The Experts below are selected from a list of 19263 Experts worldwide ranked by ideXlab platform
Ross C Brownson - One of the best experts on this subject based on the ideXlab platform.
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integrating Adult Learning principles into training for public health practice
Health Promotion Practice, 2009Co-Authors: Rebecca L Bryan, Matthew W Kreuter, Ross C BrownsonAbstract:Providing training and planned Learning experiences to practitioners and community partners is fundamental to effective public health. The extent to which principles of Adult Learning currently guide such training is unknown and likely varies widely. The purpose of this article is to introduce five principles of Adult Learning and discuss how each can be applied in assessing trainee needs, planning and delivering training, and evaluating training processes and outcomes. Training guided by these principles should facilitate Adult Learning, collaborative efforts, and mutual respect between agencies, practitioners, and community partners.
Sharan B. Merriam - One of the best experts on this subject based on the ideXlab platform.
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Beyond Andragogy: New Directions in Adult Learning Theory
2020Co-Authors: Sharan B. MerriamAbstract:While andragogy is here to stay, we have moved beyond centering it at the heart of Adult Learning theory. Five other ways to understand Adult Learning will be presented in this symposium: transformative Learning, spirituality and Adult Learning, embodied knowing, the neuroscience of Adult Learning and narrative Learning. Adult Learning is at the heart of all Adult education practice. From literacy to continuing professional education, from the workplace to an art museum, from a college course to a yoga class, enabling the Learning of Adults is what holds an otherwise very diverse field together. For decades, Malcolm Knowles’s andragogy was how our field differentiated itself from childhood education and indeed, for many practitioners was the “window” into understanding Adults as learners. Andragogy became a template for designing instruction for Adult learners. It is still many newcomers first introduction to our field. While andragogy is here to stay, the purpose of this symposium is to present what is really new thinking in Adult Learning. We have moved beyond centering andragogy at the heart of our Adult Learning theory. Expanding our understanding of Adult Learning offers the potential for engaging more Adults in Learning, the common denominator across the many dimensions of Adult education practice. Five perspectives on Adult Learning will be presented in this symposium. First is a glimpse into some of the new thinking around transformational Learning. While not a new topic, emerging are a number of alternative conceptions of transformative Learning beyond Mezirow and Freire’s seminal work such as neurobiological, cultural-spiritual, race-centric and planetary views. The second presentation will be on spirituality and Adult Learning. The popular press has brought spirituality forward especially as it manifests in the workplace and higher education. How spirituality is being conceptualized as a component of Adult Learning will be explored in this second presentation. Because of the West’s focus on cognitive processing, the body as a site of Learning and knowing has until recently been ignored. The growing research base on embodied or somatic knowing is the topic of the third presentation. Embodied Learning is an alternate way of knowing that reconnects the mind and body. This connection between the mind and body is actually being reinforced by the latest developments in the neuroscience of Learning. The fourth presenter will explain how Learning, embodied experience, and reflection interact in making meaningful connections in the brain; in fact, imaging techniques have revealed how Learning changes the brain itself. The fifth topic is on narrative Learning. Human beings have always told stories to make sense of the world and to convey “truths” of the culture. What is new, is understanding how stories are a form of meaning-making. We learn through stories and creating a narrative to make sense of our experience is itself Learning.
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Adult Learning Theory: A Review and an Update
2015Co-Authors: Sharan B. MerriamAbstract:There is no one definition, model, or theory that explains how or why Adults learn. Yet what we know about Adult Learning is what unites an otherwise disparate field of practice ranging from continuing professional education to basic literacy classes to on-the-job training. What we do have is a mosaic of principles and explanations that form an ever-expanding knowledge base of Adult Learning. The first section of this article reviews three “foundational” theories of Adult Learning—andragogy, self-directed Learning, and transformative Learning followed by a discussion of the shift from these foundational theories to approaches that attend to the social and political context of Adult Learning. The third section of this review of Adult Learning theory addresses the most recent research in holistic approaches to Adult Learning which includes the role of emotions, body and spirit in Learning. Also discussed in this section is the growing attention to non-Western perspectives on Adult Learning.
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Adult Learning theory for the twenty first century
New Directions for Adult and Continuing Education, 2008Co-Authors: Sharan B. MerriamAbstract:Drawing from previous chapters in this volume, this final chapter proposes that Adult Learning theory is attending more to the various contexts where Learning takes place and to its multidimensional nature.
