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1

Adult Learning Theory  

Microsoft Academic Search

This note summarizes several modern theories of adult learning, including the Myers-Briggs Type Indicator, neurolinguistic programming, and the theories of Malcolm Knowles, David Kolb, and Gib Akin. The note can be used as an introduction to adult learning in a doctoral seminar on pedagogy, and invites readers to be aware of adult learning styles in preparing for and teaching their

James Clawson

2

Applying Adult Learning and Development Theories to Educational Practice  

ERIC Educational Resources Information Center

A study was conducted to determine the degree of correlation that adult learning theories and adult developmental theories have with educational practice. Two adult learning theories, Malcolm Knowles' phase theories and Daniel Levinson's developmental theories, were researched to determine their relevance to three components of a nontraditional…

Baskas, Richard S.

2011-01-01

3

Game Engagement Theory and Adult Learning  

ERIC Educational Resources Information Center

One of the benefits of computer game-based learning is the ability of certain types of game to engage and motivate learners. However, theories of learning and engagement, particularly in the sphere of higher education, typically fail to consider gaming engagement theory. In this article, the author examines the principles of engagement from games…

Whitton, Nicola

2011-01-01

4

Simulation Methodology in Nursing Education and Adult Learning Theory  

ERIC Educational Resources Information Center

Simulation is often used in nursing education as a teaching methodology. Simulation is rooted in adult learning theory. Three learning theories, cognitive, social, and constructivist, explain how learners gain knowledge with simulation experiences. This article takes an in-depth look at each of these three theories as each relates to simulation.…

Rutherford-Hemming, Tonya

2012-01-01

5

Applying Adult Learning Theory through a Character Analysis  

ERIC Educational Resources Information Center

The purpose of this study is to analyze the behavior of a character, Celie, in a movie, 'The Color Purple," through the lens of two adult learning theorists to determine the relationships the character has with each theory. The development and portrayal of characters in movies can be explained and understood by the analysis of adult learning

Baskas, Richard S.

2011-01-01

6

A Critical Evaluation of Adult Learning Theories and Implication for Human Resource Development  

ERIC Educational Resources Information Center

Based on a newly developed holistic theory of knowledge and learning, this paper critically evaluates several contemporary theories of adult learning. Most of existing adult learning theories tend to narrowly define knowledge and learning and fail to offer adequate explanation for adult learning. Implications for HRD theory, research, and practice…

Yang, Baiyin

2004-01-01

7

The Power of Critical Theory: Liberating Adult Learning and Teaching  

ERIC Educational Resources Information Center

This book is the author's attempt to put the "critical" back into critical thinking by emphasizing that it is an inherently political process. The book presents powerful arguments for the importance of critical theory in fostering the kind of learning that leads to a truly democratic society, and it explores a number of tasks for adult learners…

Brookfield, Stephen D.

2004-01-01

8

Reexamining Theories of Adult Learning and Adult Development through the Lenses of Public Pedagogy  

ERIC Educational Resources Information Center

The authors examine the modernist underpinnings of traditional adult learning and development theories and evaluate elements of those theories through more contemporary lenses. Drawing on recent literature focused on "public pedagogy," the authors argue that much learning takes place outside of formal educational institutions. They look beyond…

Sandlin, Jennifer A.; Wright, Robin Redmon; Clark, Carolyn

2013-01-01

9

Adult learning theories: implications for learning and teaching in medical education: AMEE Guide No. 83.  

PubMed

There are many theories that explain how adults learn and each has its own merits. This Guide explains and explores the more commonly used ones and how they can be used to enhance student and faculty learning. The Guide presents a model that combines many of the theories into a flow diagram which can be followed by anyone planning learning. The schema can be used at curriculum planning level, or at the level of individual learning. At each stage of the model, the Guide identifies the responsibilities of both learner and educator. The role of the institution is to ensure that the time and resources are available to allow effective learning to happen. The Guide is designed for those new to education, in the hope that it can unravel the difficulties in understanding and applying the common learning theories, whilst also creating opportunities for debate as to the best way they should be used. PMID:24004029

Taylor, David C M; Hamdy, Hossam

2013-11-01

10

Adult learning in veterinary education: theory to practice.  

PubMed

This paper argues the case for the increased application of adult learning principles to veterinary education. It encapsulates evidence from the United Kingdom, Europe, North America, and Australia to explain why it has taken veterinary schools so long to transform their curricula to best facilitate the development of lifelong learning skills, such as independent and self-directed learning, problem solving, and critical thinking. Despite the variation in training programs in these different regions, the paper identifies common issues-conflicting educational paradigms and the need for faculty development-and ultimately concludes that professional and continuing education should be viewed as a continuous process, supporting the adult learner's cognitive development and facilitated through experiential learning. PMID:19228912

Dale, Vicki H M; Sullivan, Martin; May, Stephen A

2008-01-01

11

Learning Theories & Their Application to Science Instruction for Adults  

ERIC Educational Resources Information Center

It has become apparent through the work of many researchers and practitioners that adults learn differently than their younger counterparts in the educational system. This is especially important to those educators teaching in colleges and universities in the sciences. Biology education in the post-secondary setting is inundated with teachers who…

Bass, Christa

2012-01-01

12

Application of Theories, Principles and Methods of Adult Learning for Managers to Improve Workplace Reactions to Learning, Knowledge and Performance  

ERIC Educational Resources Information Center

The objective of this dissertation was to explore the concept that knowledge and application of theories, principles and methods of adult learning to teaching may be a core management competency needed for companies to improve employee reaction to learning, knowledge transfer and behavior as well as engagement, retention and profitability.…

Steier, E. Joseph, III

2010-01-01

13

Analyzing Principal Professional Development Practices through the Lens of Adult Learning Theory  

ERIC Educational Resources Information Center

This qualitative study sought to identify current principal professional development practices in four school systems in Georgia and to examine them by applying the principles of adult learning theory. The cross-case analysis of principal professional development initiatives in four school districts revealed nine common practices: connecting…

Zepeda, Sally J.; Parylo, Oksana; Bengtson, Ed

2014-01-01

14

The Teaching Styles and Use of Adult Learning Theory among Nursing Professional Development Educators  

ERIC Educational Resources Information Center

The American Nurses Association advocates for nursing professional development (NPD) specialists to have an earned graduate degree, as well as educational and clinical expertise. However, many NPD specialists have limited exposure to adult learning theory (ALT), and this lack of exposure may reduce organizational knowledge transfer (KT) and the…

Curran, Mary K.

2013-01-01

15

Aesthetic Learning Theory and the Faith Formation of Young Adults  

ERIC Educational Resources Information Center

Participation in the arts is a form of practical reason and as such has the potential to form and transform the faith of individuals. The findings from Katherine M. Douglass's 2011 study on the role of the arts in the faith lives of young adults provides examples of the transformative potential of the arts as they foster expression,…

Douglass, Katherine M.

2013-01-01

16

Media Analysis as Critical Reflexology in Exploring Adult Learning Theories  

ERIC Educational Resources Information Center

Examining media artifacts as a learning method has received little attention in human resource development (HRD) despite it being a predominate form of information and influence in popular culture. As Giroux (2002) opines, media functions as a form of public pedagogy by offering situations and contexts through which viewers can vicariously…

Hutchins, Holly M.; Bierema, Laura

2013-01-01

17

Adult Learning and Instruction.  

ERIC Educational Resources Information Center

These eight conference papers discuss adult learning, instructional theory, and related issues in research and practice. Focusing on processes of educational change, the first paper considers how experienced teachers, educational theorists, and researchers possessing empirically tested knowledge can cooperate in program planning. The next paper…

Grabowski, Stanley M., Ed.

18

Adult Learning: A Reader.  

ERIC Educational Resources Information Center

This book on adult learning is divided into six sections. Section 1, Cognitive Processes, includes the following chapters: "Cognitive Processes: Contemporary Paradigms of Learning" (Jack Mezirow); "Information Processing, Memory, Age and Adult Learning" (Gillian Boulton-Lewis); "Adult Learners' Metacognitive Behaviour in Higher Education" (Barry…

Sutherland, Peter, Ed.

19

Applying Social Learning Theory of Career Decision Making to Gay, Lesbian, Bisexual, Transgender, and Questioning Young Adults  

ERIC Educational Resources Information Center

Incorporating J. D. Krumboltz's (1979) social learning theory of career decision making, the author explores career development issues for gay, lesbian, bisexual, transgender, and questioning (GLBTQ) adolescents and young adults. Unique challenges for the GLBTQ population are discussed, specific recommendations for effective career counseling with…

Datti, Paul A.

2009-01-01

20

Examination of the teaching styles of nursing professional development specialists, part I: best practices in adult learning theory, curriculum development, and knowledge transfer.  

PubMed

The American Nurses Association advocates for nursing professional development (NPD) specialists to have an earned graduate degree, as well as educational and clinical expertise. However, many NPD specialists have limited exposure to adult learning theory. Limited exposure to adult learning theory may affect NPD educational practices, learning outcomes, organizational knowledge transfer, and subsequently, the professional development of the nurses they serve and quality of nursing care. An examination of current teaching practices may reveal opportunities for NPD specialists to enhance educational methods to promote learning, learning transfer, and organizational knowledge and excellence. This article, the first in a two-part series, examines best practices of adult learning theories, nursing professional development, curriculum design, and knowledge transfer. Part II details the results of a correlational study that examined the effects of four variables on the use of adult learning theory to guide curriculum development for NPD specialists in hospitals. PMID:24779716

Curran, Mary K

2014-05-01

21

Examination of the teaching styles of nursing professional development specialists, part II: correlational study on teaching styles and use of adult learning theory.  

PubMed

This article, the second in a two-part series, details a correlational study that examined the effects of four variables (graduate degrees in nursing education, professional development training in adult learning theory, nursing professional development [NPD] certification, and NPD specialist experience) on the use of adult learning theory to guide curriculum development. Using the Principles of Adult Learning Scale, 114 NPD specialists tested the hypothesis that NPD specialists with graduate degrees in nursing education, professional development training in adult learning theory, NPD certification, and NPD experience would use higher levels of adult learning theory in their teaching practices to guide curriculum development than those without these attributes. This hypothesis was rejected as regression analysis revealed only one statistically significant predictor variable, NPD certification, influenced the use of adult learning theory. In addition, analysis revealed NPD specialists tended to support a teacher-centered rather than a learner-centered teaching style, indicating NPD educators are not using adult learning theory to guide teaching practices and curriculum development. PMID:25081125

Curran, Mary K

2014-08-01

22

Examination of the Teaching Styles of Nursing Professional Development Specialists, Part II: Correlational Study on Teaching Styles and Use of Adult Learning Theory.  

PubMed

This article, the second in a two-part series, details a correlational study that examined the effects of four variables (graduate degrees in nursing education, professional development training in adult learning theory, nursing professional development [NPD] certification, and NPD specialist experience) on the use of adult learning theory to guide curriculum development. Using the Principles of Adult Learning Scale, 114 NPD specialists tested the hypothesis that NPD specialists with graduate degrees in nursing education, professional development training in adult learning theory, NPD certification, and NPD experience would use higher levels of adult learning theory in their teaching practices to guide curriculum development than those without these attributes. This hypothesis was rejected as regression analysis revealed only one statistically significant predictor variable, NPD certification, influenced the use of adult learning theory. In addition, analysis revealed NPD specialists tended to support a teacher-centered rather than a learner-centered teaching style, indicating NPD educators are not using adult learning theory to guide teaching practices and curriculum development. J Contin Educ Nurs. 2014;45(8):xxx-xxx. PMID:25019255

Curran, Mary K

2014-07-16

23

Consulting Adults. NIACE Lifelines in Adult Learning.  

ERIC Educational Resources Information Center

This document explains how adult and community educators in the United Kingdom can involve adults as equal partners in the provision and delivery of adult learning. The guide profiles many innovative and imaginative ways in which adult and community learning practitioners are engaging with their communities in increasing the demand for adult

Jude, Chris

24

Dimensions of Adult Learning  

ERIC Educational Resources Information Center

This broad introduction to adult and postcompulsory education offers an overview of the field for students, adult educators and workplace trainers. The book establishes an analytical framework to emphasize the nature of learning and agency of learners; examines the core knowledge and skills that adult educators need; discusses policy, research and…

Foley, Griff, Ed.

2004-01-01

25

Care staff intentions to support adults with a learning disability to engage in physical activity: an application of the theory of planned behaviour   

E-print Network

Background: This study investigates whether the Theory of Planned Behaviour is a viable model to predict the intentions of care staff to support adults with a learning disability to take part in physical activity. Previous research has suggested...

Martin, Emma Lavinia

2010-11-26

26

Applying Principles of Learning to Adult Training Programs.  

ERIC Educational Resources Information Center

Looks at training practices in the business community to see how adult learning theories--individual differences in adult learners, positive environment for adult learning, personalization of adult learning needs, using adult learner's experience, and formalizing the use of practice in training--are being applied. (MBR)

Lanese, Lorena D.

1983-01-01

27

Interdisciplinary Handbook of Adult Lifespan Learning.  

ERIC Educational Resources Information Center

This book is divided into three parts: theories and models, learning in specific life contexts, and the influence of aging on learning. Chapters include: "Chaos Theory as a Framework for Understanding Adult Lifespan Learning" (John C. Cavanaugh, Lisa C. McGuire); "The Future Impact of the Communication Revolution" (Lynn Johnson); "The Educated…

Sinnott, Jan D., Ed.

28

Adult Learning Matters  

ERIC Educational Resources Information Center

The Campaigning Alliance for Lifelong Learning is to lobby parliament for the restoration of the 1.5 million adult learning places lost over the past two years. The campaign has attracted supporters from an astonishingly wide range of backgrounds. In this article, Gordon Marsden, Caroline Biggins, Beth Walker, Mike Chaney, Peter Davies, Sian…

Adults Learning, 2009

2009-01-01

29

Adults Learning Mathematics  

NSDL National Science Digital Library

The Adults Learning Mathematics (ALM) organization is "an international research forum bringing together researchers and practitioners in adult mathematics/numeracy teaching and learning in order to promote the learning of mathematics by adults." The site contains sections such as "For teachers", "For PhD students", and "For policy makers". The "For teachers" area includes links to the ALM newsletters and their resources, which include downloadable posters and factsheets. Moving along, the "For PhD students" area includes information for those doctoral students that are seeking to incorporate pedagogical techniques for teaching math to adults in their research. Additionally, the "For policy makers" area includes helpful documents such as "High stakes assessment: Assessing numeracy for Nursing in two recent projects".

30

Adult Learning and HRD. Symposium.  

ERIC Educational Resources Information Center

This symposium on adult learning and human resource development consists of three presentations. "Adult Learning Principles and Concepts in the Workplace: Implications for Training in HRD" (Margot B. Weinstein) reports on findings from interviews with restaurant employees who reported that training practices using adult learning principles…

2002

31

Assessment Matters in Adult Learning.  

ERIC Educational Resources Information Center

This handbook was developed to give tutors of adult education information and ideas about assessing adult learning. It can be used as a reference for information about assessment and as a practical tool for tutors. Section 1, Introduction to Assessment in Adult Learning, includes information on these topics: what assessment is, how to assess, why…

Donley, Jan; Napper, Rosemary

32

Understanding and Facilitating Adult Learning.  

ERIC Educational Resources Information Center

Discusses the general nature of adult learning and six principles of effective practice for facilitating learning: (1) voluntary participation; (2) mutual respect; (3) collaborative spirit; (4) action and reflection; (5) critical reflection; and (6) self-direction. (45 references) (MES)

Brookfield, Stephen D.

1988-01-01

33

Travel and Adult Transformative Learning  

ERIC Educational Resources Information Center

This phenomenological research study examines the lived experience of individual adult transformation in the context of travel. Adults throughout history have experienced profound personal and perception changes as a result of significant travel events. Transformative learning occurs through experience, crisis, and reflection, all of which are…

Lindstrom, Steven K.

2011-01-01

34

Adult Learning and Public Broadcasting.  

ERIC Educational Resources Information Center

This five-part report summarizes the activities and findings of each phase of the Adult Learning and Public Broadcasting Project conducted by the American Association of Community and Junior Colleges to examine the use of television in adult education. Part I presents the results of a survey of 1,300 two-year colleges conducted in December, 1978,…

Kressel, Marilyn, Ed.

35

Adult Learning Disorders: Contemporary Issues  

ERIC Educational Resources Information Center

Recent advances in neuroimaging and genetics technologies have enhanced our understanding of neurodevelopmental disorders in adults. The authors in this volume not only discuss such advances as they apply to adults with learning disorders, but also address their translation into clinical practice. One cluster of chapters addresses developmental…

Wolf, Lorraine E., Ed.; Schreiber, Hope E., Ed.; Wasserstein, Jeanette, Ed.

2008-01-01

36

Who Needs Learning Theory Anyway?  

ERIC Educational Resources Information Center

Looks at a variety of learning theories: andragogy, behaviorism, cognitivism, conditions of learning, Gestalt, and social learning. Addresses the difficulty of selecting an appropriate theory for training. (JOW)

Zemke, Ron

2002-01-01

37

Adults with Learning Disabilities Redux.  

ERIC Educational Resources Information Center

This introductory article on adults with learning disabilities considers historical antecedents, the role of public policy (the Rehabilitation Act of 1973 and the 1975 Education for All Handicapped Children Act), the movement within the field of learning disabilities emphasizing transition to adulthood, and the continuance of public policy…

Gerber, Paul J.

2003-01-01

38

The Older Adult and Learning.  

ERIC Educational Resources Information Center

According to recent census figures, 10% of today's population are over 65 years old. It has often been stated that individual learning needs and capabilities decline with age. To challenge this idea, a study was conducted to gather information about older adults, their learning interests, activities, and obstacles. Four hypotheses were tested…

Hiemstra, Roger

39

Adult Learning. ARIS Information Sheet.  

ERIC Educational Resources Information Center

Adults may seek out learning at different times in their lives, for different reasons, and for vastly different purposes. Some of the reasons are to achieve pre-determined goals; to fill education gaps; to explore options and make choices; to develop personally; to perform a job or role better; or to enhance employment prospects. Learning itself…

Language Australia, Melbourne (Victoria). Adult Education Resource and Information Service.

40

Online Education and Adult Learning: New Frontiers for Teaching Practices  

ERIC Educational Resources Information Center

The expanding field of adult learning encompasses the study and practice of utilizing sound instructional design principals, technology, and learning theory as a means to solve educational challenges and human performance issues relating to adults, often occurring online. This book disseminates current issues and trends emerging in the field of…

Kidd, Terry T., Ed.

