Adapting Adult Learning Theories for Online Learning

2010 ◽  
pp. 135-153 ◽  
Author(s):  
Ernest W. Brewer ◽  
Nancy S. Headlee
Keyword(s):  
Adult Education ◽  
Adult Learners ◽  
Adult Learning ◽  
Growth And Development ◽  
Educational Leaders ◽  
Communication Technologies ◽  
Learning Theories ◽  
Information Communication Technologies ◽  
Information Communication ◽  
Adult Learning Theories

This chapter explores prominent adult learning theories and their contributions to the understanding and the delivery of adult education. Such theories define and identify characteristics commonly found among adult learners and provide insight regarding factors that can enhance the integration of adult education and information communication technologies. These theories in adult education emanate from educational leaders representing varied perspectives based upon a broad range of activities and interests. However, the commonality among them is to support the unique needs of the adult learner and to contribute to the continual growth and development of the field toward the inevitable incorporation of information communication technologies.

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.

European Studies and Research in Adult Learning and Education

2017 ◽  
Author(s):  
Oriol Rios-Gonzalez
Keyword(s):  
Adult Education ◽  
Adult Learners ◽  
Adult Learning ◽  
Information And Communication Technologies ◽  
Current Knowledge ◽  
Knowledge Society ◽  
Communication Technologies ◽  
Educational Opportunities ◽  
Information And Communication ◽  
Underserved Groups

The European Commission launched a renewed agenda for adult learning with the objective of ensuring access to high-quality educational opportunities to adult learners for the promotion of their personal and professional development. Thus, European researchers in this field are paying attention to lifelong learning actions in order to address this challenge. Studies in this area are exploring how adult education can strengthen adults’ skills, in particular those required in the current knowledge society (information and communication technologies, problem solving, foreign languages, etc.). Simultaneously, some investigations focus in depth on the role that adult education can play in overcoming social exclusion for the most underserved groups. This paper describes the contributions of these investigations as well as the steps carried out by programs and theories that have contributed the most to adult learning. Lastly, future developments and challenges on this field are explained.

scholarly journals Adult education and academic libraries

2018 ◽  
Vol 119 (7/8) ◽  
pp. 422-431 ◽  
Author(s):  
Karen Bordonaro
Keyword(s):  
Adult Education ◽  
Adult Learners ◽  
Adult Learning ◽  
Literature Review ◽  
Academic Libraries ◽  
Academic Library ◽  
Academic Librarians ◽  
Learning Theories ◽  
Content Type ◽  
Library Users

Purpose The purpose of this paper is to offer practicing academic librarians an overview of adult education theories as a way to more deeply understand and further foster adult learning in academic libraries. Design/methodology/approach This paper is a literature review. Findings This review introduces academic librarians to a range of specific adult education learning theories; it offers examples of academic library users engaging in these types of adult learning; it considers how academic libraries can further foster adult learning; and it identifies major characteristics of adult learners. Originality/value This literature review offers a summative overview of adult education in a way that has not appeared in the library literature to date, along with explicit connections between adult education theories and academic library practices.

Challenges, Issues, and Trends in Adult Education

2020 ◽  
pp. 90-117
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.

Self-Efficacy Beliefs of Adult Learners Utilizing Information Communication Technologies

2010 ◽  
pp. 753-767
Author(s):  
Gregory C. Petty ◽  
Carol A. Carter
Keyword(s):  
Online Learning ◽  
Adult Learners ◽  
Self Efficacy ◽  
Communication Technologies ◽  
Educational Programs ◽  
Efficacy Beliefs ◽  
Information Communication Technologies ◽  
Information Communication ◽  
Personal Beliefs

The theory of self-efficacy has been shown to be a contributing factor to the success of adult learners’ in educational programs that utilize information communication technologies, specifically online learning. The determination of online learning self-efficacy is measured with the Tennessee Online Instruction Scale that measures self-efficacy beliefs using three factors of (1) internet; (2) collaborative/online learning, and (3) personal beliefs. It is the purpose of this chapter to help readers understand and use these findings that can contribute to the overall success of adult learners in an online environment. Included are summary results from Carol Carter’s 2004 dissertation on self-efficacy beliefs among college students.

Coaching Components That Create Success

2022 ◽  
pp. 43-66
Author(s):  
Jennifer White
Keyword(s):  
Adult Learners ◽  
Adult Learning ◽  
Real World ◽  
Teacher Educators ◽  
Learning Theories ◽  
Evidence Based ◽  
Knowledge And Skills ◽  
Adult Learning Theories ◽  
Teacher Success ◽  
Building Rapport

This chapter begins with an explanation of coaching and a brief overview of the benefits of coaching. Next, the characteristics of adult learners are described through adult learning theories and principles that provide the foundation for successful coaching. Evidence-based components from research of coaching are presented with practical strategies for implementation. For example, activities such as building rapport, developing and monitoring goals, conducting observations through video, and providing reflective feedback are presented. Additionally, real-world scenarios from the field for both pre-service and practicing teachers are included. The goal is to equip teacher educators with the knowledge and skills necessary to implement aspects of coaching into any class or PD to increase teacher success and student learning.

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