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the new update on Adult Learning theory
2001Co-Authors: Sharan B. MerriamAbstract:EDITOR'S NOTES (Sharan B. Merriam). 1. Andragogy and Self--Directed Learning: Pillars of Adult Learning Theory (Sharan B. Merriam). Andragogy and self--directed Learning, two foundational theories of Adult Learning, continue to guide our understanding of how Adults learn. 2. An Update on Transformational Learning (Lisa M. Baumgartner). In the 1990s, empirical research on transformational Learning has expanded the theory proposed by Freire and Mezirow three decades ago. 3. Informal and Incidental Learning (Victoria J. Marsick, Karen E. Watkins). The vast majority of Adult Learning is informal and incidental the authors present their revised model of this type of Learning. 4. A New Look at Women's Learning (Elisabeth R. Hayes). Myths and stereotypes of women's Learning are examined, and a socially--constructed notion of gender is proposed for understanding women's Learning. 5. Context--Based Adult Learning (Catherine A. Hansman). Learning is a tool--dependent, social activity embedded in the context in which it occurs. Situated cognition, cognitive apprenticeship, and communities of practice make up this theoretical perspective. 6. Critical and Postmodern Perspectives on Adult Learning (Deborah W. Kilgore). Critical and postmodern theorists examine how the social construction of knowledge and relationships based on power intersect with Learning in Adulthood. 7. The Power of Feelings: Emotion, Imagination, and the Construction of Meaning in Adult Learning (John M. Dirkx). Personally significant and meaningful Learning is grounded in the Adult's emotional, imaginative connection with the self and with the broader social world. 8. The Brain and Consciousness: Sources of Information for Understanding Adult Learning (Lilian H. Hill). Principles of Learning can be derived from new research on how the brain functions and new understandings of the brain's relationship to mind and consciousness. 9. Off the Beaten Path: Some Creative Approaches to Adult Learning (M. Carolyn Clark). Two of the newest approaches to Adult Learning are discussed--Learning through our physical body, or what is known as somatic Learning, and Learning through stories of our experiences, or what is called narrative knowing. 10. Something Old, Something New: Adult Learning Theory for the Twenty--First Century (Sharan B. Merriam). This concluding chapter summarizes the various perspectives represented by chapters in this volume and finishes with an assessment of Adult Learning theory today. INDEX.
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Updating our knowledge of Adult Learning
Journal of Continuing Education in The Health Professions, 1996Co-Authors: Sharan B. MerriamAbstract:Whether one is involved in undergraduate, graduate, or continuing professional education, the Learning transaction can be enhanced by understanding how Adults learn and the conditions under which Adults learn best. Andragogy, self-directed Learning, and transformational Learning, three major contributions to the growing knowledge base of Adult Learning theory, are first reviewed in this article. The second half of the article introduces readers to several new perspectives on Adult Learning; in particular, consciousness and Learning, situated cognition, and feminist pedagogy are examined for what they can offer Adult Learning theory. Several conclusions are advanced about the state of Adult Learning theory, and implications are drawn for continuing education in the health professions.
Rebecca L Bryan - One of the best experts on this subject based on the ideXlab platform.
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integrating Adult Learning principles into training for public health practice
Health Promotion Practice, 2009Co-Authors: Rebecca L Bryan, Matthew W Kreuter, Ross C BrownsonAbstract:Providing training and planned Learning experiences to practitioners and community partners is fundamental to effective public health. The extent to which principles of Adult Learning currently guide such training is unknown and likely varies widely. The purpose of this article is to introduce five principles of Adult Learning and discuss how each can be applied in assessing trainee needs, planning and delivering training, and evaluating training processes and outcomes. Training guided by these principles should facilitate Adult Learning, collaborative efforts, and mutual respect between agencies, practitioners, and community partners.
Richard Desjardins - One of the best experts on this subject based on the ideXlab platform.