2010-01-01

41

Learning for Economic Self-Sufficiency: Constructing Pedagogies of Hope among Low-Income, Low-Literate Adults. Adult Education Special Topics: Theory, Research and Practice in LifeLong Learning  

ERIC Educational Resources Information Center

In a most timely volume addressing many of the connections among current fiscal and employment crises to adult education, Learning for Economic Self-Sufficiency highlights the problems and challenges that low-literate adults encounter in various environments. Moreover, this book presents strategies for addressing the chronic illiteracy among…

Alfred, Mary V., Ed.

2010-01-01

42

Where Now for Adult Learning?  

ERIC Educational Resources Information Center

With 6 billion British pounds of public spending reductions already on the table, and far deeper cuts inevitable, what are the prospects for adult learning in the new Parliament? Some of the regular contributors of this journal were asked what they expected and what they would like to see. Ewart Keep warns that the coalition parties' commitments…

Keep, Ewart; Rogers, David; Hunt, Sally; Walden, Christopher; Fryer, Bob; Gorard, Stephen; Williams, Ceri; Jones, Wendy; Hartley, Ralph

2010-01-01

43

You learn it in your heart: transformative learning theory and clinical pastoral education.  

PubMed

This article offers a broad overview of transformative learning theory focusing primarily on the rational and affective dimensions of the theory. As a comprehensive theory of adult learning, transformative learning theory seeks to articulate a process by which persons make meaning of their experiences and their lives. The theory provides a solid educational basis for the learning process in CPE. A list of major sources in the theory is included. PMID:21404762

Jones, Logan C

2010-01-01

44

Learning How to Learn: Implications for Non Traditional Adult Students  

ERIC Educational Resources Information Center

In this article, learning how to learn for non traditional adult students is discussed with a focus on police officers and firefighters. Learning how to learn is particularly relevant for all returning non-traditional adults; however in the era of terrorism it is critical for the public safety officers returning to college after years of absence…

Tovar, Lynn A.

2008-01-01

45

The Design of Online Learning Communities for Older Adults.  

ERIC Educational Resources Information Center

Describes the creation of SeniorSage, an eight week facilitated online learning community for older adult volunteers in a Florida learning center. Discusses how members were prepared to participate in the community, explains the instructional design theory that guided the development of SeniorSage, and recommends future research. (Author/LRW)

Snyder, Marti M.

2002-01-01

46

Adult Learning and the Future of Work.  

ERIC Educational Resources Information Center

This book contains 15 papers: "Introduction" (Madhu Singh); "Adult Learning and the Transformation of Work" (Paul Belanger); "Future of Work and Adult Learning" (Ettore Gelpi); "The Obligation of Education in the Face of Globalisation" (Nicole Arnaud); "Lifelong Learning and Vocational Education and Training: A Teacher's and Trade Union View"…

Singh, Madhu, Ed.

47

Working with Young Adults. NIACE Lifelines in Adult Learning.  

ERIC Educational Resources Information Center

This document explains how adult educators and others in the United Kingdom can increase levels of participation and achievement in learning for young adults by providing informal learning opportunities for those young people who are least inclined to participate in formal education and training programs. The guide outlines a step-by-step approach…

Jackson, Carol

48

The Emergence of Learning Societies: Who Participates in Adult Learning?  

ERIC Educational Resources Information Center

This book contains nine papers in which data from the Adult Education Participation Survey (a part of the International Adult Literacy Survey) are used to identify and compare trends in organized learning in seven countries. The following papers are included: "Introduction: Who Participates in Organized Adult Learning?" (Paul Belanger, Sofia…

Belanger, Paul, Ed.; Valdivielso, Sofia, Ed.

49

OECD Thematic Review on Adult Learning: Norway. Background Report.  

ERIC Educational Resources Information Center

Adult learning in Norway was examined in a thematic review that focused on the following areas: the contexts of adult learning; the participants in, providers of, and returns from adult learning; issues and problems facing adult learning; and good practices. The following are among the main findings of the review: (1) adult learning has a long…

Tangen, Fride

50

Zombies, Cyborgs, and other Labor Organizers: An Introduction to Representations of Adult Learning Theories and HRD in Popular Culture  

ERIC Educational Resources Information Center

Too often, educators, researchers, and practitioners in the fields of adult education and human resource development rely on traditional curricular materials and an academic body of knowledge for teaching, evaluating, and training adults. This assumes a coherent body of prior knowledge, assumptions, worldviews, and experiences in their students…

Wright, Robin Redmon

2013-01-01

51

View, 2000: Commentaries on Adult Learning.  

ERIC Educational Resources Information Center

This booklet is compiled from all the Adult Learning Australia (ALA) Commentaries produced in 2000. Emailed to ALA members each week, ALA Commentaries are written by people in the field of adult learning in the broadest sense, usually in Australia, sometimes overseas, and designed to stimulate discussion. ALA hosts an online discussion forum about…

Adult Learning Australia, Inc., Jamison.

52

An Overview of Adult Learning Disabilities.  

ERIC Educational Resources Information Center

An overview of adult learning disabilities is presented with an emphasis on the most recent developments in the field. Areas discussed are definition, characteristics, current literature, and program design. Various definitions of a learning disabled adult are identified and the problems associated with these definitions are considered. The…

Haig, Joan M.; Patterson, Becky H.

53

Physical Criteria for Adult Learning Environments.  

ERIC Educational Resources Information Center

The development of learning environments especially for adults has been neglected and research in planning such environments is fragmented and minimal. There is general agreement that facilities for adults should have an aura of adulthood to contribute to an adult's feeling of ease, confidence, and capability; that they should be flexible in room…

White, Sally

54

Education techniques for lifelong learning: principles of adult learning.  

PubMed

The adult education literature supports the idea that teaching adults should be approached in a different way than teaching children and adolescents (preadults). Many aspects of effective teaching apply to all age groups. However, adults have had more life experiences and in many ways are differently motivated than children. Adults are more self-directed in their learning and have a greater need to know why they should learn something. Self-initiated learning is the most lasting and pervasive. Learning should be applicable to the learner's work or to other responsibilities valued by the learner. Thus, it is important that the instructor know the learner's needs and design learning activities that are relevant to those needs. The learner should be actively involved in learning, with the instructor acting as a facilitator. The instructor should recognize that adults have different learning styles and should tailor instruction to the characteristic ways adults prefer to learn. Understanding the principles of adult learning can help teachers become better facilitators of learning. PMID:15371622

Collins, Jannette

2004-01-01

55

Drosophila adult olfactory shock learning.  

PubMed

Drosophila have been used in classical conditioning experiments for over 40 years, thus greatly facilitating our understanding of memory, including the elucidation of the molecular mechanisms involved in cognitive diseases. Learning and memory can be assayed in larvae to study the effect of neurodevelopmental genes and in flies to measure the contribution of adult plasticity genes. Furthermore, the short lifespan of Drosophila facilitates the analysis of genes mediating age-related memory impairment. The availability of many inducible promoters that subdivide the Drosophila nervous system makes it possible to determine when and where a gene of interest is required for normal memory as well as relay of different aspects of the reinforcement signal. Studying memory in adult Drosophila allows for a detailed analysis of the behavior and circuitry involved and a measurement of long-term memory. The length of the adult stage accommodates longer-term genetic, behavioral, dietary and pharmacological manipulations of memory, in addition to determining the effect of aging and neurodegenerative disease on memory. Classical conditioning is induced by the simultaneous presentation of a neutral odor cue (conditioned stimulus, CS(+)) and a reinforcement stimulus, e.g., an electric shock or sucrose, (unconditioned stimulus, US), that become associated with one another by the animal. A second conditioned stimulus (CS(-)) is subsequently presented without the US. During the testing phase, Drosophila are simultaneously presented with CS+ and CS- odors. After the Drosophila are provided time to choose between the odors, the distribution of the animals is recorded. This procedure allows associative aversive or appetitive conditioning to be reliably measured without a bias introduced by the innate preference for either of the conditioned stimuli. Various control experiments are also performed to test whether all genotypes respond normally to odor and reinforcement alone. PMID:25145496

Malik, Bilal R; Hodge, James J L

2014-01-01

56

Rehearsal Effects in Adult Word Learning  

ERIC Educational Resources Information Center

The goal of this research was to examine the effects of phonological familiarity and rehearsal method (vocal vs. subvocal) on novel word learning. In Experiment 1, English-speaking adults learned phonologically familiar novel words that followed English phonological structure. Participants learned half the words via vocal rehearsal (saying the…

Kaushanskaya, Margarita; Yoo, Jeewon

2011-01-01

57

The Queens Public Library Adult Learning Center's role in providing literacy services to adult populations  

Microsoft Academic Search

The purpose of this study was to describe the role an Adult Learning Center played in helping adults to acquire literacy and to identify the strategies used to instruct adult non-readers. Participants consisted of nine adults who attended an Adult Learning Center, four volunteer tutors, and four professional staff members. The Adult Learning Center is located in Central Jamaica in

Alice Annmarie Robinson

2000-01-01

58

Organizational Learning Theory in Schools  

ERIC Educational Resources Information Center

Purpose: The paper's purposes are to establish organizational learning theory as evolving from the theoretical and empirical study of organizations and to build grounded theory explaining organizational learning in schools. Design/methodology/approach: Implementation of instructional technology as a process of organizational learning was explored…

Fauske, Janice R.; Raybould, Rebecca

2005-01-01

59

Learning theory and gestalt therapy.  

PubMed

This article discusses the theory and operations of Gestalt Therapy from the viewpoint of learning theory. General comparative issues are elaborated as well as the concepts of introjection, retroflextion, confluence, and projection. Principles and techniques of Gestalt Therapy are discussed in terms of learning theory paradigm. Practical implications of the various Gestalt techniques are presented. PMID:1259056

Harper, R; Bauer, R; Kannarkat, J

1976-01-01

60

Facilitating Adult Learning Unit Preparation Materials and  

E-print Network

University #12;Navigating for Success Facilitating Adult Learning f ii Supplies · String, yarn, chalk Review ­ Flip chart paper to post review ideas Task 1 -- String, yarn, chalk or masking tape Task 2

61

Statistical learning of novel graphotactic constraints in children and adults.  

PubMed

The current study explored statistical learning processes in the acquisition of orthographic knowledge in school-aged children and skilled adults. Learning of novel graphotactic constraints on the position and context of letter distributions was induced by means of a two-phase learning task adapted from Onishi, Chambers, and Fisher (Cognition, 83 (2002) B13-B23). Following incidental exposure to pattern-embedding stimuli in Phase 1, participants' learning generalization was tested in Phase 2 with legality judgments about novel conforming/nonconforming word-like strings. Test phase performance was above chance, suggesting that both types of constraints were reliably learned even after relatively brief exposure. As hypothesized, signal detection theory d' analyses confirmed that learning permissible letter positions (d'=0.97) was easier than permissible neighboring letter contexts (d'=0.19). Adults were more accurate than children in all but a strict analysis of the contextual constraints condition. Consistent with the statistical learning perspective in literacy, our results suggest that statistical learning mechanisms contribute to children's and adults' acquisition of knowledge about graphotactic constraints similar to those existing in their orthography. PMID:24495840

Samara, Anna; Caravolas, Markéta

2014-05-01

62

Unlock a Brighter Future. Adult Learning.  

ERIC Educational Resources Information Center

This guide, which is intended for adults in the United Kingdom, contains information about the educational and employment opportunities available to them. The following topics are discussed in the guide's 11 sections: assessing one's own learning skills and identifying available learning opportunities; locating sources of educational and career…

Department for Education and Employment, London (England).

63

Salvaging the Self in Adult Learning  

ERIC Educational Resources Information Center

This paper stems from a dialogue on the subjects of learning and learners: one forged out of experiences in research and teaching, and the application of psychodynamic insights, developmental psychology and recent work in the neurosciences, to thinking about adult learning and subjectivity. We argue that some notion of the self needs to be…

Hunt, Celia; West, Linden

2009-01-01

64

Establishing Adult Learning Centers in Community Libraries.  

ERIC Educational Resources Information Center

The document serves two purposes: to describe the planning process, staffing, materials, organization, and results of the Austin (Texas) Learning Center-Library Pilot Project; and to provide guidance to those who wish to develop similar programs and adult learning centers in their communities. The report describes the Austin experience, together…

Texas Univ., Austin. Bureau of Industrial and Business Training.

65

Transformation for Adults in an Internet-Based Learning Environment--Is It Necessary to Be Self-Directed?  

ERIC Educational Resources Information Center

This research explores the relationships between self-directed learning readiness and transformative learning theory (TLT) reflected by the Constructivist Internet-based Learning Environment Scale (CILES). A questionnaire survey about adult learner's perceptions of Internet-based learning was administered to adults enrolled in classes in community…

Chu, Regina Juchun; Chu, Anita Zichun; Weng, Cathy; Tsai, Chin-Chung; Lin, Chia-chun

2012-01-01

66

Adult Learning Principles and Presentation Pearls  

PubMed Central

Although lectures are one of the most common methods of knowledge transfer in medicine, their effectiveness has been questioned. Passive formats, lack of relevance and disconnection from the student's needs are some of the arguments supporting this apparent lack of efficacy. However, many authors have suggested that applying adult learning principles (i.e., relevance, congruence with student's needs, interactivity, connection to student's previous knowledge and experience) to this method increases learning by lectures and the effectiveness of lectures. This paper presents recommendations for applying adult learning principles during planning, creation and development of lectures to make them more effective. PMID:24791101

Palis, Ana G.; Quiros, Peter A.

2014-01-01

67

The Three-Part Harmony of Adult Learning, Critical Thinking, and Decision-Making  

ERIC Educational Resources Information Center

Adult learning, critical thinking, and decision-making are fields that receive attention individually, although they are interspersed with elements of each other's theories and philosophies. In addressing adult learning precepts, it is essential to include critical thinking and decision-making. One without the other creates weakness; all must be…

Moore, Kyle

2010-01-01

68

Verbal and novel multisensory associative learning in adults.  

PubMed

To date, few studies have focused on the behavioural differences between the learning of multisensory auditory-visual and intra-modal associations. More specifically, the relative benefits of novel auditory-visual and verbal-visual associations for learning have not been directly compared. In Experiment 1, 20 adult volunteers completed three paired associate learning tasks: non-verbal novel auditory-visual (novel-AV), verbal-visual (verbal-AV; using pseudowords), and visual-visual (shape-VV). Participants were directed to make a motor response to matching novel and arbitrarily related stimulus pairs. Feedback was provided to facilitate trial and error learning. The results of Signal Detection Theory analyses suggested a multisensory enhancement of learning, with significantly higher discriminability measures (d-prime) in both the novel-AV and verbal-AV tasks than the shape-VV task. Motor reaction times were also significantly faster during the verbal-AV task than during the non-verbal learning tasks.  Experiment 2 (n = 12) used a forced-choice discrimination paradigm to assess whether a difference in unisensory stimulus discriminability could account for the learning trends in Experiment 1. Participants were significantly slower at discriminating unisensory pseudowords than the novel sounds and visual shapes, which was notable given that these stimuli produced superior learning. Together the findings suggest that verbal information has an added enhancing effect on multisensory associative learning in adults. PMID:24627770

Fifer, Joanne M; Barutchu, Ayla; Shivdasani, Mohit N; Crewther, Sheila G

2013-01-01

69

Thematic Review on Adult Learning: Finland. Country Note. Revised.  

ERIC Educational Resources Information Center

This country note analyzes main issues concerning adult learning and policy responses in Finland. Section 2 describes the political, economic, and social context in which adult learning fits. Sections 3-6 follow these four themes impinging on adult participation in learning: inadequate incentives and motivations; complex pathways between learning

Organisation for Economic Cooperation and Development, Paris (France).

70

Adult Learning in Educational Tourism  

ERIC Educational Resources Information Center

This article explores notions of learning in the niche market sector of educational tourism, with a focus on organised recreational tours that promote a structured learning experience as a key feature. It analyses the qualitative findings of surveys and interviews with a cross-section of educational tourism providers in Australia, their…

Pitman, Tim; Broomhall, Sue; McEwan, Joanne; Majocha, Elzbieta

2010-01-01

71

ADULT NUMERACY AND NEW LEARNING TECHNOLOGIES  

Microsoft Academic Search

In the adoption of new learning technologies (e.g., online, CD-ROMS) as alternative means of delivery for adult numeracy, high quality educational products, informed by a well-founded research base, are essential to benefit the individual student, and tutors\\/trainers (if any). Given that concept of adult numeracy itself is ill-defined and under-theorised in Australia, and that there are no entry standards for

Gail E. FitzSimons

72

Policy Review on Adult Learning: The Adult Non-Formal Education Policy of Mali, West Africa  

ERIC Educational Resources Information Center

This article focuses on the issue of policy development for adult learning in Mali, West Africa. On January 2007, the Malian government adopted the "Adult Non-formal Education Policy Document," which was intended to regulate the adult learning sector and federate the actions of policy makers, adult education providers, and adult learners. The…

Gadio, Moussa

2011-01-01

73

A Grounded Theory of Adult Student Persistence  

ERIC Educational Resources Information Center

This grounded theory study investigates adult student persistence at a community college. Student persistence in college is a prerequisite for degree achievement, which correlates with higher earnings and overall better quality of life. Persistence rates remain low for adult students, who combine their college endeavors with responsibilities to…

Capps, Rosemary

2010-01-01

74

Boosting Adult Learning. Working Brief.  

ERIC Educational Resources Information Center

Too many of Britain's workforce lack the skills needed for a knowledge-based economy. To remedy this will require the commitment, in time and resources, of individuals, employers, the education and training infrastructure and the state. Adults with the lowest qualifications have the least access to employer-funded training, especially in small…

Boyer, David

75

Applying adult learning practices in medical education.  

PubMed

The application of the best practices of teaching adults to the education of adults in medical education settings is important in the process of transforming learners to become and remain effective physicians. Medical education at all levels should be designed to equip physicians with the knowledge, clinical skills, and professionalism that are required to deliver quality patient care. The ultimate outcome is the health of the patient and the health status of the society. In the translational science of medical education, improved patient outcomes linked directly to educational events are the ultimate goal and are best defined by rigorous medical education research efforts. To best develop faculty, the same principles of adult education and teaching adults apply. In a systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education, the use of experiential learning, feedback, effective relationships with peers, and diverse educational methods were found to be most important in the success of these programs. In this article, we present 5 examples of applying the best practices in teaching adults and utilizing the emerging understanding of the neurobiology of learning in teaching students, trainees, and practitioners. These include (1) use of standardized patients to develop communication skills, (2) use of online quizzes to assess knowledge and aid self-directed learning, (3) use of practice sessions and video clips to enhance significant learning of teaching skills, (4) use of case-based discussions to develop professionalism concepts and skills, and (5) use of the American Academy of Pediatrics PediaLink as a model for individualized learner-directed online learning. These examples highlight how experiential leaning, providing valuable feedback, opportunities for practice, and stimulation of self-directed learning can be utilized as medical education continues its dynamic transformation in the years ahead. PMID:24981666

Reed, Suzanne; Shell, Richard; Kassis, Karyn; Tartaglia, Kimberly; Wallihan, Rebecca; Smith, Keely; Hurtubise, Larry; Martin, Bryan; Ledford, Cynthia; Bradbury, Scott; Bernstein, Henry Hank; Mahan, John D

2014-07-01

76

Contrasting Adult Literacy Learners With and Without Specific Learning Disabilities  

E-print Network

Contrasting adult literacy learners with and without specific learning disabilities This study of 311 adult education (AE) learners found 29% self-reported having a specific learning disability (SLD). Significant differences ...

