Rethinking Research in English with Nontraditional Adult Students

Adult students of diverse experiences, disciplines, and identities can become valued contributors to faculty-directed research while also benefiting from the experience. However, national data show that older students participate in mentored research at one of the lowest rates among all groups tracked. This article forwards principles for facilitating nontraditional students’ involvement in collaborative research. These were developed during studies conducted about and with adult undergraduates at a historically Black university. Student researchers’ insights, adult learning theory, and the scholarship of undergraduate research and mentoring indicate interlacing benefits that students, faculty, and English studies may gain from developing such research partnerships.

Advancing Leadership Education and Development: Integrating Adult Learning Theory

Leader development serves as a strong focus in the mission statements of many business school programs. Looking at business school leader development programs through the lens of adult learning theory, we assert that there is an overreliance on cognitive training (e.g., lecture) as the primary form of education used in preparing future business leaders, neglecting other relevant learning orientations. In response, we advance a comprehensive model of business leader education and training that incorporates and integrates five primary orientations to adult learning (cognitivist, behaviorist, humanistic, social cognitive, constructivist). We argue that other professional training curricula, most notably, medical school and military education, draw more fully on these five orientations to adult learning and that these represent comparative models for what business schools could be doing in leader development. We conclude by providing concrete suggestions for how business educators might apply the model in their own programs.

Putting Paint to Canvas

The purpose of this chapter is to inform the readers about how to artfully design seamless instruction for adult learners. The authors approached this concept by drawing a connection between the processes of making beautiful art and designing instruction geared toward adult learners. The authors identified several aspects of adult learning theory applied to the following instructional strategies: clear learning objectives, differentiated instruction, formative and summative assessment, and use of descriptive feedback. The authors provided several examples of these instructional strategies intended to support adult learners.

Applying Andragogy to Backward Design to Support Adult Learners

Andragogy, also known as adult learning theory, and backward design are not new concepts in higher education, but often the two are not layered together cohesively, or the misconceptions about adult learning theory and backward design stymie the design process. The purpose of this chapter is to present a course design model for faculty, administrators, and design team professionals to apply andragogy to backward design in a layered approach to better support adult learners. This chapter explores the application of backward design and andragogy in higher education with these essential questions: How are andragogy and backward design applied in higher education course design? How can considerations of andragogy strengthen the backward design model? What misconceptions about backward design and adult learning theory underly current practices?

Exploring the Role of Adult Learning Theory in Understanding Employees' Participation in Non-Mandatory Training

The theme of employees' non-mandatory training participation intention has been viewed as being supported by limited theoretical foundations, specifically expectancy theory of motivation and perceived organizational support theory. Although contributions made by adult learning theory have long been acknowledged, it is important to recognize the unique role it has played by incorporating three theoretical pillars and consequently providing a strong foundation for employees' non-mandatory training participation intention. By identifying the relationship between employees' non-mandatory training participation intention and one of its closely allied fields, viz. adult education, this article argues that it is actually adult learning theory that provides a foundation and linkage for both fields.

Investigating the Readiness of a Developing Country to Adopt Blended Learning as a Pedagogical Approach During the COVID-19 Pandemic

Face-to-face as a model of instruction is most preferred by instructors in Zimbabwe and particularly those at Great Zimbabwe University. Lecturers at this institution feel more comfortable and confident delivering their content through lectures. Therefore, the transformation from face-to-face instruction to blended learning is a challenge that requires serious academic conversations. Knowles' adult learning theory is utilised in this study to interrogate the preparedness and readiness of both staff and students at the Great Zimbabwe University to pave the way for a pedagogical shift from face-to-face instruction to blended learning in the context of COVID-19 pandemic. The major contention in this study is that the conception of blended learning and its didactical and pedagogical approach is still a problematic transition for instructors at the Great Zimbabwe University. It was concluded that while this may be the case, blended learning could still be a panacea to the problems of the outbreak of coronavirus disease.

Application of Equity Theory on Adult Learning

Learning is a complicated process, notwithstanding the fact that the individual learners, particularly adults, are complicated beings. Adult learning is a subject of ever-growing interest. With the changing demographic situation of the developed world, there has been a focus on the concept of lifelong learning. Studying adult learning theory is rapidly growing across the globe in the context of human resource development. The application of equity theory and its impacts are rarely considered in studies of adult learning and human resource development, and the link between the two theories are remains unclear. In fact, the role of equity theory and its impacts are rarely considered in studies of adult learning and human resource development. Hence, through the structured literature review, this chapter explores the role of equity theory in the context of adult learning theory and through that identifies the theoretical gaps and gives suggestions for future research.

Best Practices in Museum Programming for People With Dementia and Their Care Partners

As more people are living longer with dementia, museums can play an important public health role to support individuals, families, and communities. Arts & Minds programs for people with dementia and their care partners are designed according to principles of person-centered care and adult learning theory. The approach builds on research and evaluation to provide contact with art, which has been shown to reduce apathy and soothe agitation in persons with dementia and also to reduce caregiver stress. According to our observation- and feedback-based assessments of more than 500 program participants over the past 10 years, the processes of collective looking and art making specifically address symptoms of dementia and support human dignity. This presentation addresses the growing research base on the benefits of museum programming, and the ways in which research and evaluation support best practices in museum education to address the challenge of living well with dementia.