theories of cognitivism, behaviourism and constructivism. The difficulties in putting learning theories into practice, as well as potential solutions, are addressed in this article.

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.

Challenges, Issues, and Trends in Adult Education

2021 ◽  
pp. 48-75
Author(s):  
Jeng-Yang Wu
Keyword(s):  
Adult Education ◽  
Adult Learning ◽  
Experiential Learning ◽  
Course Design ◽  
Learning Experiences ◽  
Learning Theories ◽  
Daily Lives ◽  
Adult Learning Theories

This chapter explores how adults think, learn, and apply knowledge in their daily lives to effectively design a curriculum, create activities, and integrate valuable technology into the course design. The chapter summarizes adult learning theories, including self-directed, transformative, and experiential learning, as well as the concept of andragogy. Instructors are provided with practical tools and methodologies which will help them to produce effective adult learning experiences.

Transforming Chemistry Curricula and Courses to Support Adult Learners

2020 ◽  
pp. 419-445
Author(s):  
Lisa J. Nogaj
Keyword(s):  
Distance Education ◽  
Education Research ◽  
Adult Learners ◽  
Adult Learning ◽  
Learning Theories ◽  
Instructional Designers ◽  
Unique Challenge ◽  
Chemical Education Research ◽  
Post Secondary ◽  
Adult Learning Theories

This chapter presents a compilation of best practices for preparing chemistry curricula and courses that consider the cognitive needs of adult learners. Chemistry instructors at the post-secondary level may receive little guidance on how to meet the needs of adult learners, members of a diverse undergraduate STEM student population. The author illustrates how adult learning theories and chemical education research can be applied to support reentry learners. Some aspects of distance education for adult learners in the sciences are examined, especially the unique challenge of offering laboratory coursework in this setting. The author makes recommendations for supporting faculty who engage in course revision with adult chemistry learners in mind. This chapter is relevant for university-level chemistry faculty, administrators and instructional designers.

scholarly journals Adult Learning Theories in Context: A Quick Guide for Healthcare Professional Educators

2019 ◽  
Vol 6 ◽  
pp. 238212051984033 ◽  
Author(s):  
Banan Abdulrzaq Mukhalalati ◽  
Andrea Taylor
Keyword(s):  
Healthcare Professional ◽  
Adult Learning ◽  
Professional Education ◽  
Relevant Literature ◽  
Learning Theories ◽  
Education Programs ◽  
Learning And Teaching ◽  
Professional Educators ◽  
Adult Learning Theories ◽  
Healthcare Professional Education

Background: Adult learning theories play a pivotal role in the design and implementation of education programs, including healthcare professional programs. There is a variation in the use of theories in healthcare professional education programs and this is may be in part due to a lack of understanding of the range of learning theories available and paucity of specific, in-context examples, to help educators in considering alternative theories relevant to their teaching setting. This article seeks to synthesize key learning theories applicable in the learning and teaching of healthcare professionals and to provide examples of their use in context. Method and results: A literature review was conducted in 2015 and 2016 using PubMed, Scopus, Web of Science, and ERIC academic databases. Search terms used identified a range of relevant literature about learning theories, and their utilization in different healthcare professional education programs. The findings were synthesized and presented in a table format, illustrating the learning theory, specific examples from health and medical education, and a very brief critique of the theory. Outcome: The literature synthesis provides a quick and easy-to-use summary of key theories and examples of their use to help healthcare professional educators access a wider range of learning theories to inform their instructional strategies, learning objectives, and evaluation approaches. This will ultimately result in educational program enhancement and improvement in student learning experiences.

scholarly journals Blended learning as a modern educational technology for integrating the learning process in education institutions

2019 ◽  
Vol 66 (3) ◽  
pp. 172-177
Author(s):  
Viktoriia Mizyuk
Keyword(s):  
Educational Technology ◽  
Learning Process ◽  
Digital Technologies ◽  
Content Management ◽  
Educational Process ◽  
Learning System ◽  
Educational Content ◽  
Set Up ◽  
Methods Of Learning ◽  
The Impact

Digital technologies increase the impact on society, economy and education every day. Schools gradually penetrate the technologies of virtuality and complemented reality; teachers must be prepared not only for their understanding, but also for their use. Currently, mixed learning becomes more popular in educational institutions, but not all teachers understand the essence of this concept. A generalized analysis of domestic scholars has shown that the notion of "mixed learning" relates to such concepts as "learning process", "learning system", "educational technology", "educational methodology", "combination of methods", "modernization tool", etc. On the basis of the analysis of literature on the concept of "mixed learning" in foreign and domestic researchers, the author presents her own definition, discloses the main components of mixed learning and its benefits in organizing educational activities in institutions of general secondary education; a scheme of combining traditional and e-learning in a mixed one is prepared. Digital technologies have a significant impact on the nature, the form of training, the kind of activity of students, allow the implementation of fundamentally new forms and methods of learning, and, as a consequence, increase the efficiency of educational process in a digital society. Before higher education there is the task of training specialists who can use a computer for the organization of interactive training and testing, video conferencing, participation in telecommunication projects, webinars, forums, etc. It is noted that modern teacher has to develop independently educational content in text, video, multimedia and hypermedia format, to use digital and educational resources, to set up educational content management systems and to organize training with the use of the Internet and its services.

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