Patterson, Margaret; Mellard, Daryl

2008-04-01

77

Museums and Adults Learning: Perspectives from Europe.  

ERIC Educational Resources Information Center

This book contains 28 papers presenting perspectives from Europe on museums and adult learning. The papers, each of which is devoted to a specific country, examine topics such as the following: further education and inservice training; programs for unemployed individuals; lectures and open days; elderly visitors; immigrants; refugees; disabled…

Chadwick, Alan, Ed.; Stannett, Annette, Ed.

78

Adult Learning and the New Austerity  

ERIC Educational Resources Information Center

The spending review brought a promise to protect adult and community learning as well as swingeing cuts to further and higher education and local government. In this article, some of the key players--Lynne Sedgmore, Christopher Brooks, Graham Hoyle, Maggie Galliers, Louise Hazel, Richard Bolsin, Maggi Dawson, Ruth Bond, Stuart Etherington, Brendan…

Adults Learning, 2010

2010-01-01

79

Learning careers and the social space: exploring the fragile identities of adult returners in the new further education  

Microsoft Academic Search

This paper examines the concept of 'learning careers' as a way of understanding the processes through which adults return to education. It particularly considers the ways in which adults from groups who are at risk of social exclusion develop identities that enable them to engage with learning. The concept of learning careers is derived from symbolic interactionist theory, with its

Jim Gallacher; Beth Crossan; John Field; Barbara Merrill

2002-01-01

80

Adult Learning: Issues and Innovations. Information Series No. 8.  

ERIC Educational Resources Information Center

Seminar presentations of six leaders in the field of adult education are contained in this monograph: (1) "Adult Learning in the 1970's" by J. R. Kidd, (2) "Innovation in Organizing Learning for Adults--The New Technology" by Burton W. Kreitlow, (3) "The Nature of Continuing Professional Education" by Cyril O. Houle, (4) "Self-Planned Learning and…

Smith, Robert M., Ed.

81

Personal Adult Learning Lab (Pall). Implications for Practice.  

ERIC Educational Resources Information Center

The Personal Adult Learning Lab was establsiehd at the Georgia Center for Continuing Education (GCCE) at the University of Georgia to serve self-directed adult learners and conduct research on self-directed learning. The lab allows adult learners to design, conduct, and evaluate their personal learning experiences while proceeding at their own…

Klippel, Judith A.; And Others

82

Managing Community Projects for Change. NIACE Lifelines in Adult Learning.  

ERIC Educational Resources Information Center

This document presents practical advice to help managers of adult learning projects in communities across the United Kingdom manage their community projects for change. The following topics are discussed in sections 1-12: (1) the benefits of adult learning projects; (2) characteristics of adult learning projects and quality assurance mechanisms;…

Eldred, Jan

83

Social Capital Theory: Implications for Women's Networking and Learning  

ERIC Educational Resources Information Center

This chapter describes social capital theory as a framework for exploring women's networking and social capital resources. It presents the foundational assumptions of the theory, the benefits and risks of social capital engagement, a feminist critique of social capital, and the role of social capital in adult learning.

Alfred, Mary V.

2009-01-01

84

High School Students' Implicit Theories of What Facilitates Science Learning  

ERIC Educational Resources Information Center

Background: Research has primarily concentrated on adults' implicit theories about high quality science education for all students. Little work has considered the students' perspective. This study investigated high school students' implicit theories about what helped them learn science. Purpose: This study addressed (1) What characterizes high…

Parsons, Eileen Carlton; Miles, Rhea; Petersen, Michael

2011-01-01

85

How Adults Learn Forms the Foundation of the Learning Designs Standard  

ERIC Educational Resources Information Center

Learning Forward's new Learning Designs standard is an important reminder that shaping professional learning as opportunities for adults to learn and grow is essential and that one's understanding of how adults learn is an essential component of this pressing goal. This article discusses the three strands of the Learning Designs standard: (1)…

Drago-Severson, Eleanor

2011-01-01

86

Fitting Veterinary Continuing Education to Adult Learning Characteristics  

ERIC Educational Resources Information Center

Mandatory continuing education forces veterinarians to attend educational programs but not to learn. Acceptance of veterinarians as typical adults and a knowledge of adult learning characteristics are need to maximize learning effectiveness for the casual as well as the eager learning participant. (Author/LBH)

Tuttle, Jack L.

1977-01-01

87

Behavior Theory and Adult Education.  

ERIC Educational Resources Information Center

The paper proposes that when behavior change is the major target of an adult education program, the designer must consider three factors: (1) the four basic targets for behavior change efforts (behavior goals and plans, basic knowledge and skills needed for successful performance, physical environment, reinforcers of behavior); (2) individual…

McLagan, Patricia A.

88

Adapting "Distance Learning" Instruction to Older Adult Differences.  

ERIC Educational Resources Information Center

As distance learning plays an increasing role in adult education, instruction to older adults must be adapted for individual learner differences. Two stereotypic adult education client groups have been described: the SAVY adult (Schooled, Active, Verbal, Younger) and the ONUS adult (Older, Non-Verbal, Unschooled, Sedentary). Instructional methods…

Richardson, Penelope Louise

89

Sociocultural Theory and the Mediated Learning Experience.  

ERIC Educational Resources Information Center

Discusses the two theories that have contributed most to the development of the mediational approach to learning, Vygotskian sociocultural theory and Feuerstein's theory of Mediated Learning Experience. Both theories emphasize the importance of sociocultural forces in shaping a child's development and learning, and have generated a number of…

Kozulin, Alex

2002-01-01

90

Reconsidering strain theory: Operationalization, rival theories, and adult criminality  

Microsoft Academic Search

Recently a revisionist view of strain theory's empirical adequacy has emerged which holds that the theory's explanatory power depends on how it is operationalized. With an adult community sample, we empirically assess three separate measures of strain to explain self-reported crime: the gap between aspirations and expectations, blocked opportunities, and relative deprivation. The findings reveal that the aspirations-expectations measure is

Velmer S. Burton; Francis T. Cullen; T. David Evans; R. Gregory Dunaway

1994-01-01

91

Mathematics and Metacognition in Adolescents and Adults with Learning Disabilities  

ERIC Educational Resources Information Center

A majority of studies on learning disabilities have focused on elementary grades. Although problems with learning disabilities are life-affecting only a few studies focus on deficits in adults. In this study adults with isolated mathematical disabilities (n = 101) and adults with combined mathematical and reading disabilities (n = 130) solved…

Desoete, Annemie

2009-01-01

92

Book Review: Facing Learning Disabilities in the Adult Years.  

ERIC Educational Resources Information Center

This article reviews "Facing Learning Disabilities in the Adult Years" by Joan Shapiro and Rebecca Rich, a book that discusses the definitions, causes, and characteristics of learning disabilities as well as many interventions for successful adult adjustment. The information is aimed at helping families and professionals, as well as the adults

Alber, Sheila R.; Foil, Carolyn R.

2001-01-01

93

Adults' Learning Motivation: Expectancy of Success, Value, and the Role of Affective Memories  

ERIC Educational Resources Information Center

The present study tested the applicability of expectancy-value theory to adults' learning motivation. Motivation was measured as the anticipated reaction (AR) of German students (N = 300) to receiving their instructions in English as a new learning opportunity. We used structural equation modeling to test our hypotheses. Expectancies of success…

Gorges, Julia; Kandler, Christian

2012-01-01

94

An Examination of the Self-Directed Learning Practices of ESL Adult Language Learners  

ERIC Educational Resources Information Center

Self-directed learning is one of the preeminent theories in the field of adult education. This study explored how English as a Second Language learners directed their own learning outside of the formal classroom through the use of practices that potentially advance their English language proficiency. Results from a survey of over 400 ESL students…

Grover, Kendra S.; Miller, Michael T.; Swearingen, Brent; Wood, Nancy

2014-01-01

95

Learning a Theory of Causality  

ERIC Educational Resources Information Center

The very early appearance of abstract knowledge is often taken as evidence for innateness. We explore the relative learning speeds of abstract and specific knowledge within a Bayesian framework and the role for innate structure. We focus on knowledge about causality, seen as a domain-general intuitive theory, and ask whether this knowledge can be…

Goodman, Noah D.; Ullman, Tomer D.; Tenenbaum, Joshua B.

2011-01-01

96

Creating Adult Learning Communities through School-College Partnerships  

ERIC Educational Resources Information Center

Given the challenges of time and economics in education today, what are practical models for creating adult learning communities that improve teaching and learning in today's diverse classrooms? How do Americans foster and nurture adult learning communities once they are established? The authors have found that carefully crafted partnerships…

Gould, Holly C.; Brimijoin, Kay; Alouf, James L.; Mayhew, Mary Ann

2010-01-01

97

Complex Learning Preferences and Strategies of Older Adults  

ERIC Educational Resources Information Center

The research reported in this study concerns older adults from Australia who voluntarily chose to learn the craft of woodturning. The paper examines the literature of adult learning under the themes of presage factors, the learning environment, instructional methods, and techniques for facilitators. The paper then reports on the analysis of two…

Delahaye, Brian L.; Ehrich, Lisa C.

2008-01-01

98

A Study of Barriers to Adult Self-Directed Learning  

ERIC Educational Resources Information Center

Self-directed learning has contributed significantly to adult learners' personal and professional growth. Approximately 70% of adult learning is through a self-directed learning context (Heimstra, 2008). This quantitative correlational study involved an attempt to determine the nature of the relationship between situational, dispositional, and…

Douglas, Edward

2010-01-01

99

Adult Numeracy Development: Theory, Research, Practice. Series on Literacy: Research, Policy, and Practice.  

ERIC Educational Resources Information Center

This book contains 16 papers on the theory, research, and practice of adult numeracy development. The following papers are included: "The Numeracy Challenge" (Iddo Gal); "Numeracy, Mathematics, and Adult Learning" (Diane Coben); "Building a Problem-Solving Environment for Teaching Mathematics" (Peter Kloosterman, Bin Hassan Mohamad-Ali, Lynda R.…

Gal, Iddo, Ed.

100

Theories of Learning for the Workplace: Building Blocks for Training and Professional Development Programs. Routledge Psychology in Education  

ERIC Educational Resources Information Center

Workplace and professional learning, lifelong learning, adult learning, learning in different contexts have become of more and more interest and now dominate all aspects of 21st century life. Learning is no longer about "storing and recall" but "development and flow". "Theories of Learning in the Workplace" offers fascinating overviews into some…

Dochy, Filip; Gijbels, David; Segers, Mien; Van den Bossche, Piet

2011-01-01

101

Thematic Review on Adult Learning: Denmark. Background Report.  

ERIC Educational Resources Information Center

Denmark has a long tradition of adult learning with roots that go back to the 19th century folk high school movement. Since the late 1950s, an independent adult vocational education and training (VET) system has developed. In the last decades, attempts have been made to link adult VET systems with adult liberal education. More recently,…

Organisation for Economic Cooperation and Development, Paris (France).

102

Sleep modulates word-pair learning but not motor sequence learning in healthy older adults  

E-print Network

Sleep modulates word-pair learning but not motor sequence learning in healthy older adults Jessica Sleep benefits memory across a range of tasks for young adults. However, remarkably little is known of the role of sleep on memory for healthy older adults. We used 2 tasks, 1 assaying motor skill learning

Ivry, Rich

103

Structuring an Adult Learning Environment. Part IV: Establishing an Environment for Problem Solving.  

ERIC Educational Resources Information Center

Through the years, many researchers have advanced theories of problem solving. Probably the best definition of problem solving to apply to adult learning programs is Wallas' (1926) four-stage theory. The stages are (1) a preparation, (2) an incubation period, (3) a moment of illumination, and (4) final application or verification of the solution.…

Frankel, Alan; Brennan, James

104

Since Levinson: View of Life Cycle Theory and Adult Education.  

ERIC Educational Resources Information Center

Presents the fundamentals of Levinson's theory of adult development, which posits age-specific periods that are claimed to be universal. Examines the claim in relation to studies of women's and cross-cultural adult development. Recommends ways that adult development theory should affect the practice of adult education. (Author/JOW)

Eastmond, Daniel V.

1991-01-01

105

Theory of Mind in Adults with HFA and Asperger Syndrome  

ERIC Educational Resources Information Center

Theory of mind was assessed in 32 adults with HFA, 29 adults with Asperger syndrome and 32 neurotypical adults. The HFA and Asperger syndrome groups were impaired in performance of the Strange stories test and the Faux-pas test and reported more theory of mind problems than the neurotypical adults. The three groups did not differ in performance of…

Spek, Annelies A.; Scholte, Evert M.; Van Berckelaer-Onnes, Ina A.

2010-01-01

106

Adult Learning in Vocational Education. EEE700 Adults Learning: The Changing Workplace A.  

ERIC Educational Resources Information Center

This monograph is part of the study materials for the one-semester distance education unit, Adults Learning: The Changing Workplace A, in the Open Campus Program at Deakin University (Australia). It explores four complex and interrelated issues: how vocational educators view their own practice, the characteristics and aspirations that distinguish…

Little, David; And Others

107

Efficacy of Learning Strategies Instruction in Adult Basic Education  

E-print Network

Results from randomized controlled trials of learning strategies instruction with 375 adult basic education (AE) participants are reported. Reading outcomes from whole group strategic instruction in one of four learning ...

Hock, Mike; Mellard, Daryl

2011-01-01

108

Effective Literacy Instruction for Adults with Specific Learning Disabilities: Implications for Adult Educators  

ERIC Educational Resources Information Center

Adults with learning disabilities (LD) attending adult basic education, GED programs, or community colleges are among the lowest performers on measures of literacy. For example, on multiple measures of reading comprehension, adults with LD had a mean reading score at the third grade level, whereas adults without LD read at the fifth grade level.…

Hock, Michael F.

2012-01-01

109

Learning to Be Drier: A Case Study of Adult and Community Learning in the Australian Riverland  

ERIC Educational Resources Information Center

This article explores the adult and community learning associated with "learning to be drier" in the Riverland region of South Australia. Communities in the Riverland are currently adjusting and making changes to their understandings and practices as part of learning to live with less water. The analysis of adult and community learning derived…

Brown, Mike; Schulz, Christine

2009-01-01

110

The Handbook of the Evolving Research of Transformative Learning: Based on the Learning Activities Survey (10th Anniversary Edition). Adult Education Special Topics--Theory, Research and Practice in LifeLong Learning  

ERIC Educational Resources Information Center

This handbook is a much expanded version of the original Learning Activities Survey published by Dr. Kathleen P. King of Fordham University in 1998. Based on her ground breaking research in this field where she used a mixed methodology research approach to study transformative learning, the book will provide a model of research, firsthand…

King, Kathleen P., Ed.

2009-01-01

111

Visual word learning in adults with dyslexia.  

PubMed

We investigated word learning in university and college students with a diagnosis of dyslexia and in typically-reading controls. Participants read aloud short (4-letter) and longer (7-letter) nonwords as quickly as possible. The nonwords were repeated across 10 blocks, using a different random order in each block. Participants returned 7 days later and repeated the experiment. Accuracy was high in both groups. The dyslexics were substantially slower than the controls at reading the nonwords throughout the experiment. They also showed a larger length effect, indicating less effective decoding skills. Learning was demonstrated by faster reading of the nonwords across repeated presentations and by a reduction in the difference in reading speeds between shorter and longer nonwords. The dyslexics required more presentations of the nonwords before the length effect became non-significant, only showing convergence in reaction times between shorter and longer items in the second testing session where controls achieved convergence part-way through the first session. Participants also completed a psychological test battery assessing reading and spelling, vocabulary, phonological awareness, working memory, nonverbal ability and motor speed. The dyslexics performed at a similar level to the controls on nonverbal ability but significantly less well on all the other measures. Regression analyses found that decoding ability, measured as the speed of reading aloud nonwords when they were presented for the first time, was predicted by a composite of word reading and spelling scores ("literacy"). Word learning was assessed in terms of the improvement in naming speeds over 10 blocks of training. Learning was predicted by vocabulary and working memory scores, but not by literacy, phonological awareness, nonverbal ability or motor speed. The results show that young dyslexic adults have problems both in pronouncing novel words and in learning new written words. PMID:24834044

Kwok, Rosa K W; Ellis, Andrew W

2014-01-01

112

Visual word learning in adults with dyslexia  

PubMed Central

We investigated word learning in university and college students with a diagnosis of dyslexia and in typically-reading controls. Participants read aloud short (4-letter) and longer (7-letter) nonwords as quickly as possible. The nonwords were repeated across 10 blocks, using a different random order in each block. Participants returned 7 days later and repeated the experiment. Accuracy was high in both groups. The dyslexics were substantially slower than the controls at reading the nonwords throughout the experiment. They also showed a larger length effect, indicating less effective decoding skills. Learning was demonstrated by faster reading of the nonwords across repeated presentations and by a reduction in the difference in reading speeds between shorter and longer nonwords. The dyslexics required more presentations of the nonwords before the length effect became non-significant, only showing convergence in reaction times between shorter and longer items in the second testing session where controls achieved convergence part-way through the first session. Participants also completed a psychological test battery assessing reading and spelling, vocabulary, phonological awareness, working memory, nonverbal ability and motor speed. The dyslexics performed at a similar level to the controls on nonverbal ability but significantly less well on all the other measures. Regression analyses found that decoding ability, measured as the speed of reading aloud nonwords when they were presented for the first time, was predicted by a composite of word reading and spelling scores (“literacy”). Word learning was assessed in terms of the improvement in naming speeds over 10 blocks of training. Learning was predicted by vocabulary and working memory scores, but not by literacy, phonological awareness, nonverbal ability or motor speed. The results show that young dyslexic adults have problems both in pronouncing novel words and in learning new written words. PMID:24834044

Kwok, Rosa K. W.; Ellis, Andrew W.

2014-01-01

113

Learning dynamics Evolutionary game theory and learning dynamics  

E-print Network

6Thursday 25 October 2012 Conditioning Scene from the Big Bang Theory (S03E03,The Gothowitz Deviation) © Tom Lenaerts, 2010 7Thursday 25 October 2012 Conditioning Scene from the Big Bang Theory (S03EINFO-F-409 Learning dynamics Evolutionary game theory and learning dynamics T. Lenaerts MAP, MLG

Steels, Luc

114

Journal Writing and Adult Learning. ERIC Digest No. 174.  

