Let’s move forward with the transformative adult learning process. An experiment conducted at EuroPCR 2016

2018 ◽  
Vol 14 (12) ◽  
pp. e1262-e1267
Author(s):  
Martin Lestra ◽  
Jean Marco ◽  
Bruno Péran ◽  
Monique Martinez-Thomas ◽  
Cédric Aït-Ali
Keyword(s):  
Adult Learning ◽  
Learning Process ◽  
Let's Move ◽  
Transformative Adult Learning

scholarly journals CONTEMPORARY THEORIES OF ADULT LEARNING

2015 ◽  
Vol 1 ◽  
pp. 450
Author(s):  
Ludmila Babajeva
Keyword(s):  
Adult Learning ◽  
Critical Theory ◽  
Learning Theory ◽  
Learning Process ◽  
Adult Learning Theory ◽  
Three Dimensions ◽  
Modern View ◽  
Dimensions Of Learning ◽  
Conditions Of Learning

<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>

Pedagogical Strategies to Develop Business Graduate Competences

2018 ◽  
pp. 281-301
Author(s):  
Silvia Lizett Olivares Olivares
Keyword(s):  
Adult Learning ◽  
Learning Process ◽  
Business Education ◽  
Academic Institutions ◽  
Pedagogical Strategies ◽  
Teaching Activities ◽  
Learning And Teaching ◽  
Role Of Teachers ◽  
Different Levels

This chapter provides examples of pedagogical strategies to business schools and business faculty to promote and develop specific competences in business education graduates. In so doing, the chapter recommends understanding the adult learning theory of Knowles, Holton, and Swanson (2011), which emphasizes the role of teachers and adult needs for learning. Teachers should facilitate the learning process and system and must engage students in a process of mutual inquiry. Even though there are different pedagogical strategies available for academic institutions to pursue in order to develop competences of different levels and types in students, it is concluded that in the learning process the learner must take center stage. Academic institutions and faculty should be creative in designing learning and teaching activities as well as diverse and implementable pedagogical strategies.

Gamification in Adult Learning

2021 ◽  
pp. 905-932
Author(s):  
Abdulmenaf Gul ◽  
Cigdem Uz Bilgin
Keyword(s):  
Adult Learners ◽  
Health Education ◽  
Adult Learning ◽  
Knowledge Acquisition ◽  
Learning Process ◽  
Workplace Environment ◽  
Electronic Search ◽  
Technological Tools ◽  
Systematic Understanding ◽  
Game Elements

Various methods and technological tools have been utilized to meet the unique needs of adult learners. One of the recent methods is gamification, in which game elements and mechanics were utilized within a non-gaming context. This chapter reviews the literature and presents an overview of gamification implementations to develop systematic understanding of how gamification can be integrated into the adult learning process. An electronic search of articles from 2009 to 2019 was conducted, and 23 studies were reviewed in detail. The study shows gamification has mainly been utilized within the workplace environment and in the health education. The principle investigated constructs were satisfaction, motivation, engagement, and knowledge acquisition. Although the reviewed papers reported promising results in terms of utilizing gamification for adult learning, further research is needed.

Pedagogical Strategies to Develop Business Graduate Competences

2014 ◽  
pp. 52-71
Author(s):  
Silvia Olivares Olivares
Keyword(s):  
Adult Learning ◽  
Learning Process ◽  
Academic Institutions ◽  
Pedagogical Strategies ◽  
Teaching Activities ◽  
Learning And Teaching ◽  
Role Of Teachers ◽  
Different Levels

This chapter provides examples of pedagogical strategies to business schools and business faculty to promote and develop specific competences in business education graduates. In so doing, the chapter recommends understanding the adult learning theory of Knowles, Holton, and Swanson (2011), which emphasizes the role of teachers and adult needs for learning. Teachers should facilitate the learning process and system and must engage students in a process of mutual inquiry. Even though there are different pedagogical strategies available for academic institutions to pursue in order to develop competences of different levels and types in students as described in the previous chapter (Chapter 3), it is concluded that in the learning process the learner must take center stage. Academic institutions and faculty should be creative in designing learning and teaching activities as well as diverse and implementable pedagogical strategies.

scholarly journals EDUKACYJNE ASPEKTY TWORZENIE KAPITAŁU LUDZKIEGO JAKO KLUCZOWEGO ZASOBU PRZEDSIĘBIORSTWA

2019 ◽  
Vol 2 (16) ◽  
pp. 116-122
Author(s):  
Ян Сікора
Keyword(s):  
Professional Development ◽  
Human Capital ◽  
Adult Education ◽  
Adult Learning ◽  
Learning Process ◽  
Teaching Practice ◽  
Phenomenological Approach ◽  
Inductive Method ◽  
Knowledge Based

The article is about possibilities of using an educational potential in the process of developing human capital in an enterprise company. Research conducted at a large enterprise that is part of a global corporation. The author presented the system of professional development of employees. The results of the study show that a modern production company at the same time is an organization that assesses the value of human capital for the effectiveness of the company. The way in which the system of employee professional development is formed indicates that the researched enterprise applies the principles that are specific for a "knowledge-based organization". This means creating an organization where the system of acquiring and transferring new knowledge is not the domain of a narrow group of specialists, but becomes an integral part of every lesson, is a usual procedure and task of each employee. Forms of used trainings and its evaluation by management are an interesting aspect of the employee improvement system in the enterprise company. An analysis of this material helps to use it in the methodological preparation of the adult learning process and the evaluation of learning effectiveness. The case study described in the article is a good example of applying a methodology appropriate for the adult learning process. Attention should be paid to the relationship between theory and teaching practice. The case study presented in the article is an example of this. Attention should be paid to the phenomenological approach to the subject of study that involves an inductive method of formulating generalizations. Key words: adult education, human capital, professional development, knowledge-based organization, adult education methodology.

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