scholarly journals Applying Holistic Adult Learning Theory to the Study of Calculus

2018 ◽  
Vol 15 (3) ◽  
pp. 85-98
Author(s):  
Reem Jaafar ◽  
◽  
Joni Schwartz ◽  
Keyword(s):  
Adult Learning ◽  
Transformative Learning ◽  
Learning Theory ◽  
Adult Learning Theory ◽  
Comparative Case Study ◽  
Holistic Learning ◽  
Data Content ◽  
Learning Modes ◽  
College Calculus

This exploratory, comparative case study of an urban community college calculus classroom examines adult learning from Yang’s Holistic Learning Theory and provides concrete pedagogical suggestions for how adult learning practitioners can engage adult learners in transformative learning. Data collection was from a selective sampling of student reflective survey writing throughout the span of one calculus course. Data content analysis was both manual and with the aid of NVivo qualitative software by two separate coders. Findings indicate that students exhibit strong explicit and in some instances implicit learning modes but seldom engage in transformative or emancipatory modes of learning as it relates to math. The study, although a pilot, suggests avenues for further research in math learning as well as ideas for eclectic teaching approaches in adult math classrooms. Implications for professors and administrators are discussed.

Connecting Spiritual Formation and Adult Learning Theory: An Examination of Common Principles

2017 ◽  
Vol 14 (2) ◽  
pp. 247-269 ◽  
Author(s):  
Christopher B. Beard
Keyword(s):  
Adult Learning ◽  
Transformative Learning ◽  
Christian Education ◽  
Spiritual Formation ◽  
Learning Theory ◽  
Adult Learning Theory ◽  
Learning Theories ◽  
Adult Learning Theories

In the realm of Christian education, the topic of adult spiritual formation has been broadly considered from the philosophical, theological, and practical viewpoints in order to aid spiritual formation practitioners in the design and execution of spiritual formation endeavors. Paralleling this body of literature is the vast topic of adult learning theory, examining the various ways adults learn. While the two disciplines seem to have potential commonalities, few works overtly identify them. The purpose of this article is to demonstrate connections between principles of spiritual formation and principles of adult learning theory found in the literature that have not previously been articulated, focusing on missional spiritual formation and the adult learning theories of andragogy and transformative learning.

Designing Caring and Inclusive Online Classroom Environments for Non-Traditional Learners

2019 ◽  
pp. 63-87
Author(s):  
Nirupama Akella
Keyword(s):  
Adult Learning ◽  
Learning Environments ◽  
Learning Theory ◽  
Adult Learning Theory ◽  
Traditional Learning ◽  
Learning Needs ◽  
Online Classroom ◽  
Online Classrooms ◽  
And Performance

Does andragogy successfully satisfy non-traditional learning needs and demands of a contemporary knowledge and performance-oriented economy? In her chapter on designing caring and inclusive online classrooms for non-traditional learners, the author explores the adult learning theory of andragogy supplementing it with an autoethnographic case study listing andragogical teaching strategies and then questions the need and validity of andragogy as the comprehensive holistic adult learning theory and model to design, develop, and implement online learning environments based on the three focal elements of caring, diversity, and cultural inclusivity for non-traditional learners. The author argues for the contemporary learning theory of heutagogy as the mantra of the knowledge and performance-oriented society.

scholarly journals Transformative Learning: Evolutions of the adult learning theory

Phronesis ◽  
2018 ◽  
Vol 7 (3) ◽  
pp. 5-17
Author(s):  
Chiara Biasin
Keyword(s):  
Adult Learning ◽  
Transformative Learning ◽  
Learning Theory ◽  
Adult Learning Theory ◽  
Transformative Learning Theory ◽  
Self Sufficiency ◽  
Core Concepts ◽  
Research Questions ◽  
Autonomous Development ◽  
Dominant Theory

This paper investigates how Transformative Learning has developed as the dominant theory in adult learning and education. The goals are to analyze the progressive self-sufficiency of the Theory from its discoverer and to examine its expansion as a mainstream in the field. The hypothesis is that the massive spread of the theory of Transformative Learning is due to its appeal as a master key to transformation. This has allowed the ‘autonomous’ development from Mezirow itself and the vast diffusion to the great detriment of conceptual coherence. The research questions are: How did Transformative Learning establish itself as a theory of adult education? What characteristics are at the base of this good fortune? How did Mezirow explore and then define the theory of Transformative Learning? Is the Mezirow’s reference theory another name for the Transformative Learning Theory? The article starts with the birth of Transformative Learning and then focuses on the consolidation of some core-concepts of the theory. The diffusion of different approaches will be discussed. Finally, the international affirmation of Transformative Learning is presented with references to the European network.

Creating Sustainable Communities

2017 ◽  
pp. 94-110
Author(s):  
Christina Van Wingerden ◽  
Stan Goto ◽  
Misha Burstein
Keyword(s):  
Adult Learning ◽  
Community Of Practice ◽  
Learning Theory ◽  
Adult Learning Theory ◽  
Learning Theories ◽  
Sustainable Communities ◽  
Leadership And Management ◽  
Organizational Environments ◽  
Adult Learning Theories

Generating investment in community is experience leaders seek to stimulate in academic, business, and organizational environments. Through the lens of adult learning theory, the authors propose a means for greater group commitment and sustainability which can help the field of strategic leadership and management. A case study of a graduate class who became a community of practice is presented as an example of adult learning theories and how they can enhance shared power and leadership for sustainable communities.

GED Teaching and Adult Learning Theory

1994 ◽  
Vol 6 (2) ◽  
pp. 13-14
Author(s):  
Kathleen Loughlin
Keyword(s):  
Adult Learning ◽  
Learning Theory ◽  
Adult Learning Theory

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>

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