ERIC Educational Resources Information Center

Journals have a long history as a means of self-expression, and they can be used as learning tools in adult education. Types of journals include the reader response journal or literature log, the learning journal, the reflective journal, and the electronic journal. Journal writing offers several benefits for adult learners: journals are less…

Kerka, Sandra

115

Efficacy of Learning Strategies Instruction in Adult Education  

ERIC Educational Resources Information Center

Results from randomized controlled trials of learning strategies instruction with 375 adult basic education participants are reported. Reading outcomes from whole group strategic instruction in 1 of 4 learning strategies were compared to outcomes of reading instruction delivered in the context of typical adult education units on social studies,…

Hock, Michael F.; Mellard, Daryl F.

2011-01-01

116

Stages in learning new technology: Naive adult email users  

Microsoft Academic Search

How do adult students learn to use new technologies? Teachers' and learners' understanding of stages these students may pass through makes the learning process less traumatic. The research identifies six stages adult learners pass through as they become confident in their use of electronic mail. In the beginning stages there is tension as the technological processes dominate and intrude on

Anne L. Russell

1995-01-01

117

Accelerated Learning and Adult Religious Education: Potential and Pitfalls  

Microsoft Academic Search

The results of this year long qualitative study of a congregation's adult religious education programs, examined through the conceptual lens of accelerated learning, show that accelerated learning mirrors some traditional practices in religious education, suggests new approaches, and raises questions for further research. According to the Search Institute's national study of effective Christian education only 28% of adults involved in

Dent C. Davis

118

Adult Learning Methods: A Guide for Effective Instruction. Second Edition.  

ERIC Educational Resources Information Center

This book contains 21 papers devoted to understanding and facilitating adult learning. After "Foreword to the Second Edition" (Malcolm S. Knowles) and other introductory materials, the papers are: "Becoming an Effective Teacher of Adults" (Michael W. Galbraith); "Understanding Adult Learners" (Huey B. Long); "Identifying Your Philosophical…

Galbraith, Michael W., Ed.

119

Wisdom, the Body, and Adult Learning: Insights from Neuroscience  

ERIC Educational Resources Information Center

In adult education, there has recently been a recognition of the body's role in adult learning. Attention to neuroscience is somewhat limited, though is emerging. These two perspectives are not integrated. With this article, the author argues that adult education must look to science to achieve a deeper understanding of the evolving…

Swartz, Ann L.

2011-01-01

120

A Beautiful Metaphor: Transformative Learning Theory  

ERIC Educational Resources Information Center

This article presents a critique of both transformative learning theory and critical comments on it to date. It argues that transformative learning theory remains substantively the same as its initial exposition, in spite of a raft of problematic contentions voiced against it. The theory is argued here to be conceptually problematic, except at the…

Howie, Peter; Bagnall, Richard

2013-01-01

121

Contemporary Learning Theories, Instructional Design and Leadership  

Microsoft Academic Search

For teachers and educational leaders the sorting out of the various learning theories and the associated instructional design and leadership strategies can be somewhat confusing. Why does it seem so difficult to differentiate among the various learning theories and why do the terms and strategies of each theory overlap? This chapter attempts to sort out some of this confusion. We

Larry Sackney; Brenda Mergel

122

Toward an Interdisciplinary Perspective: A Review of Adult Learning Frameworks and Theoretical Models of Motor Learning  

ERIC Educational Resources Information Center

Researchers have yet to agree on an approach that supports how adults best learn novel motor skills in formal educational contexts. The literature fails to adequately discuss adult motor learning from the standpoint of adult education. Instead, the subject is addressed by other disciplines. This review attempts to integrate perspectives across…

Roessger, Kevin M.

2012-01-01

123

Braided Stories and Bricolaged Symbols: Critical Reflection and Transformative Learning Theory for Teachers  

ERIC Educational Resources Information Center

In this paper I make the case that transformative learning theory, a specific adult learning theory, and an arts-informed research method have important value for teacher professional practice and teacher education. I refer to two phases of a study involving women who have immigrated to Maritime Canada and were teachers in their countries of…

Brigham, Susan Mary

2011-01-01

124

Learning to Achieve: A Review of the Research Literature on Serving Adults with Learning Disabilities  

ERIC Educational Resources Information Center

Findings from "Learning to Achieve: A Review of the Research Literature on Serving Adults With Learning Disabilities" will inform a new professional development program to be offered to practitioners and others working with adults with learning disabilities (LD). The six topics covered in the review--assessment, English language learners,…

Taymans, Juliana M.; Swanson, H. Lee; Schwarz, Robin L.; Gregg, Noel; Hock, Michael; Gerber, Paul J.

2009-01-01

125

Reflections on the Study of Adult Learning. NALL Working Paper.  

ERIC Educational Resources Information Center

A common pattern in all studies of adult learning is that informal learning seems to be a very normal, very natural human activity. A 30-year old study and the 1998 Livingstone study show parallel findings. One of the most important findings is that about 90 percent of people had done some sort of intentional learning in the last year. The 10…

Tough, Allen

126

The Bounds of Adult Language Acquisition: Blocking and Learned Attention  

ERIC Educational Resources Information Center

The current study investigates the limited attainment of adult language acquisition in terms of an associative learning phenomenon whereby earlier learned cues attentionally block those that are experienced later. Short- and long-term blocking are demonstrated in experimental investigations of learned attention in the acquisition of temporal…

Ellis, Nick C.; Sagarra, Nuria

2011-01-01

127

Differentiating Phonotactic Probability and Neighborhood Density in Adult Word Learning  

ERIC Educational Resources Information Center

Purpose: The purpose of this study was to differentiate effects of phonotactic probability, the likelihood of occurrence of a sound sequence, and neighborhood density, the number of words that sound similar to a given word, on adult word learning. A second purpose was to determine what aspect of word learning (viz., triggering learning, formation…

Storkel, Holly L.; Armbruster, Jonna; Hogan, Tiffany P.

2006-01-01

128

The Adult Learner. The Definitive Classic in Adult Education and Human Resource Development. Fifth Edition.  

ERIC Educational Resources Information Center

This book examines the core principles of adult learning and the roots of andragogy, advances in adult learning, and practice in adult learning. The following are among the topics discussed in the book's 17 chapters: importance of learning theory; theories of learning (concept of part and whole models of development, theories based on elemental…

Knowles, Malcolm S.; Holton, Elwood F., III; Swanson, Richard A.

129

Active-Passive-Intuitive Learning Theory: A Unified Theory of Learning and Development  

ERIC Educational Resources Information Center

This paper addresses many theories of learning and human development which are very similar with regards as to how they suggest learning occurs. The differences in most of the theories exist in how they treat the development of the learner compared to methods of teaching. Most of the major learning theories taught to educators today are based on…

Sigette, Tyson

2009-01-01

130

What Makes Learners Learn? Motivational Learning Theory in Home Study.  

ERIC Educational Resources Information Center

Motivation is vital to all learning with the possible exception of incidental learning. Home study may adapt motivational learning theory to its goals by considering basic concepts with related examples. First, the more advance reasons an individual has to believe in the value of home study, the more likely will be the success of educational…

Feingold, S. Norman

1979-01-01

131

Practice of Adult Education--Older Adults, Tourism, and Learning in Yellowstone  

ERIC Educational Resources Information Center

The purpose of this article is to present a program of learning for older adults in a national park. Because of the growing trend of tourism among retirees this learning during leisure is gaining prominence. The paper brings together the concepts of aging, self-directed learning, and tourism and leisure. In addition this paper presents a…

Roberson, Donald N., Jr.

2005-01-01

132

Behavioural Game Theory: Thinking, Learning and Teaching  

E-print Network

8 Behavioural Game Theory: Thinking, Learning and Teaching Colin F. Camerer,1 Teck-Hua Ho and Juin Kuan Chong Introduction Game theory is a mathematical system for analysing and predicting how humans the theory. But game theory is different: the players' fates are intertwined. The presence of players who do

Greer, Julia R.

133

Environmental sustainability: Understanding young adults' learning, thinking, and actions  

NASA Astrophysics Data System (ADS)

This thesis explores the ways in which young-adults' environmental learning and experiences influence their decision to live sustainably. In particular, this thesis focuses on young adults' environmental and sustainability learning. It elaborates on young peoples' views about environmental and sustainability issues, such as climate change, the sources for their learning about these issues, and how young adults' learning encounters, in turn, affect their actions toward environmental protection and decision-making. Through a series of in-depth individual interviews with 18 young adults from three universities in southeastern Ontario, this qualitative study provides in-depth insight into young adults' understanding, learning experiences, and actions in relation to environmental and sustainability issues. Employing a Contextual Model of Learning framework the narratives of the young adults in this study are analyzed and discussed within three overlapping environmental learning contexts: personal, sociocultural, and physical settings. This framework allows for an examination of the complex interactions and relationships that shape how and where environmental learning occurs. The findings in this study suggest that the three overlapping learning contexts, that is the personal, sociocultural, and physical play an important role in shaping young adults' learning about environmental and sustainability issues. The data reveal that despite the unavailability or near-absence of environmental studies and education within the formal school curriculum (particularly at the elementary and high school levels), the young adults rely on other locations for learning, such as the internet, environmental non-governmental organisations (ENGOs), television, and family. In light of this, the research participants suggest the re-introduction of environmental programs and content in the school curriculum. Finally, the results of this study demonstrate the centrality of knowledge and experience in relation to environmental and sustainability issues in the actions and thoughts of the young adult research participants. This study makes an important contribution to the field of environmental and sustainability education by demonstrating the critical role of learning in a knowledge society. It illuminates the implications of various learning contexts for a sustainable global environment and future. Furthermore, it provides insight into the views of young adults regarding the future of the global environment and current sustainability initiatives in a world that faces ever-greater challenges.

Kola-Olusanya, Anthony O.

134

Computational Learning Theory and Language Acquisition  

E-print Network

Computational Learning Theory and Language Acquisition Alexander Clark1 and Shalom Lappin2 1 Computational learning theory explores the limits of learnability. Studying language acquisition from- sults to motivate the claim that language acquisition requires a strong set of language specific

Clark, Alexander

135

Linking cognitive learning theory to instructional prescriptions  

Microsoft Academic Search

This article presents an initial model of instructional design which directly links cognitive learning theory and instructional prescriptions. The major constructs of the model include components of the memory system, allocation of learning times by objectives and specific instructional methods. The model proposes that instructional time be divided so as to reach the educational goals of improvements in higher-order learning

Robert D. Tennyson; Mariana Rasch

1988-01-01

136

Online Collaborative Learning: Theory and Practice  

ERIC Educational Resources Information Center

"Online Collaborative Learning: Theory and Practice" provides a resource for researchers and practitioners in the area of online collaborative learning (also known as CSCL, computer-supported collaborative learning), particularly those working within a tertiary education environment. It includes articles of relevance to those interested in both…

Roberts, Tim, Ed.

2004-01-01

137

The Effects of Experiential Learning with Playfulness in the Adult Education Classroom  

ERIC Educational Resources Information Center

Adult learning practices that incorporate experiential learning and playfulness promise greater learner involvement and engagement, produce better results than "teaching-to-the-test" lectures and presentations, and represent a major opportunity to improve adult learning. The author developed such an adult learning activity for an adult Safe…

Spaulding, James T.

2010-01-01

138

The "Double-Edged Sword" of the Adult Learning Environment  

ERIC Educational Resources Information Center

The vocational education and training sector plays a critical role in the provision of educational opportunities for young adults who have left school prior to completing a qualification. Some research has found that a major factor that supports student re-engagement in formal education is the "adult learning environment" that characterises…

Murray, Sara; Mitchell, Jane

2013-01-01

139

Numeracy Activities within VOX: The Norwegian Institute for Adult Learning  

ERIC Educational Resources Information Center

In this article, the author introduces Vox, Norwegian Institute for Adult Learning, an agency of the Norwegian Ministry of Education and Research that focuses mainly on improving basic skills in the adult population in the areas of literacy, numeracy and the use of Information Communication Technologies (ICT). Vox is responsible for curriculum…

Kvalo, Svein

2008-01-01

140

Adults with Learning Disabilities. ERIC Digest No. 189.  

ERIC Educational Resources Information Center

Thanks to increased advocacy and research, several major federal laws, and heightened awareness of the changing demands of the workplace, more attention is being focused on adults with learning disabilities (LD). There is still no consensus on definitions of LD. Estimates of the incidence of LD range from 5% to 20% of the population. Adults with…

Kerka, Sandra

141

Emotional Intelligence and Collaborative Learning in Adult Education  

ERIC Educational Resources Information Center

The changing social and economic reality of our world continues to shape how learning is conducted and acquired in the adult classroom and beyond. Given the pivotal importance for an adult to develop a variety of cognitive and emotional skills and given the need to work in collaboration with others, within educational environments and the…

Martinez, Luz M.

2011-01-01

142

Common Mechanisms in Infant and Adult Category Learning  

E-print Network

Common Mechanisms in Infant and Adult Category Learning Todd M. Gureckis and Bradley C. Love Department of Psychology University of Texas at Austin Computational models of infant categorization often fail to elaborate the transitional mechanisms that allow infants to achieve adult performance

Love, Bradley C.

143

The Effectiveness of Storytelling on Adult Learning  

ERIC Educational Resources Information Center

Purpose: As two doctoral students and adult learners, the authors strongly believe that story telling can be a great tool for educators working with adult learners. The purpose of this paper is to increase awareness of how effective storytelling can be for adult learners. Design/methodology/approach: The approach of this paper is one of gathering…

Caminotti, Enzo; Gray, Jeremy

2012-01-01

144

Context or Key? Language in Four Adult Learning Programmes  

ERIC Educational Resources Information Center

Context is a key factor in designing and delivering adult learning programmes, and in multilingual environments the choice of language plays a decisive role. Four programmes, two in Asia (Bhutan Myanmar) and two in Africa (Ghana and Uganda), which focus on learning for development, integrate language considerations in different ways, related both…

Robinson, Clinton

2007-01-01

145

Automatized Processing in Learning Disabled Adults: RAN, RAS, and Reading.  

ERIC Educational Resources Information Center

Measures of automaticity have shown different developmental trends in the speed and accuracy of processing in learning disabled (LD) and normally achieving children. This study extends this research to young adults, comparing the learning disabled with normal achievers. Its primary focus was to document the presence of basic processing deficits in…

Hutchens, Teresa A.

146

SRM and VC Theory (Statistical Learning Theory) Robert C. Williamson  

E-print Network

a theory but it may never confirm it. -- Karl Popper Induction is the inference from empirical data. Generally impossible "for all is but a woven web of guesses". Popper's key insight: scientific theories do" of a theory. Although it is impossible to build a general learning machine Popper clearly admitted

Botea, Adi

147

Toward a Meta-Theory of Learning and Performance  

ERIC Educational Resources Information Center

This purpose of this paper is to identify implications of various learning theories for workplace learning and performance and HRD. It begins with a review of various theoretical positions on learning including behaviorism, Gestalt theory, cognitive theory, schema theory, connectionist theory, social learning or behavior modeling, social…

Russ-Eft, Darlene

2004-01-01

148

Underlying Consumer-Valuing Structures of Baby Boomers as Older Adults in Community Colleges: A Grounded Theory  

ERIC Educational Resources Information Center

The purpose of this study was to present a grounded theory that fills in gaps in the higher education literature on the concept of educational consumer value and perceptions that support consumer value. Specifically, this study focuses on the learning experiences of Baby Boomers (40-60 year old adults) as older adult students attending community…

Palazesi, Louis Mark; Bower, Beverly L.; Schwartz, Robert A.

2008-01-01

149

Learning, Continuity and Change in Adult Life. Wider Benefits of Learning Research Report.  

ERIC Educational Resources Information Center

The relationship between learning and continuity and change in adult life was explored in a study involving 140 in-depth biographical interviews of adult learners in 3 different areas of England and case studies of 6 adult learners. The study methodology was based on a triangular conceptualization according to which personal identity, human…

Schuller, Tom; Brassett-Grundy, Angela; Green, Andy; Hammond, Cathie; Preston, John

150

Learning Journeys: A Resource Handbook on Adult Learning and Mental Health.  

ERIC Educational Resources Information Center

This document explains how tutors and managers in adult education programs across the United Kingdom can smooth the journeys of adults with mental health difficulties who are returning to learning. The handbook begins with suggestions for its use and case studies of two adult learners with mental health difficulties. Sections 1 through 4 discuss…

Mather, Joy; Atkinson, Sue

151

Implementing E-Learning Components with Adult English Language Learners: Vital Factors and Lessons Learned  

ERIC Educational Resources Information Center

The growing use of both computers and the Internet in adult English language classrooms has widespread implications for English language programs. As computer access increases, so do new learning technologies in adult literacy education. Specifically, this paper is interested in the case of adult English language instruction, also commonly…

Coryell, Joellen E.; Chlup, Dominique T.

2007-01-01

152

Relationship between perceptual learning in speech and statistical learning in younger and older adults  

PubMed Central

Within a few sentences, listeners learn to understand severely degraded speech such as noise-vocoded speech. However, individuals vary in the amount of such perceptual learning and it is unclear what underlies these differences. The present study investigates whether perceptual learning in speech relates to statistical learning, as sensitivity to probabilistic information may aid identification of relevant cues in novel speech input. If statistical learning and perceptual learning (partly) draw on the same general mechanisms, then statistical learning in a non-auditory modality using non-linguistic sequences should predict adaptation to degraded speech. In the present study, 73 older adults (aged over 60 years) and 60 younger adults (aged between 18 and 30 years) performed a visual artificial grammar learning task and were presented with 60 meaningful noise-vocoded sentences in an auditory recall task. Within age groups, sentence recognition performance over exposure was analyzed as a function of statistical learning performance, and other variables that may predict learning (i.e., hearing, vocabulary, attention switching control, working memory, and processing speed). Younger and older adults showed similar amounts of perceptual learning, but only younger adults showed significant statistical learning. In older adults, improvement in understanding noise-vocoded speech was constrained by age. In younger adults, amount of adaptation was associated with lexical knowledge and with statistical learning ability. Thus, individual differences in general cognitive abilities explain listeners' variability in adapting to noise-vocoded speech. Results suggest that perceptual and statistical learning share mechanisms of implicit regularity detection, but that the ability to detect statistical regularities is impaired in older adults if visual sequences are presented quickly. PMID:25225475

Neger, Thordis M.; Rietveld, Toni; Janse, Esther

2014-01-01

153

Engaging Black Learners in Adult and Community Education. NIACE Lifelines in Adult Learning.  