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The political economy of Adult Learning systems—some institutional features that promote Adult Learning participation
Zeitschrift für Weiterbildungsforschung, 2020Co-Authors: Richard Desjardins, Alexandra IoannidouAbstract:Recent years have witnessed an increasing scholarly interest in the study of education, training, and skill formation from a comparative political economy perspective. The purpose of this article is to contribute to the emerging field of the political economy of Adult Learning systems, which seeks to understand the causes and consequences of cross-national diversity in Adult Learning systems. The article introduces this interdisciplinary research strand by reviewing recent work and different typologies that have emerged out of the field of comparative economics and comparative politics, which are relevant to the study of Adult Learning systems. The empirical evidence on cross-national patterns of organized Adult Learning drawn on PIAAC data suggests that existing typologies are insufficient to explain the cross-national patterns. The article discusses some specific institutional features that promote Adult Learning participation and points out conditions and policies that support effective Adult Learning systems. In den vergangenen Jahren ist ein zunehmendes wissenschaftliches Interesse an der Untersuchung von Bildung, Ausbildung und Weiterbildung aus einer vergleichenden politisch-ökonomischen Perspektive zu verzeichnen. Der Artikel untersucht Ursachen und Folgen der länderspezifischen Vielfalt in Weiterbildungssystemen und leistet damit einen Beitrag zu dem neu entstehenden Forschungsbereich der politischen Ökonomie von Weiterbildungssystemen. Der Beitrag führt in diesen interdisziplinären Forschungsstrang ein, indem er einen Überblick über die jüngsten Arbeiten und verschiedene Typologien gibt, die aus dem Bereich der vergleichenden Ökonomie und der vergleichenden Politikwissenschaft hervorgegangen und die für die Untersuchung von Weiterbildungssystemen relevant sind. Die empirische Evidenz zu länderspezifischen Mustern des organisierten Erwachsenenlernens, die sich auf PIAAC-Daten stützt, legt nahe, dass die bestehenden Typologien nicht ausreichen, um die länderspezifischen Muster zu erklären. Der Artikel erörtert einige spezifische institutionelle Merkmale, die Weiterbildungsbeteiligung fördern, und zeigt Bedingungen und Politiken auf, die effektive Weiterbildungssysteme unterstützen.
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The Role of Diverse Institutions in Framing Adult Learning Systems.
European Journal of Education, 2013Co-Authors: Ellu Saar, Richard DesjardinsAbstract:This article considers the role of diverse institutions in framing Adult Learning systems. The focus is on institutional characteristics and configurations in different countries and their potential impact on the extent of Adult Learning, as well as on inequalities in access to Adult Learning. Typologies of education and training systems as well as labour market and welfare systems are introduced in relation to specific particularities relevant to Adult Learning. An emphasis is placed on how institutions that are interwoven into several systems are relevant to Adult Learning. This is then considered and elaborated in the context of post-Socialist countries in order to highlight important nuances that are relevant to Adult Learning and skill formation systems.
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Participation in Adult Learning
International Encyclopedia of Education, 2010Co-Authors: Richard DesjardinsAbstract:This article presents an internationally comparative overview of Adult Learning patterns. Emphasis is placed on who is participating in Adult Learning and the observed unequal chances to participate. The article covers three overarching questions that are central to participation research: (1) What is the extent of participation? (2) Who is participating? (3) Why are certain people or groups participating either more or less, or not at all?. © 2010 Elsevier Ltd. All rights reserved.
Gary N. Mclean - One of the best experts on this subject based on the ideXlab platform.
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Rethinking Adult Learning in the Workplace
Advances in Developing Human Resources, 2020Co-Authors: Gary N. McleanAbstract:The problem and the solution. Adult Learning is a core concept in support of basic human resource development concepts, such as performance improvement, continuous quality improvement, knowledge ma...
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Adult Learning Theories: Implications for Online Instruction.
European Journal of Training and Development, 2017Co-Authors: Vishal Arghode, Earl Brieger, Gary N. McleanAbstract:This paper analyzes critically four selected Learning theories and their role in online instruction for Adults.,A literature review was conducted to analyze the theories.,The theory comparison revealed that no single theory encompasses the entirety of online instruction for Adult Learning; each theory explains some portion of Adult online Learning; theories are contextual; and components of all theories can be utilized to improve online Learning.,Adult Learning theories and their roles in shaping online Learning and instruction deserve more attention. The study of Adult Learning theories, combined with in-depth analysis of psychological and human resource literature, will enable researchers to delve deeper into the subject. More qualitative studies are needed to explore further how instructors’ ability to utilize theoretical principles can improve online Learning.,This manuscript offers practical advice to instructors and other practitioners for utilizing Adult Learning theories for instructional enhancement.,This literature review uniquely contributes to filling the gap in human resource development literature by examining selected Adult Learning theories, comparing them and extending the theories’ applicability and value in online instruction.