ERIC Educational Resources Information Center

This guide explains how adult and community education (ACE) providers across Great Britain can engage black learners in ACE by making their learning programs relevant, challenging, and appropriate to adult learners from black and minority groups. The following topics are discussed: (1) the importance of engaging black and minority learners in ACE;…

White, Lenford

154

Collaborative Language Learning for Professional Adults  

ERIC Educational Resources Information Center

Institutions of higher education realise the importance of the role of learning organisations in terms of providing personnel training and updating. Yet further consideration should be given to flexible and accessible means for meeting the growing request for continuous learning. Jason Hughes describes an organization's capability to "learn how to…

Mesh, Linda Joy

2010-01-01

155

Adult Learning, Currency and Subjectivity in PLA.  

ERIC Educational Resources Information Center

This inaugural issue of the Journal of the National Institute on the Assessment of Experiential Learning begins with the article, "Semantic and Conceptual Ambiguities in Prior Learning Assessment" (Richard J. Hamilton). It is the basis for a session presented at the National Institute on the Assessment of Experiential Learning in June 1994. The…

Journal of the National Institute on the Assessment of Experiential Learning, 1994

1994-01-01

156

Determinants of Malaysian Adult Learners' Distance Learning  

ERIC Educational Resources Information Center

This study attempts to identify the factors perceived to be important in choosing an Institution of Higher Learning (IHL) for distance learning. One thousand five hundred questionnaires were distributed to the first year students in the social sciences distance learning programs and 980 valid responses were received of Malaysian public university.…

Ghani, Erlane K.; Said, Jamaliah; Nasir, Noraini Mohd

2008-01-01

157

Review of Adult Learning and Literacy, Volume 6. Connecting Research, Policy and Practice: A Project of the National Center for the Study of Adult Learning and Literacy  

ERIC Educational Resources Information Center

"Review of Adult Learning and Literacy: Connecting Research, Policy, and Practice, Volume 6," is the newest volume in a series of annual publications of the National Center for the Study of Adult Learning and Literacy (NCSALL) that address major issues, the latest research, and the best practices in the field of adult literacy and learning. Each…

Comings, John, Ed.; Garner, Barbara, Ed.; Smith, Cristine, Ed.

2006-01-01

158

Distinct neural signatures of threat learning in adolescents and adults  

PubMed Central

Most teenage fears subside with age, a change that may reflect brain maturation in the service of refined fear learning. Whereas adults clearly demarcate safe situations from real dangers, attenuating fear to the former but not the latter, adolescents’ immaturity in prefrontal cortex function may limit their ability to form clear-cut threat categories, allowing pervasive fears to manifest. Here we developed a discrimination learning paradigm that assesses the ability to categorize threat from safety cues to test these hypotheses on age differences in neurodevelopment. In experiment 1, we first demonstrated the capacity of this paradigm to generate threat/safety discrimination learning in both adolescents and adults. Next, in experiment 2, we used this paradigm to compare the behavioral and neural correlates of threat/safety discrimination learning in adolescents and adults using functional MRI. This second experiment yielded three sets of findings. First, when labeling threats online, adolescents reported less discrimination between threat and safety cues than adults. Second, adolescents were more likely than adults to engage early-maturing subcortical structures during threat/safety discrimination learning. Third, adults’ but not adolescents’ engagement of late-maturing prefrontal cortex regions correlated positively with fear ratings during threat/safety discrimination learning. These data are consistent with the role of dorsolateral regions during category learning, particularly when differences between stimuli are subtle [Miller EK, Cohen JD (2001) Annu Rev Neurosci 24:167–202]. These findings suggest that maturational differences in subcortical and prefrontal regions between adolescent and adult brains may relate to age-related differences in threat/safety discrimination. PMID:21368210

Lau, Jennifer Y.; Britton, Jennifer C.; Nelson, Eric E.; Angold, Adrian; Ernst, Monique; Goldwin, Michelle; Grillon, Christian; Leibenluft, Ellen; Lissek, Shmuel; Norcross, Maxine; Shiffrin, Nina; Pine, Daniel S.

2011-01-01

159

Facilitating Learning in the Workplace. EEE700 Adults Learning: The Changing Workplace A.  

ERIC Educational Resources Information Center

This publication is part of the study materials for the distance education course, Adults Learning: The Changing Workplace A, in the Open Campus Program at Deakin University. The first part of the document examines the roles, skills, and methods used by facilitators of workplace learning in light of a social action view of learning. The following…

Watkins, Karen

160

Lifelong Learning: Making It Work. An Adult Learning Australia Discussion Paper.  

ERIC Educational Resources Information Center

This discussion paper is from the Adult Learners Week National Seminar on Lifelong Learning Policy (Canberra, Australia, September 1999) that identified a number of ideas about how to foster national policy development on lifelong learning. It consists of three sections. Part 1 contains "A National Lifelong Learning Policy for Australia?" (Tony…

Brown, Tony, Ed.

161

The Relationship between Learning Styles and Learning Outcomes for Adults in an Informal Educational Setting  

ERIC Educational Resources Information Center

With more adults seeking unique and meaningful learning experiences in both recreational and professional arenas, informal learning institutions, such as museums, zoos, and botanical gardens are a natural source. Informal learning opportunities are the business of these institutions; moreover, a goal in education mission statements of many of…

Roberts, Larry N.

2013-01-01

162

Adult Learning, Critical Intelligence and Social Change.  

ERIC Educational Resources Information Center

This collection of 21 essays reviews the context of developments in adult education in the last 15 years. "Adult Education for Change in the Nineties and Beyond" (Marjorie Mayo) is a critical review of the context for these changes and of the theoretical debates that attempt to analyze and explain them. "Challenging the Postmodern Condition"…

Mayo, Marjorie, Ed.; Thompson, Jane, Ed.

163

Principles of Adult Learning: An ESL Context  

ERIC Educational Resources Information Center

Given the current global economic situation, industries have been forced to examine their efficiency and effectiveness, and this is also true for adult education programs. Many programs, whether public or private, face budget downsizing which leads to questions of how to effectively instruct the adults they serve. This article provides an overview…

Finn, Donald

2011-01-01

164

Age-Related Differences in the Relation between Motivation to Learn and Transfer of Training in Adult Continuing Education  

ERIC Educational Resources Information Center

This meta-analysis (k = 38, N = 6977) examined age-related differences in the relation between motivation to learn and transfer of training, using data derived from the literature on adult continuing education of the past 25 years. Based on socioemotional selectivity theory, a lifespan approach to expectancy theory, and research on interest and…

Gegenfurtner, Andreas; Vauras, Marja

2012-01-01

165

Probabilistic Modelling Parameter learning Decision making Information Theory Bayesian Decision theory  

E-print Network

Probabilistic Modelling Parameter learning Decision making Information Theory Lecture 4 Bayesian Decision theory University of Amsterdam #12;Probabilistic Modelling Parameter learning Decision making Entropy KL Divergence #12;Probabilistic Modelling Parameter learning Decision making Information Theory

Englebienne, Gwenn

166

Toward a Theory of Personalized Learning Communities  

Microsoft Academic Search

\\u000a This chapter proposes a theory for the design and dynamics of personalized learning communities (PLCs), with examples drawn\\u000a from, but not limited to, common classroom environments. The theory is meant to draw on an eclectic set of frameworks and\\u000a to supplement and inform other approaches to learning community design. It relies on 11 principles that each distinctively\\u000a contribute to PLC

Eric Hamilton; Martine Jago

167

Investigating the Learning-Theory Foundations of Game-Based Learning: A Meta-Analysis  

ERIC Educational Resources Information Center

Past studies on the issue of learning-theory foundations in game-based learning stressed the importance of establishing learning-theory foundation and provided an exploratory examination of established learning theories. However, we found research seldom addressed the development of the use or failure to use learning-theory foundations and…

Wu, W-H.; Hsiao, H-C.; Wu, P-L.; Lin, C-H.; Huang, S-H.

2012-01-01

168

Learning and Cognitive Theory Applied to Education.  

ERIC Educational Resources Information Center

In a question-and-answer format a number of topics related to learning and cognitive theory in educational applications are discussed. Most of the discussions consider the contrast between U.S. and Japanese educational practices. The topics include: (1) behavioral and cognitive approaches to learning; (2) metacognition and its implications for…

Inoue, Yukiko

169

Learning Style Theory and Computer Mediated Communication.  

ERIC Educational Resources Information Center

This paper looks at the low participation rates in computer mediated conferences (CMC) and argues that one of the causes of this may be an incompatibility between students' learning styles and the style adopted by CMC. Curry's Onion Model provides a well-established framework within which to view the main learning style theories (Riding and…

Atkins, Hilary; Moore, David; Sharpe, Simon; Hobbs, Dave

170

Jigsaw Cooperative Learning: Acid-Base Theories  

ERIC Educational Resources Information Center

This study focused on investigating the effectiveness of jigsaw cooperative learning instruction on first-year undergraduates' understanding of acid-base theories. Undergraduates' opinions about jigsaw cooperative learning instruction were also investigated. The participants of this study were 38 first-year undergraduates in chemistry education…

Tarhan, Leman; Sesen, Burcin Acar

2012-01-01

171

Changing Culture and Adult Learning. Papers from the SCUTREA Annual Conference (22nd, Canterbury, England, United Kingdom, July 8-10, 1992).  

ERIC Educational Resources Information Center

The following papers from a conference dealing with the interaction of adult learning, educational practice, and cultural context are presented: "Radical Adult Education: Back to Basics" (Allman, Wallis); "Teaching To Be Competent" (Armstrong); "Universities and Adult Education: A New Relationship?" (Boud, McDonald); "Theories-in-Use, Reflective…

Miller, Nod, Ed.; West, Linden, Ed.

172

Adults with learning disabilities and psychiatric problems  

Microsoft Academic Search

The co-occurrence of psychiatric illness with a learning disability has been well established, and people with learning disabilities are more likely to suffer from mental ill health (including behavioural disorders, personality disorders, autistic-spectrum disorders and attention-deficit hyperactivity disorder) (Deb et al, 2001b). The arrival of effective medical and psychosocial treatments for psychiatric disorders makes their diagnosis in those with learning

Mike Vanstraelen; Geraldine Holt; Nick Bouras

173

Theories of Learning and Computer-Mediated Instructional Technologies.  

ERIC Educational Resources Information Center

Describes four major models of learning: behaviorism, cognitivism, constructivism, and social constructivism. Discusses situated cognition; differences between learning theories and instructional approaches; and how computer-mediated technologies can be integrated with learning theories. (LRW)

Hung, David

2001-01-01

174

John Dewey and Adult Learning in Museums  

ERIC Educational Resources Information Center

The objective of this article is to investigate learning in museums through the lens of John Dewey's philosophy of education and experiential learning. The influence of Dewey's philosophy of education is widespread and resounding. In this article, I examine the experiential qualities of Dewey's philosophy and compare it with the objectives of the…

Monk, David F.

2013-01-01

175

How to Build Schools Where Adults Learn  

ERIC Educational Resources Information Center

In the current, very complex, and even conflicted discourse about schools, one thing is clear: Schools need to be about student learning. Schools need to ensure that students are good readers, proficient writers, capable mathematicians, competent scientists, and knowledgeable historians. Students also need to learn to work together, be healthy, be…

Fahey, Kevin; Ippolito, Jacy

2014-01-01

176

Adult Learning Projects Related to Spiritual Growth.  

ERIC Educational Resources Information Center

A study examined significant deliberate learning activities (as demonstrated in learning projects) which were related to spiritual growth. (Spiritual growth was defined in broad terms within which each interviewee interpreted his or her own concept.) Fifty persons between the ages of thirty-five and fifty-five and representing five groups (three…

Wickett, R.E.Y.

177

Adult Learning as Strategic Behaviour and Strategic Learning as Competence.  

ERIC Educational Resources Information Center

A conceptual framework for analyzing participation in adult education was developed. Adult education participation was considered a specific kind of strategic behavior. The term "strategic" was defined by proceeding from Pierre Bourdieu's concept of "educational strategy," which permits consideration of the structural constraints that the social…

Van Damme, Dirk

178

Learning theories application in nursing education  

PubMed Central

Learning theories are the main guide for educational systems planning in the classroom and clinical training included in nursing. The teachers by knowing the general principles of these theories can use their knowledge more effectively according to various learning situations. In this study, Eric, Medline, and Cochrane databases were used for articles in English and for the Persian literature, Magiran, Iran doc, Iran medex, and Sid databases were used with the help of keywords including social cognitive learning, learning theory, behavioral theory, cognitive theory, constructive theory, and nursing education. The search period was considered from 1990 to 2012. Some related books were also studied about each method, its original vision, the founders, practical application of the training theory, especially training of nursing and its strengths and weaknesses. Behaviorists believe that learning is a change in an observable behavior and it happens when the communication occurs between the two events, a stimulus and a response. Among the applications of this approach is the influence on the learner's emotional reactions. Among the theories of this approach, Thorndike and Skinner works are subject to review and critique. Cognitive psychologists unlike the behaviorists believe that learning is an internal process objective and they focus on thinking, understanding, organizing, and consciousness. Fundamentalists believe that learners should be equipped with the skills of inquiry and problem solving in order to learn by the discovery and process of information. Among this group, we will pay attention to analyze Wertheimer, Brunner, Ausubel theories, Ganyeh information processing model, in addition to its applications in nursing education. Humanists in learning pay attention to the feelings and experiences. Carl Rogers support the retention of learning-centered approach and he is believed to a semantic continuum. At the other end of the continuum, experiential learning is located with the meaning and meaningful. It applies the minds and feelings of the person. From this group, the main focus will be on the works of Rogers and Novels. Finally, it could be concluded that the usage of any of these theoriesin its place would be desired and useful. PMID:25767813

Aliakbari, Fatemeh; Parvin, Neda; Heidari, Mohammad; Haghani, Fariba

2015-01-01

179

Learning theories application in nursing education.  

PubMed

Learning theories are the main guide for educational systems planning in the classroom and clinical training included in nursing. The teachers by knowing the general principles of these theories can use their knowledge more effectively according to various learning situations. In this study, Eric, Medline, and Cochrane databases were used for articles in English and for the Persian literature, Magiran, Iran doc, Iran medex, and Sid databases were used with the help of keywords including social cognitive learning, learning theory, behavioral theory, cognitive theory, constructive theory, and nursing education. The search period was considered from 1990 to 2012. Some related books were also studied about each method, its original vision, the founders, practical application of the training theory, especially training of nursing and its strengths and weaknesses. Behaviorists believe that learning is a change in an observable behavior and it happens when the communication occurs between the two events, a stimulus and a response. Among the applications of this approach is the influence on the learner's emotional reactions. Among the theories of this approach, Thorndike and Skinner works are subject to review and critique. Cognitive psychologists unlike the behaviorists believe that learning is an internal process objective and they focus on thinking, understanding, organizing, and consciousness. Fundamentalists believe that learners should be equipped with the skills of inquiry and problem solving in order to learn by the discovery and process of information. Among this group, we will pay attention to analyze Wertheimer, Brunner, Ausubel theories, Ganyeh information processing model, in addition to its applications in nursing education. Humanists in learning pay attention to the feelings and experiences. Carl Rogers support the retention of learning-centered approach and he is believed to a semantic continuum. At the other end of the continuum, experiential learning is located with the meaning and meaningful. It applies the minds and feelings of the person. From this group, the main focus will be on the works of Rogers and Novels. Finally, it could be concluded that the usage of any of these theoriesin its place would be desired and useful. PMID:25767813

Aliakbari, Fatemeh; Parvin, Neda; Heidari, Mohammad; Haghani, Fariba

2015-01-01

180

Understanding and Managing Learning Disabilities in Adults. Professional Practices in Adult Education and Human Resource Development Series.  

ERIC Educational Resources Information Center

This book reviews learning disabilities (LD) in adults and makes suggestions for helping adults cope with these disabilities. Each chapter covers a type of learning disability or related syndrome or explains characteristics of the brain. Chapter 1 explains several types of specific learning disabilities that make classroom performance difficult…

Jordan, Dale R.

181

Live To Learn and Learn To Live: The Fifth Adult Learners' Week in Estonia.  

ERIC Educational Resources Information Center

The focus of Adult Learners Week in Estonia is on establishing a lifelong learning environment. Evaluation results indicate a need for more publicity outlets and volunteer support to carry out activities. (SK)

Plaks, Sirje

2002-01-01

182

Career Services for Adults: Translating Theory into Practice.  

ERIC Educational Resources Information Center

Discusses career development programs designed and offered for adult students and alumni of the University of Baltimore. Reviews the theory of adult development, adaptation to transition, and career development interventions that were helpful in designing the programs. (Availability: 1190 South Bascom Avenue, Suite 211, San Jose, CA 95128) (JOW)

Hudson, Audrey; Pelletier, Dennis

1983-01-01

183

A Comparison of Correctional Adult Educators and Formal Adult Educators in Terms of Their Expressed Beliefs in the Collaborative Teaching Mode. Theory and Methods of Adult Education.  

ERIC Educational Resources Information Center

A study compared correctional adult educators and formal adult educators in terms of their expressed beliefs in the collaborative teaching mode as measured by the Principles of Adult Learning Scale. The sample consisted of 8 correctional adult educators from the Lake Correctional Institution and 10 adult education teachers from the Manatee Area…

Sua, Dangbe Wuo

184

Learning a theory of causality  

E-print Network

The very early appearance of abstract knowledge is often taken as evidence for innateness. We explore the relative learning speeds of abstract and specific knowledge within a Bayesian framework and the role for innate ...

Goodman, Noah D.

185

Adult Students' Perception of the Congruence of Hybrid Courses with Their Adult Learning Needs and Their Satisfaction from Hybrid Courses  

ERIC Educational Resources Information Center

The overall purpose of the study was to examine adult students' perception of the congruence of hybrid courses with adult learning needs and to examine adult students' level of satisfaction with hybrid courses. The study collected data through pre and post surveys, administered at the beginning and near the end of the hybrid courses, of adult

Iqbal, Rubina

2011-01-01

186

The Contribution of Adult Learning to Health and Social Capital. Wider Benefits of Learning Research Report.  

ERIC Educational Resources Information Center

Researchers investigated effects of adult learning (AL) on a range of measures of health and social capital and cohesion. Data from the National Child Development Study relating to almost 10,000 adults born in Britain in 1958 were used, with focus on changes in their lives between age 33 in 1991 and 42 in 2000. Findings indicated AL played an…

Feinstein, Leon; Hammond, Cathie; Woods, Laura; Preston, John; Bynner, John

187

Learning for the Future: Neighborhood Renewal through Adult and Community Learning. A Guide for Local Authorities.  

ERIC Educational Resources Information Center

This guide is intended to assist managers within England's local authority adult and community education services in supporting neighborhood renewal through adult and community learning (ACL). The guide's overall aim is to promote the skills, knowledge, and understanding that underpin the following items: (1) identification and development of…

Merton, Bryan; Turner, Cheryl; Ward, Jane; White, Lenford

188

Equality and Diversity in Adult and Community Learning.  

ERIC Educational Resources Information Center

This document is a practical guide to help managers of adult and community education programs in the United Kingdom address equality and diversity in the context of the Learning and Skills Council (LSC) remit and the Common Inspection Framework. The following are among the topics discussed in Sections 1-4: (1) learner-centered approaches…

Reisenberger, Anna; Dadzie, Stella

189

Gestural Communication Learning in Mentally Retarded Adults with Down's Syndrome  

Microsoft Academic Search

Ten mentally retarded adults with Down's Syndrome were assigned to American Indian Gestural Code (Amer-Ind) and American Sign Language (ASL) teaching groups to compare sign comprehension, imitation, and retrieval learning in relation to system characteristics (iconicity, motoric complexity of signs) and subject specific factors (language and motoric ability). Twenty lexical items, significantly different in iconicity and motor difficulty for the

Thomas P. Marquardt; Sylvia Sanchez; Maria L. Muñoz

1999-01-01

190

Adult Language/Learning Disability: Issues and Resources.  

ERIC Educational Resources Information Center

A language/learning disability (LLD) is a disorder that may affect the comprehension and use of spoken or written language as well as nonverbal language, such as eye contact and tone of speech in both adults and children. Most research, treatment, and support resources emphasize childhood LLD, but the problems do not disappear once a person has…

Comstock, Renee; Kamara, Carol A.

191

Designing Adult Learning Strategies: The Case of South Eastern Europe  

ERIC Educational Resources Information Center

The importance of lifelong learning is generally well understood and few people today would query the need for adults to regularly update their skills in line with labour market needs, and for governments and social partners to provide an environment that supports skills acquisition and updating. However, it is clear when we look at data from the…

Gunny, Madeleine; Viertel, Evelyn

2006-01-01

192

Discrimination learning in adult bobwhite quail fed paraquat  

USGS Publications Warehouse

Adult male bobwhite quail (Colinus virginianus) were fed a diet containing 0, 25 or 100 ppm paraquat dichloride. After 60 d on treated diets, discrimination learning was evaluated with acquisition and reversal tests. The three groups performed similarly on these tests. Dose-related histopathological lesions were not found in liver, kidney or lung tissues

Bunck, C.M.; Bunck, T.J.; Sileo, L.

1986-01-01

193

Participation in Learning and Wellbeing among Older Adults  

ERIC Educational Resources Information Center

The objective of this research was to identify the effects of participation in learning on the subjective wellbeing of older adults. Data were from the English Longitudinal Study of Ageing (ELSA), a large-scale, nationally representative survey of those aged 50 and above. The survey contains several wellbeing measures and information on three…

Jenkins, Andrew

2011-01-01

194

Community Based Learning with Adults: Bridging Efforts in Multiple Sectors  

ERIC Educational Resources Information Center

In this article, the authors explore the diverse ways in which community based learning strategies are used to enhance further development of adults, raising their levels of educational attainment and increasing their involvement in public and civic activities. There are two social and demographic dynamics at the heart of this topic: the aging…

Holland, Barbara; Robinson, Gail

2008-01-01

195

Glossary of Adult Learning in Europe. A.E. Monographs.  

ERIC Educational Resources Information Center

This document presents detailed "definitions" of more than 150 key terms covering the lexicon currently being used in the field of adult learning in 20 European countries. The document begins with an introduction that discusses the glossary's theoretical and historical references and includes 14 references and a 16-item bibliography. The…

Federighi, Paolo, Ed.

196

Spirituality of South Asian Women: Implications for Adult Learning.  

ERIC Educational Resources Information Center

The implications of the spirituality of South Asian women for adult learning were examined through semistructured interviews of five South Asian women who resided in Canada. The women, who included students, working professionals, mothers, and single women, originated from Nepal, India, Pakistan, and Sri Lanka and were from Hindu, Moslem, and…

Marshall, Jody L.

197

Learning and Collaborating in the Adult Literacy Education Wiki  

ERIC Educational Resources Information Center

This article presents the results of a mixed-methods study of the Adult Literacy Education Wiki. Two research questions framed the study: (1) What do participants report they have learned by contributing to the wiki? and (2) What is the nature of participation and collaboration in the wiki? A key finding of the study is that the wiki does not…

Jacobson, Erik

2008-01-01

198

Adult Literacy, Learning Disabilities, and Technology: An Annotated Bibliography.  

ERIC Educational Resources Information Center

This document presents a total of 48 references and annotations of works published after 1995 that are in some way related to the topic of adult literacy, learning disabilities, and technology. The first part of the document presents annotations of 30 online articles, journal articles, books, and book articles devoted to the following topics:…

Williams, Jean

199

Visual statistical learning in children and young adults: how implicit?  

PubMed Central

Visual statistical learning (VSL) is the ability to extract the joint and conditional probabilities of shapes co-occurring during passive viewing of complex visual configurations. Evidence indicates that even infants are sensitive to these regularities (e.g., Kirkham et al., 2002). However, there is continuing debate as to whether VSL is accompanied by conscious awareness of the statistical regularities between sequence elements. Bertels et al. (2012) addressed this question in young adults. Here, we adapted their paradigm to investigate VSL and conscious awareness in children. Using the same version of the paradigm, we also tested young adults so as to directly compare results from both age groups. Fifth graders and undergraduates were exposed to a stream of visual shapes arranged in triplets. Learning of these sequences was then assessed using both direct and indirect measures. In order to assess the extent to which learning occurred explicitly, we also measured confidence through subjective measures in the direct task (i.e., binary confidence judgments). Results revealed that both children and young adults learned the statistical regularities between shapes. In both age groups, participants who performed above chance in the completion task had conscious access to their knowledge. Nevertheless, although adults performed above chance even when they claimed to guess, there was no evidence of implicit knowledge in children. These results suggest that the role of implicit and explicit influences in VSL may follow a developmental trajectory. PMID:25620943

Bertels, Julie; Boursain, Emeline; Destrebecqz, Arnaud; Gaillard, Vinciane

2015-01-01

200

Promoting Adult Learning through Civil Discourse in the Public Library  

ERIC Educational Resources Information Center

Founded in the 1850s to promote an informed citizenry, public libraries advanced both adult learning and citizenship education in the first half of the 20th century, thus becoming cornerstones of democracy. But with a more recent decline in public engagement in libraries and beyond, librarians question whether democracy requires more than an…

Kranich, Nancy

2010-01-01

201

Learning Disabilities, Literacy, and Adult Education.  

ERIC Educational Resources Information Center

This book deals with the long-neglected problem of learning disabilities (LDs) and the relationship of LDs to difficulties in the acquisition of literacy. Its 17 chapters are divided into 5 sections that begin with an opener to help the reader identify the main themes and content of each chapter in the section. Four chapters in Section I address…

Vogel, Susan A., Ed.; Reder, Stephen, Ed.

202

Lifelong Learning: An Examination of Attitudes and Practices of Black Adults' Informal Learning Experiences  

ERIC Educational Resources Information Center

The purpose of education has been viewed in a variety of ways and much attention has focused on learning that is validated or certified by certificates, diplomas, degrees, and the like. Studies suggest that the higher one's formal level of education the more desire there is for continued learning. Many adults in the U.S., however, are without the…

Corppetts, Yvonne Jones

2010-01-01

203

Efficacy of learning strategies instruction in adult basic education  

PubMed Central

Results from randomized controlled trials of learning strategies instruction with 375 adult basic education (AE) participants are reported. Reading outcomes from whole group strategic instruction in one of four learning strategies were compared to outcomes of reading instruction delivered in the context of typical adult education units on social studies, history, and science. Both experimental and control conditions experienced high attrition and low attendance, resulting in only 105 control and 100 experimental participants’ data in outcome analyses for the trials of the four learning strategies. Reading outcomes for these completers were not significantly different between experimental and control conditions, and each group achieved minimal gains. We discuss possible reasons for the non-significant effect from the intervention, including insufficient instructional dosage. PMID:22121409

Hock, Michael F.; Mellard, Daryl F.

2011-01-01

204

Computer Game-Based Learning: Perceptions and Experiences of Senior Chinese Adults  

ERIC Educational Resources Information Center

The purpose of this study was to investigate senior Chinese adults' potential acceptance of computer game-based learning (CGBL) by probing their perceptions of computer game play and their perceived impacts of game play on their learning of computer skills and life satisfaction. A total of 60 senior adults from a local senior adult learning center…

Wang, Feihong; Lockee, Barbara B.; Burton, John K.

2012-01-01

205

Connecting Research, Policy, and Practice. Review of Adult Learning and Literacy, Volume 7  

ERIC Educational Resources Information Center

"Review of Adult Learning and Literacy: Connecting Research, Policy, and Practice, Volume 7" is the newest volume in a series of annual publications of the National Center for the Study of Adult Learning and Literacy (NCSALL) that address major issues, the latest research, and the best practices in the field of adult literacy and learning. Each…

Comings, John, Ed.; Garner, Barbara, Ed.; Smith, Christine, Ed.

2007-01-01

206

Motivation and Adult Education.  

ERIC Educational Resources Information Center

The author reviews theories of human motivation: Lewin's force field analysis, Skinner's operant reinforcement theory, and Maslow's hierarchy of needs. He then extracts the implications of these theories for adult learning. SK)

Taylor, J. Rodney

1982-01-01

207

Beyond Decoding: Adults with Dyslexia Have Trouble Forming Unified Lexical Representations across Pseudoword Learning Episodes  

ERIC Educational Resources Information Center

Purpose: To examine how adults with dyslexia versus adults with typical reading form lexical representations during pseudoword learning. Method: Twenty adults with dyslexia and 20 adults with typical reading learned meanings, spellings, and pronunciations of 16 pictured pseudowords, (half with regular and half with irregular grapheme-phoneme…

Howland, Karole A.; Liederman, Jacqueline

2013-01-01

208

Attitudes of Adult Students Regarding the Learning Environment at East Tennessee State University.  

ERIC Educational Resources Information Center

A study was conducted to obtain measurements of adult student attitudes using the Mattering Scales for Adult Students in Higher Education (MHE). The MHE is designed to assess the perceptions of adult learners about their learning environment. The purpose of the scale is to learn more about the different ways in which adult learners feel they…

Warner, Carla; Williams, Jennifer

209

Gender Differences in Adult Word Learning  

PubMed Central

In prior work, women were found to outperform men on short-term verbal memory tasks. The goal of the present work was to examine whether gender differences on short-term memory tasks are tied to the involvement of long-term memory in the learning process. In Experiment 1, men and women were compared on their ability to remember phonologically-familiar novel words and phonologically-unfamiliar novel words. Learning of phonologically-familiar novel words (but not of phonologically-unfamiliar novel words) can be supported by long-term phonological knowledge. Results revealed that women outperformed men on phonologically-familiar novel words, but not on phonologically-unfamiliar novel words. In Experiment 2, we replicated Experiment 1 using a within-subjects design, and confirmed gender differences on phonologically-familiar, but not phonologically-unfamiliar stimuli. These findings are interpreted to suggest that women are more likely than men to recruit native-language phonological knowledge during novel word-learning. PMID:21392726

Kaushanskaya, Margarita; Marian, Viorica; Yoo, Jeewon

2011-01-01

210

Developing Learning Environments: Challenges for Theory, Research and Practice  

Microsoft Academic Search

Addresses four key challenges in developing learning environments: how to develop learning organizations, how to promote learning cultures, how to enhance learning processes, and how to develop learning communities. For each challenge, addresses a variety of issues for theory, research and practice. Argues that organizational and individual learning are at the heart of competitive strategy, and provide the only sustainable

Paul Iles

1994-01-01

211

Computational Learning Theory Assignment 2  

E-print Network

, 1}. The discritized sets DCe, DCM , DCkS and DCMkS are defined as above but for functions g : Qd Qd and fg : Qd Ã? Qd {0, 1}. 1. Find |DCe|, |DCM |, |DCkS| and |DCMkS|. A bound like 2(h(d,k)) suffices. 2. Use the first bound of OCCAM to find the number of examples needed to to PAC-learn DCe, DCM , DCk

Bshouty, Nader

212

A Model for Conducting Research with Learning Disabled Adolescents and Young Adults  

E-print Network

Issues from the field of learning disabilities and the field of education in general which impact the learning disabled individual are discussed as they relate to research with learning disabled adolescents and young adults ...

Meyen, Edward L.; Schiefelbusch, Richard L.; Deshler, Donald D.; Alley, Gordon R.; Schumaker, Jean B.; Clark, Frances L.

1980-01-01

213

Toward a Theory of Aesthetic Learning Experiences  

ERIC Educational Resources Information Center

The purpose of this article is to reveal ways to provide the opportunity for students to have aesthetically engaged learning experiences. Using John Dewey's ideas from "Art as Experience" as a framework, the author uses aesthetic theory to show how such ends can be reached. In addition, he suggests six themes that teachers can draw upon to help…

Uhrmacher, P. Bruce

2009-01-01

214

The covering number in learning theory  

Microsoft Academic Search

The covering number of a ball of a reproducing kernel Hilbert space as a subset of the continuous function space plays an important role in Learning Theory.We give estimates for this covering number by means of the regularity of the Mercer kernel K: For convolution type kernels Kðx; t Þ¼ kðxtÞ on ½0; 1? n; we provide estimates depending on

Ding-xuan Zhou

2002-01-01

215

Self Modeling: Expanding the Theories of Learning  

ERIC Educational Resources Information Center

Self modeling (SM) offers a unique expansion of learning theory. For several decades, a steady trickle of empirical studies has reported consistent evidence for the efficacy of SM as a procedure for positive behavior change across physical, social, educational, and diagnostic variations. SM became accepted as an extreme case of model similarity;…

Dowrick, Peter W.

2012-01-01

216

Participating in the Learning of Group Theory.  

ERIC Educational Resources Information Center

Focusing on student learning rather than the deductive presentation of mathematics is stimulus not only to discover theorems and proofs but also to generate meaning of definitions and axioms before their formal articulation. Provides worksheets that enable an intuitive grasp to precede formal definition in the field of elementary group theory for…

Burn, Robert P.

1998-01-01

217

Measuring Student Learning with Item Response Theory  

ERIC Educational Resources Information Center

We investigate short-term learning from hints and feedback in a Web-based physics tutoring system. Both the skill of students and the difficulty and discrimination of items were determined by applying item response theory (IRT) to the first answers of students who are working on for-credit homework items in an introductory Newtonian physics…

Lee, Young-Jin; Palazzo, David J.; Warnakulasooriya, Rasil; Pritchard, David E.

2008-01-01

218

Online Learning from Input versus Offline Memory Evolution in Adult Word Learning: Effects of Neighborhood Density and Phonologically Related Practice  

ERIC Educational Resources Information Center

Purpose: In this study, the authors investigated adult word learning to determine how neighborhood density and practice across phonologically related training sets influence online learning from input during training versus offline memory evolution during no-training gaps. Method: Sixty-one adults were randomly assigned to learn low- or…

Storkel, Holly L.; Bontempo, Daniel E.; Pak, Natalie S.

2014-01-01

219

An Overview of Black Adult Development Theories.  

ERIC Educational Resources Information Center

A review of the literature suggests that African-American and minority students bring a diverse culture to "traditional" college life. As a result, many institutions of higher learning have designed their student services, student-support programs, curricular, and extracurricular to meet the special nature and needs of its nontraditional students.…

Littleton, Roosevelt, Jr.

220

Studying Adult Learning through the History of Knowledge.  

ERIC Educational Resources Information Center

Discusses the methodology by which people arrive at "knowledge" and how knowledge has been seen by philosophers and critical thinkers through history. Includes the theories of Jurgen Habermas, Jack Mezirow, Thomas Kuhn, and Paulo Freire. Cites implications for adult education. (JOW)

Ekpenyong, Lawrence E.

1990-01-01

221

Topics in Computational Learning Theory and Graph Algorithms.  

ERIC Educational Resources Information Center

This thesis addresses problems from two areas of theoretical computer science. The first area is that of computational learning theory, which is the study of the phenomenon of concept learning using formal mathematical models. The goal of computational learning theory is to investigate learning in a rigorous manner through the use of techniques…

Board, Raymond Acton

222

Reinforcement learning in young adults with developmental language impairment.  

PubMed

The aim of the study was to examine reinforcement learning (RL) in young adults with developmental language impairment (DLI) within the context of a neurocomputational model of the basal ganglia-dopamine system (Frank, Seeberger, & O'Reilly, 2004). Two groups of young adults, one with DLI and the other without, were recruited. A probabilistic selection task was used to assess how participants implicitly extracted reinforcement history from the environment based on probabilistic positive/negative feedback. The findings showed impaired RL in individuals with DLI, indicating an altered gating function of the striatum in testing. However, they exploited similar learning strategies as comparison participants at the beginning of training, reflecting relatively intact functions of the prefrontal cortex to rapidly update reinforcement information. Within the context of Frank's model, these results can be interpreted as evidence for alterations in the basal ganglia of individuals with DLI. PMID:22921956

Lee, Joanna C; Tomblin, J Bruce

2012-12-01

223

Application of Statistical Learning Theory to DNA Microarray Analysis  

E-print Network

Application of Statistical Learning Theory to DNA Microarray Analysis by Sayan Mukherjee B Learning Theory to DNA Microarray Analysis by Sayan Mukherjee Submitted to the Department of Brain Sciences in the framework of statistical learning theory, to analyzing DNA microarray data. The rst part of the thesis

Poggio, Tomaso

224

Learning "in" or "with" Games? Quality Criteria for Digital Learning Games from the Perspectives of Learning, Emotion, and Motivation Theory  

ERIC Educational Resources Information Center

This conceptual paper aims to clarify the theoretical underpinnings of game based learning (GBL) and learning with digital learning games (DLGs). To do so, it analyses learning of game related skills and contents, which occurs constantly during playing conventional entertainment games, from three perspectives: learning theory, emotion theory, and…

Hense, Jan; Mandl, Heinz

2012-01-01

225

Adult learning disabilities screening using an internet-administered instrument  

E-print Network

and intervene with adults with SLD have been identified in numerous studies (Blackorby & Wagner, 1996; Murray, Goldstein, Nourse, & Edgar, 2000; Sitlington & Frank, 1993; Zigmond & Thornton, 1985). With appropriate intervention, many of these negative outcomes... on Learning, Lawrence, KS 66045. Email: dmellard@KU.edu Sept LDCJ.final 7/5/05 12:00 PM Page 62 Computer-Based Testing The use of computer-based testing (CBT), whereby computers both present the items and collect responses, has increased steadily since...

Lancaster, Sean; Mellard, Daryl

2005-09-01

226

Illicit Drug Use Among South Korean Offenders: Assessing the Generality of Social Learning Theory.  

PubMed

Since the mid-1990s, illicit drug use has become a problem in Korean society. This trend is likely due to the rapid globalization and expansion that occurred with the Internet revolution, which led to greater numbers of people socially learning about drug culture. The current study attempts to uncover criminogenic causality of such social learning about drug use by studying adult felony drug offenders in South Korea. The data used for the study were obtained from self-reported surveys, originally collected by the Korean Institution of Criminology (KIC). The final sample comprised 1,452 felony offenders convicted of illicit drug use, and their responses were analyzed with a set of multiple logistic regression tests. The current study found supportive evidence for the generalizability of social learning theory from the sample of the South Korean adult drug offenders. We argue that the current study provides additional empirical evidence that supports the generalizability of social learning theory. PMID:24752638

Yun, Minwoo; Kim, Eunyoung

2014-04-21

227

Age-related differences in the relation between motivation to learn and transfer of training in adult continuing education  

Microsoft Academic Search

This meta-analysis (k=38, N=6977) examined age-related differences in the relation between motivation to learn and transfer of training, using data derived from the literature on adult continuing education of the past 25years. Based on socioemotional selectivity theory, a lifespan approach to expectancy theory, and research on interest and workplace curiosity, two views on motivational change over the trajectory of a

Andreas Gegenfurtner; Marja Vauras

228

The Financing of Adult Learning in Civil Society: A European Exploratory Study.  

ERIC Educational Resources Information Center

The financing of adult learning in civil society in Europe was examined in an exploratory study that focused on the relationship between nongovernmental organizations (NGOs) and the status of financing in the general field of adult learning. Adult education experts from the following countries were subcontracted to develop "country windows" on…

Belanger, Paul; Bochynek, Bettina

229

Leapfrogging Over the Status Quo: E-Learning and the Challenge of Adult Literacy.  

ERIC Educational Resources Information Center

E-learning's potential for responding to the challenges of adult literacy was explored through a review of research and input from program managers, developers, and funders. The study identified adult literacy e-learning products, programs, and resources that are available or in development. Challenges to greater use of technology in adult

McCain, Mary

230

Motivational Profiles of Adult Learners in Relation to Self-Directed Learning.  

ERIC Educational Resources Information Center

A study examined the relationship between the motives and needs of 658 adult students enrolled in a Dutch adult high school program and the curricular and instructional design of an educational reform--an open learning program. The population was all 4,442 adult learners in 3 schools who started an open learning experiment. When the students…

van den Berg, Ellen

231

Adult Learning Satisfaction and Instructional Perspective in the Foreign Language Classroom  

ERIC Educational Resources Information Center

Adult education literature suggests that the instructional perspective of the teacher has an important effect on adult satisfaction with learning. In this study, the relationships between instructional perspective, satisfaction with language learning, and certain teacher and student characteristics were investigated. Study participants were adult

Ryan, Linda Jo

2009-01-01

232

Information Theory, Inference and Learning Algorithms  

NASA Astrophysics Data System (ADS)

Information theory and inference, often taught separately, are here united in one entertaining textbook. These topics lie at the heart of many exciting areas of contemporary science and engineering - communication, signal processing, data mining, machine learning, pattern recognition, computational neuroscience, bioinformatics, and cryptography. This textbook introduces theory in tandem with applications. Information theory is taught alongside practical communication systems, such as arithmetic coding for data compression and sparse-graph codes for error-correction. A toolbox of inference techniques, including message-passing algorithms, Monte Carlo methods, and variational approximations, are developed alongside applications of these tools to clustering, convolutional codes, independent component analysis, and neural networks. The final part of the book describes the state of the art in error-correcting codes, including low-density parity-check codes, turbo codes, and digital fountain codes -- the twenty-first century standards for satellite communications, disk drives, and data broadcast. Richly illustrated, filled with worked examples and over 400 exercises, some with detailed solutions, David MacKay's groundbreaking book is ideal for self-learning and for undergraduate or graduate courses. Interludes on crosswords, evolution, and sex provide entertainment along the way. In sum, this is a textbook on information, communication, and coding for a new generation of students, and an unparalleled entry point into these subjects for professionals in areas as diverse as computational biology, financial engineering, and machine learning.

Mackay, David J. C.

2003-10-01

233

Learning Rule-Described and Non-Rule-Described Categories: A Comparison of Children and Adults  

ERIC Educational Resources Information Center

Three experiments investigated the ability of 3-, 5-, and 8-year-old children as well as adults to learn sets of perceptual categories. Adults and children performed comparably on categories that could be learned by either a single-dimensional rule or by associative learning mechanisms. However, children showed poorer performance relative to…

Minda, John Paul; Desroches, Amy S.; Church, Barbara A.

2008-01-01

234

Adult Health Learning and Transformation: A Case Study of a Canadian Community-Based Program  

ERIC Educational Resources Information Center

This article describes a case study of adult learning in a Canadian multisite Community Cardiovascular Hearts in Motion program. The researcher highlights the informal learning of 40 adult participants in this 12-week community-based cardiac rehabilitation/education program in five rural Nova Scotia communities. The effects of this learning and…

Coady, Maureen

2013-01-01

235

Systemic Family Therapy Using the Reflecting Team: The Experiences of Adults with Learning Disabilities  

ERIC Educational Resources Information Center

This research aimed to illuminate the experiences of adults with learning disabilities of the reflecting team, in the context of their systemic family therapy. Five adults with learning disabilities were recruited from one community learning disability team. A qualitative design using interpretative phenomenological analysis (IPA) was appropriate…

Anslow, Katharine

2014-01-01

236

Global Organizations and E-Learning: Leveraging Adult Learning in Different Cultures  

ERIC Educational Resources Information Center

This article examines a number of issues regarding the leveraged use of global training within multinational organizations. Given a common purpose and using technology that may minimize cultural differences, is it possible for these organizations to overcome some of the cultural barriers to adult learning? In examining this concept, this article…

Nathan, Edward P.

2008-01-01

237

Adult Learners' Perceptions of a Professional Development Program Comparing Live Distance Learning versus Live Local Learning  

ERIC Educational Resources Information Center

Reduced corporate training budgets require cost efficiencies in professional development. Distance learning, with its lower intrinsic costs, will likely become more prevalent. Therefore, the educational experience will change for many professionals. The objective of this study was to examine the perceptions of adult learners attending a drug…

Buxton, Eric; De Muth, James

2012-01-01

238

Phonological similarity influences word learning in adults learning Spanish as a foreign language  

PubMed Central

Neighborhood density—the number of words that sound similar to a given word (Luce & Pisoni, 1998)—influences word-learning in native English speaking children and adults (Storkel, 2004; Storkel, Armbruster, & Hogan, 2006): novel words with many similar sounding English words (i.e., dense neighborhood) are learned more quickly than novel words with few similar sounding English words (i.e., sparse neighborhood). The present study examined how neighborhood density influences word-learning in native English speaking adults learning Spanish as a foreign language. Students in their third-semester of Spanish language classes learned advanced Spanish words that sounded similar to many known Spanish words (i.e., dense neighborhood) or sounded similar to few known Spanish words (i.e., sparse neighborhood). In three word-learning tasks, performance was better for Spanish words with dense rather than sparse neighborhoods. These results suggest that a similar mechanism may be used to learn new words in a native and a foreign language. PMID:23950692

Stamer, Melissa K.; Vitevitch, Michael S.

2013-01-01

239

Andragogy for Teen and Young Adult Learners with Intellectual Disabilities: Learning, Independence, and Best Practices  

ERIC Educational Resources Information Center

Teens and young adults with Intellectual Disabilities (ID) meet the criteria of teen and adult learners chronologically, but may be deficient in many other areas of teen and adult learning. The spectrum of intellectual and adaptive capabilities among teens and adults with ID is vast, with each individual being unique. There are specific teaching…

Bowman, Stephanie L.; Plourde, Lee A.

2012-01-01

240

Lifelong Learning, Lifelong Education and Adult Education in Higher Institutions of Learning in Eastern Africa: The Case of Makerere University Institute of Adult and Continuing Education  

ERIC Educational Resources Information Center

This paper advocates for policy recognition of lifelong learning by institutions of higher learning and governments in Eastern Africa. Lifelong learning and lifelong education are two concepts that aim at widening access to and the participation of adult learners in the acquisition of new knowledge, skills, values and attitudes. There are many…

Openjuru, George L.

2011-01-01

241

Adult Learning in the Caribbean at the Beginning of a New Century.  

ERIC Educational Resources Information Center

To encourage male participation in adult learning, especially education aimed at antiviolence, parenting skills, and attitudes toward women, adult educators should use creative marketing strategies. Knowledge of marketing principles should be applied to both program design and promotion. (SK)

Ramsay, Angela

2001-01-01

242

Learning Theories and Assessment Methodologies--An Engineering Educational Perspective  

ERIC Educational Resources Information Center

This paper attempts to critically review theories of learning from the perspective of engineering education in order to align relevant assessment methods with each respective learning theory, considering theoretical aspects and practical observations and reflections. The role of formative assessment, taxonomies, peer learning and educational…

Hassan, O. A. B.

2011-01-01

243

Machine learning approach for classification of ADHD adults.  

PubMed

Machine learning techniques that combine multiple classifiers are introduced for classifying adult attention deficit hyperactivity disorder (ADHD) subtypes based on power spectra of EEG measurements. The analyzed sample includes 117 adults (67 ADHD, 50 controls). The measurements are taken for four different conditions: two resting conditions (eyes open and eyes closed) and two neuropsychological tasks (visual continuous performance test and emotional continuous performance test). We divide the sample into four data sets, one for each condition. Each data set is used for training of four different support vector machine classifiers, while the output of classifiers is combined using logical expression derived from the Karnaugh map. The results show that this approach improves the discrimination between ADHD and control groups, as well as between ADHD subtypes. PMID:23361114

Tenev, Aleksandar; Markovska-Simoska, Silvana; Kocarev, Ljupco; Pop-Jordanov, Jordan; Müller, Andreas; Candrian, Gian

2014-07-01

244

Evaluating a Proposed Learning Experience in Terms of Eight Learning Theories.  

ERIC Educational Resources Information Center

The work of eight learning theorists was used to evaluate a proposed adult education/learning experience in an effort to operationalize a system for locating strengths and weaknesses in an instructional system prior to its implementation. Thirty-five implications for adult education were extrapolated from work representing the Behaviorist (B.F.…

Abram, Marie J.

245

Emotion Recognition in Adults with Mild-Moderate Learning DisabilitiesAn Exploratory Study  

Microsoft Academic Search

Adults with mild-moderate learning disabilities, together with non-learning disabled adults, were given emotion recognition tasks where they identified (1) the categorical emotion portrayed in facial photographs, affect-laden stories, and memory of personal emotional experience, and (2) the emotion dimensions (valence and arousal) portrayed in facial photographs, and stories. Adults with learning disabilities demonstrated impaired performance, relative to controls, in categorical

Ann Owen; Mary Browning; Robert S. P. Jones

2001-01-01

246

Student Learning Theory Goes (Back) to (High) School  

ERIC Educational Resources Information Center

Biggs' 3P (Presage-Process-Product) model, a key framework in Student Learning Theory, provides a powerful means of understanding relations between students' perceptions of the teaching and learning environment, learning strategies, and learning outcomes. While influential in higher education, fewer tests of the model in secondary…

Ginns, Paul; Martin, Andrew J.; Papworth, Brad

2014-01-01

247

Toward an Instructionally Oriented Theory of Example-Based Learning  

ERIC Educational Resources Information Center

Learning from examples is a very effective means of initial cognitive skill acquisition. There is an enormous body of research on the specifics of this learning method. This article presents an instructionally oriented theory of example-based learning that integrates theoretical assumptions and findings from three research areas: learning from…

Renkl, Alexander

2014-01-01

248

Educator as Designer: Balancing Multiple Teaching Perspectives in the Design of Community Based Learning for Adults  

ERIC Educational Resources Information Center

Careful course design sets the stage for effective learning, whether in a formal or informal setting. Designers of learning experiences seek a balance among several learning objectives that compete for time in the classroom and for space on the syllabus. The nature of community based learning with adults multiplies the design decisions that must…

Marienau, Catherine; Reed, Susan C.

2008-01-01

249

Facing Learning Disabilities in the Adult Years. Understanding Dyslexia, ADHD, Assessment, Intervention, and Research.  

ERIC Educational Resources Information Center

This text provides information on learning disabilities in adults and offers practical ways to compensate. Chapters address: (1) definitions of learning disability; (2) etiology of learning disabilities; (3) our cognitive or thinking systems; (4) different assessment settings and some of the tests used to diagnose a learning disability; (5)…

Shapiro, Joan; Rich, Rebecca

250

Realizing a Social Practices Approach in Literacy Learning: Engaging with the Everyday Lives of Adults with Learning Difficulties  

ERIC Educational Resources Information Center

This paper presents findings from an action research project funded by the Scottish Government through Learning Connections (March 2006 to April 2007) to develop and explore the potential for enhancing literacies learning for adults with learning difficulties by engaging with their systems of care and/or support. The paper explores the ways in…

Wilson, Alastair; Hunter, Katie

2010-01-01

251

A Transactional Perspective on Teaching and Learning: A Framework for Adult and Higher Education. Advances in Learning and Instruction Series.  

ERIC Educational Resources Information Center

Focusing on teaching and learning (the learning process rather than selection of learning content), this book provides a comprehensive perspective on the process of adult and higher education. Part 1 explores the transactional relationship between the personal reflective world of the learner and the collaborative shared world of the educational…

Garrison, D. Randy; Archer, Walter

252

Vitamin D Deficiency Impairs Spatial Learning in Adult Rats  

PubMed Central

Background: Through its membrane and intracellular receptors, vitamin D regulates many vital functions in the body including its well known actions on musculoskeletal system. Growing body of evidences demonstrate that vitamin D undergoes some of behavioral aspects of neurocognition. The present study was designed to evaluate the effect of food regimens without vitamin D or with a supplement of 1,25(OH)2D3 on spatial performance of adult rats. Methods: The animals were trained in the Morris water maze to find a hidden platform. The time spent and the distance traveled to find the platform, speed of navigation and the percentage of unsuccessful trials were considered for assessment of the task learning. Results: Our findings indicated that the vitamin D-deprived rats had a significant lower performance compared to both the controls and the animals receiving 1,25(OH)2D3 supplementation. Concerning the unsuccessful trials, lack of vitamin D resulted in the highest failures in the maze navigation. The regimen with additional 1,25(OH)2D3 did not considerably influence learning of the maze task. Conclusion: We concluded that while vitamin D deficiency deteriorates the spatial task learning, the 1,25(OH)2D3 supplementation did not effectively underlie the maze performance. PMID:23279834

Taghizadeh, Mohsen; Talaei, Sayyed Alireza; Salami, Mahmoud

2013-01-01

253

Critical evidence for the prediction error theory in associative learning  

PubMed Central

In associative learning in mammals, it is widely accepted that the discrepancy, or error, between actual and predicted reward determines whether learning occurs. Complete evidence for the prediction error theory, however, has not been obtained in any learning systems: Prediction error theory stems from the finding of a blocking phenomenon, but blocking can also be accounted for by other theories, such as the attentional theory. We demonstrated blocking in classical conditioning in crickets and obtained evidence to reject the attentional theory. To obtain further evidence supporting the prediction error theory and rejecting alternative theories, we constructed a neural model to match the prediction error theory, by modifying our previous model of learning in crickets, and we tested a prediction from the model: the model predicts that pharmacological intervention of octopaminergic transmission during appetitive conditioning impairs learning but not formation of reward prediction itself, and it thus predicts no learning in subsequent training. We observed such an “auto-blocking”, which could be accounted for by the prediction error theory but not by other competitive theories to account for blocking. This study unambiguously demonstrates validity of the prediction error theory in associative learning. PMID:25754125

Terao, Kanta; Matsumoto, Yukihisa; Mizunami, Makoto

2015-01-01

254

Work-Related Learning Guide for Family Literacy and Adult Education Organizations.  

ERIC Educational Resources Information Center

This guide assists family literacy and adult education organizations considering ways in which work and learning can be integrated in their educational programs. Part I addresses influences motivating the family literacy and adult education fields to incorporate work-related learning into their efforts. Part II provides a framework for designing…

Jobs for the Future, Boston, MA.

255

Accelerated Learning in Adult Education and Training and Development. Trends and Issues Alert.  

ERIC Educational Resources Information Center

In adult education, the term "accelerated learning" (AL) is usually associated with programs designed to meet the needs of adult learners whose many commitments prevent them from participating in traditional programs. Within the field of training and development, however, AL identifies an approach to learning that is multidimensional in nature and…

Imel, Susan

256

Levels of Engagement and Barriers to Physical Activity in a Population of Adults with Learning Disabilities  

ERIC Educational Resources Information Center

This study examined levels of, and barriers to, physical activity in a population of 19 adults with learning disabilities living in community supported accommodation, using diary records and semi-structured interviews with staff. The levels of physical activity were higher in the sample population than previous figures for adults with learning

Hawkins, Andrew; Look, Roger

2006-01-01

257

A Volunteer Literacy Tutor Training Model for Teaching Adults with or without Learning Disabilities. Final Report.  

ERIC Educational Resources Information Center

This report describes a project to develop a tutor training model for teaching adults who manifested signs of learning disabilities. A needs assessment was done by surveying previously trained tutors. Existing adult literacy materials and instructional materials specifically developed for individuals with learning disabilities were reviewed and…

Pottstown YWCA Adult Literacy Center, PA.

258

The Readiness of Adults with Attention Deficit Hyperactivity Disorder for Self-Directed Learning  

ERIC Educational Resources Information Center

This study investigated the readiness for self-directed learning of adults with Attention Deficit Hyperactivity Disorder (ADHD), as well as their overall educational experiences. Using Guglielmino's Self-Directed Learning Readiness Scale for Adults (SDLRS-A), the researcher investigated whether the following factors were significantly related to…

Wright, Melissa Sue

2011-01-01

259

The Use of ICT by Adults with Learning Disabilities in Day and Residential Services  

ERIC Educational Resources Information Center

The use of Information and Communication Technology (ICT) by adults with learning disabilities has been positively promoted over the past decade. More recently, policy statements and guidance from the UK government have underlined the importance of ICT for adults with learning disabilities specifically, as well as for the population in general,…

Parsons, Sarah; Daniels, Harry; Porter, Jill; Robertson, Christopher

2006-01-01

260

E-Learning Access, Opportunities, and Challenges for Aboriginal Adult Learners Located in Rural Communities  

ERIC Educational Resources Information Center

This exploratory qualitative study focused on 1) the learning needs of Aboriginal adult learners residing in selected First Nations communities in rural Alberta and 2) the potential for increasing access to e-learning education. Through open dialogue with First Nations community leaders, Aboriginal adult learners, and Aboriginal and non-Aboriginal…

Kawalilak, Colleen; Wells, Noella; Connell, Lynn; Beamer, Kate

2012-01-01

261

Exploring the Self-concept of Adults with Mild Learning Disabilities  

ERIC Educational Resources Information Center

This qualitative study aimed to add to the research on the self-concept of adults with mild learning disabilities and to generate a deeper understanding of their self-perceptions rather than draw generalised quantitative conclusions. Eight adults diagnosed with mild learning disabilities receiving support from a supported living project were…

Pestana, Claudio

2015-01-01

262

Learning Disabilities and Attention-Deficit/Hyperactivity Disorder in Intelligent Well Educated Adults  

ERIC Educational Resources Information Center

This retrospective study examined scores for 111 adult participants on the Wechsler Adult Intelligence Scale-Revised, the Wide Range Achievement Test-III and the Nelson-Denny Reading Test. All participants were referred to a university clinic for learning problems. The participants were diagnosed with a learning disability, an…

Guyer, Kenneth E.; Guyer, Barbara P.; Banks, Steven R.

2008-01-01

263

Adjusting the Fulcrum: How Prior Learning Is Recognized and Regarded in University Adult Education Contexts  

ERIC Educational Resources Information Center

Prior Learning Assessment and Recognition (PLAR) offers adults formal recognition for learning obtained through non-formal and informal means. The practice reflects both equity and economic development concerns (Keeton, 2000). In the field of Adult Education as a formal study, however, tensions exist between honouring the learner and honouring the…

Kawalilak, Colleen; Wihak, Wihak

2013-01-01

264

Results of Innovative and Supportive Learning Programs for Homeless Children and Adults  

ERIC Educational Resources Information Center

Four-week summer academy programs served homeless children and adults in two contiguous innovative learning programs. The programs may be the first of their kind in the homeless literature in which both adults and children were exposed to career, academic, and leadership opportunities in the supportive learning environment of a university campus,…

Sinatra, Richard; Eschenauer, Robert

2012-01-01

265

Symbols Can Improve the Reading Comprehension of Adults with Learning Disabilities  

ERIC Educational Resources Information Center

Background: This study aimed to test the hypothesis that adding symbols to written text can improve its comprehensibility for adults with learning disabilities. Methods: Nineteen adults with mild or borderline learning disabilities attempted to read four short passages of text, two of which had Widgit Rebus symbols added to them. Following each…

Jones, F. W.; Long, K.; Finlay, W. M. L.

2007-01-01

266

The Effect of Perceptual Cues on Inhibiting Irrelevant Information in Older Adults Using a List-Learning Method  

Microsoft Academic Search

Background\\/Study Context: The inhibitory deficit hypothesis (Hasher & Zacks, 1988, The Psychology of Learning and Motivation: Advances in Research and Theory, 22, 193–225) suggests that older adults are more susceptible to interference from irrelevant information because of age-related declines in inhibitory ability. Reading comprehension tasks have found that this deficit can be overcome by salient perceptual cues used to accentuate

Lisa A. VanWormer; Tamra J. Bireta; Aimée M. Surprenant; Ian Neath

2012-01-01

267

Training in the laboratory animal science community: strategies to support adult learning.  

PubMed

The essence of learning is change; learning is the process by which learners customize new information to make it personally meaningful and relevant. Training is the process of helping students make those changes. Research indicates that adults learn differently than children or adolescents and that adults consistently use the following six learning strategies: prior experiences; conversations; metacognition; reflection; authentic experiences; and images, pictures, or other types of visuals. Each of these learning strategies can be combined with the other strategies and often build upon each other. A recent study on how health care professionals learn indicated that the learning strategy they used most often was reflection, which supports learning before, during, and after training. Numerous examples are provided in this article describing how to integrate each of the six adult learning strategies into laboratory animal science training. While lectures and other types of direct instruction are appropriate, they are inadequate and ineffective unless they are integrated with and support adult learning strategies. Both the US Department of Agriculture regulations and the Public Health Service Policy mandate that research institutions must ensure that all personnel involved in animal care, treatment, or use are qualified to perform their duties. Applying adult learning strategies to training for the laboratory animal science community will enhance learning and improve both the science and the humane care of the animals, which is a goal our community must continuously strive to achieve. PMID:17420529

Dobrovolny, Jackie; Stevens, James; Medina, Leticia V

2007-01-01

268

Curriculum Conceptions of Open Learning: Theory, Intention and Student Experience in the Australian Open Learning Initiative.  

ERIC Educational Resources Information Center

This thesis seeks to clarify the meaning of the open learning concept by examining it in alternative ways--as an element of social theory, as an intended curriculum, and as a perceived student learning experience. The three curriculum conceptions of open learning are applied to the Australian Open Learning Iniative. Students' curriculum…

Williams, Helen Margaret

269

Creating Learning Centered Classrooms. What Does Learning Theory Have To Say? ERIC Digest.  

ERIC Educational Resources Information Center

This Digest of a larger report with the same title examines the application of learning theory to the quality of learning in undergraduate college classrooms. Relevant theories are identified, including theories which address college students' attributions for success or failure, self-efficacy, social constructivism, conscientization, multiple…

Stage, Frances K.; Muller, Patricia, A.; Kinzie, Jillian; Simmons, Ada

270

The Belem Framework for Action: Harnessing the Power and Potential of Adult Learning and Education for a Viable Future  

ERIC Educational Resources Information Center

This article presents the Belem Framework for Action. This framework focuses on harnessing the power and potential of adult learning and education for a viable future. This framework begins with a preamble on adult education and towards lifelong learning.

Adult Learning, 2012

2012-01-01

271

Vocal Memory and Learning in Adult Bengalese Finches with Regenerated Hair Cells  

E-print Network

Vocal Memory and Learning in Adult Bengalese Finches with Regenerated Hair Cells Sarah M. N for the mainte- nance of stable adult song. A technique was developed to reversibly deafen Bengalese Finches suggest that, in Bengalese Finches, the degree of behavioral and neural plasticity in juvenile and adult

Rubel, Edwin

272

Knowledge of Results after Good Trials Enhances Learning in Older Adults  

ERIC Educational Resources Information Center

In recent years, some researchers have examined motor learning in older adults. Some of these studies have specifically looked at the effectiveness of different manipulations of extrinsic feedback, or knowledge of results (KR). Given that many motor tasks may already be more challenging for older adults compared to younger adults, making KR more…

Chiviacowsky, Suzete; Wulf, Gabriele; Wally, Raquel; Borges, Thiago

2009-01-01

273

Adult Education and Lifelong Learning within UNESCO: CONFINTEA, Education for All, and beyond  

ERIC Educational Resources Information Center

There can no longer be any doubt that adult education within lifelong learning is a key factor for economic and social development, as well as being a human right. New policies for adult education must now result in coherent forms of laws and legislation clearly spelling out ways and means for financing adult education. These must involve the…

Duke, Chris; Hinzen, Heribert

2012-01-01

274

Consideration of Adults' Learning Styles and Life Styles for Better Literacy Programs: A Discussion.  

ERIC Educational Resources Information Center

Adult literacy programs could be improved by determining the learning styles and life-styles of individual students and incorporating the findings into the instructional program. Many researchers have looked at adult students' lives and suggested teaching methods based on the studies. Some suggest using an instrument for identifying adults'…

Partridge, Susan

275

Adult Educators: An Example of the New Approach to Lifelong Learning in Poland  

ERIC Educational Resources Information Center

This article presents reflections arising from a study on adult learning professions in Poland. Changes in the socio-political and legal context created phenomena that have occurred in the adult education systems, mechanisms and approaches. The article focuses on the impact of those processes on a specific professional group--adult educators.…

Mazurkiewicz, Grzegorz

2009-01-01

276

Systems Development in Adult Language Learning: The Threshold Level in a European Unit/Credit System for Modern Language Learning by Adults.  

ERIC Educational Resources Information Center

This study, the culmination of a 3-year effort, represents the first step in the establishment of a European unit-credit system for foreign language learning by adults. Objectives are based on learners' needs and expressed in terms of operational learning objectives, with reference to the roles a language-user has to play, the settings in which he…

van Ek, J. A.

277

Critically Questioning the Discourse of Transformative Learning Theory  

ERIC Educational Resources Information Center

In this article, the authors critically examine the way discourse enters into and becomes embedded in transformative learning theory, especially from the extrarational or depth psychology perspective. The authors begin by providing an overview of how transformative learning theory has developed in diverse directions, including the extrarational…

Kucukaydin, Ilhan; Cranton, Patricia

2013-01-01

278

Pushing the Limits on Theories of Word Learning.  

ERIC Educational Resources Information Center

Describes the richness of Hollich et al.'s model of language acquisition. Presents concerns about focus on object words in word learning research, the phantom child in the model, and the missing affect in theories and research on word learning. Suggests that experimental work inspired by principles and constraints theory and observational work…

Bloom, Lois

2000-01-01

279

Activity theory as a framework for designing constructivist learning environments  

Microsoft Academic Search

The epistemic assumptions of constructive learning are different from those of traditional instruction, so classical methods of needs and task analysis are inappropriate for designing constructivist learning environments (CLEs). This paper argues that activity theory provides an appropriate framework for analyzing needs, tasks, and outcomes for designing CLEs. Activity theory is a socio-cultural, socio-historical lens through which designers can analyze

David H. Jonassen; Lucia Rohrer-Murphy

1999-01-01

280

Linking Theory to Practice in Learning Technology Research  

ERIC Educational Resources Information Center

We present a case to reposition theory so that it plays a pivotal role in learning technology research and helps to build an ecology of learning. To support the case, we present a critique of current practice based on a review of articles published in two leading international journals from 2005 to 2010. Our study reveals that theory features only…

Gunn, Cathy; Steel, Caroline

2012-01-01

281

Mountain Plains Learning Experience Guide: Electrical Theory. Course: Basic Electricity.  

ERIC Educational Resources Information Center

This individualized course on basic electricity covers the basic ideas of direct current and alternating current electricity. The course is comprised of two units: (1) Electrical Theory "B," and (2) Electrical Theory "A." Each unit is comprised of Learning Activity Packages (LAP) that provide specific information for completion of a learning

Belcher, Herb; Carey, John

282

Applying Distributed Learning Theory in Online Business Communication Courses.  

ERIC Educational Resources Information Center

Focuses on the critical use of technology in online formats that entail relatively new teaching media. Argues that distributed learning theory is valuable for teachers of online business communication courses for several reasons. Discusses the application of distributed learning theory to the teaching of business communication online. (SG)

Walker, Kristin

2003-01-01

283

Task-Based Language Teaching and Expansive Learning Theory  

ERIC Educational Resources Information Center

Task-Based Language Teaching (TBLT) has become increasingly recognized as an effective pedagogy, but its location in generalized sociocultural theories of learning has led to misunderstandings and criticism. The purpose of this article is to explain the congruence between TBLT and Expansive Learning Theory and the benefits of doing so. The merit…

Robertson, Margaret

2014-01-01

284

Teaching Sociological Theory through Active Learning: The Irrigation Exercise  

ERIC Educational Resources Information Center

For students, theory is often one of the most daunting aspects of sociology--it seems abstract, removed from the concrete events of their everyday lives, and therefore intimidating. In an attempt to break down student resistance to theory, instructors are increasingly turning to active learning approaches. Active learning exercises, then, appear…

Holtzman, Mellisa

2005-01-01

285

A Social Theory Perspective on e-Learning  

ERIC Educational Resources Information Center

Current research on e-learning that focuses predominantly on instructional programming, and on various hardware and software, essentially neglects the more socio-cultural perspectives on e-learning. With this in mind, this article proceeds from a social theory perspective with a more socio-culturally engaged look at e-learning for workplace…

Remtulla, Karim A.

2008-01-01

286

The Role of Theory in Learning Technology Evaluation Research  

ERIC Educational Resources Information Center

This paper attempts a fundamental analysis of the nature of research into e-learning and the role that theory plays in this. We examine "research" in broad terms, and the nature of phenomena in general. We identify that e-learning is an artificial phenomenon, and that research approaches need to be cognisant of the design elements in e-learning,…

Phillips, Rob; Kennedy, Gregor; McNaught, Carmel

2012-01-01

287

Learning across the Lifespan: Theories, Research, Policies.  

ERIC Educational Resources Information Center

This book contains 15 papers on the following topics related to lifelong learning: lifespan development and education, capacity to learn in the lifespan, skills formation in the workplace, learning to learn in the lifespan, and implications for policy and practice. The following papers are included: "Learning for Life: New Ideas, New Significance"…

Tuijnman, Albert C., Ed.; Van Der Kamp, Max, Ed.

288

Developing a Domain Theory Defining and Exemplifying a Learning Theory of Progressive Attainments  

ERIC Educational Resources Information Center

This article defines the concept of Domain Theory, or, when educational measurement is the goal, one might call it a "Learning Theory of Progressive Attainments in X Domain". The concept of Domain Theory is first shown to be rooted in validity theory, then the concept of domain theory is expanded to amplify its necessary but long neglected…

Bunderson, C. Victor

2011-01-01

289

Screening for Diabetic Retinopathy in Adults with Learning Disability: Current Uptake and Adjustments to Facilitate Equality of Access  

ERIC Educational Resources Information Center

Equality of access to health care for adults with learning disability has been in the spotlight in the UK in recent years due to publication of several reports. Adults with learning disability are thought to account for a significant proportion of the diabetic population in the UK. A list of adults known to the learning disability health…

Pilling, Rachel F.

2015-01-01

290

Factors Influencing Adult Learners' Decision to Drop Out or Persist in Online Learning  

ERIC Educational Resources Information Center

The number of adult learners who participate in online learning has rapidly grown in the last two decades due to online learning's many advantages. In spite of the growth, the high dropout rate in online learning has been of concern to many higher education institutions and organizations. The purpose of this study was to determine whether…

Park, Ji-Hye; Choi, Hee Jun

2009-01-01

291

Learned Attention in Adult Language Acquisition: A Replication and Generalization Study and Meta-Analysis  

ERIC Educational Resources Information Center

This study investigates associative learning explanations of the limited attainment of adult compared to child language acquisition in terms of learned attention to cues. It replicates and extends Ellis and Sagarra (2010) in demonstrating short- and long-term learned attention in the acquisition of temporal reference in Latin. In Experiment 1,…

Ellis, Nick C.; Sagarra, Nuria

2011-01-01

292

Project-Based Learning (PBL) in Adult English as a Second Language (ESL) Programs: Students' Perspectives  

ERIC Educational Resources Information Center

This study focus on Project-Based Learning (PBL) as an instructional approach that, among other important features, promotes hands-on meaningful learning for adult ESL learners and permits them to connect what they learn in the classroom to real life, along with opportunities to develop the four language skills in an integrated and contextualized…

Tims, Nereida Rodrigues

2009-01-01

293

The Influence of Phonological Similarity in Adults Learning Words in a Second Language  

ERIC Educational Resources Information Center

Neighborhood density refers to the number of similar sounding words to a target word (Luce & Pisoni, 1998) and influences first language word learning in adults learning English (Storkel, Armbruster, & Hogan, 2006). There are two processes in word learning: lexical configuration and lexical engagement (Leach & Samuel, 2007). Lexical configuration…

Stamer, Melissa

2010-01-01

294

A multimedia adult literacy program: Combining NASA technology, instructional design theory, and authentic literacy concepts  

NASA Technical Reports Server (NTRS)

For a number of years, the Software Technology Branch of the Information Systems Directorate has been involved in the application of cutting edge hardware and software technologies to instructional tasks related to NASA projects. The branch has developed intelligent computer aided training shells, instructional applications of virtual reality and multimedia, and computer-based instructional packages that use fuzzy logic for both instructional and diagnostic decision making. One outcome of the work on space-related technology-supported instruction has been the creation of a significant pool of human talent in the branch with current expertise on the cutting edges of instructional technologies. When the human talent is combined with advanced technologies for graphics, sound, video, CD-ROM, and high speed computing, the result is a powerful research and development group that both contributes to the applied foundations of instructional technology and creates effective instructional packages that take advantage of a range of advanced technologies. Several branch projects are currently underway that combine NASA-developed expertise to significant instructional problems in public education. The branch, for example, has developed intelligent computer aided software to help high school students learn physics and staff are currently working on a project to produce educational software for young children with language deficits. This report deals with another project, the adult literacy tutor. Unfortunately, while there are a number of computer-based instructional packages available for adult literacy instruction, most of them are based on the same instructional models that failed these students when they were in school. The teacher-centered, discrete skill and drill-oriented, instructional strategies, even when they are supported by color computer graphics and animation, that form the foundation for most of the computer-based literacy packages currently on the market may not be the most effective or most desirable way to use computer technology in literacy programs. This project is developing a series of instructional packages that are based on a different instructional model - authentic instruction. The instructional development model used to create these packages is also different. Instead of using the traditional five stage linear, sequential model based on behavioral learning theory, the project uses the recursive, reflective design and development model (R2D2) that is based on cognitive learning theory, particularly the social constructivism of Vygotsky, and an epistemology based on critical theory. Using alternative instructional and instructional development theories, the result of the summer faculty fellowship is LiteraCity, a multimedia adult literacy instructional package that is a simulation of finding and applying for a job. The program, which is about 120 megabytes, is distributed on CD-ROM.

Willis, Jerry W.

1993-01-01

295

Using learning styles theory in engineering education  

Microsoft Academic Search

Studies have shown that, while learning different concepts, people sometimes take different approaches (learning styles). Accordingly, their performance reflected differently in their academic studies. With the effect of globalisation to the educational environments, the influence of individual learning styles on educational performance is getting more significant. In this study, a learning style assessment tool was used to examine the relationship

Nergiz Ercil Cagiltay

2008-01-01

296

Teaching Languages to Adults.  

ERIC Educational Resources Information Center

A collection of six essays focuses on second language instruction for adult learners. In "Modern Languages and the Adult Student" (David Smith), the motivations of adults taking evening classes are examined and the ways in which language teachers need to adjust to this population are discussed. "Language Learning Theories and Their Implications…

Sidwell, Duncan, Ed.

297

Adult Learners in Universities.  

ERIC Educational Resources Information Center

Theories on adult development and learning and some of the Ontario universities' programs and services for the adult learner are examined, and Athabasca University, Alberta's answer to the British Open University, is described. Peter O'Donnell discusses adult learners' needs and explains how Athabasca University serves this specific type of…

Baker, Janette, Ed.

1981-01-01

298

Elearning Translates to Experiential Learning in a Communication Theory Class.  

ERIC Educational Resources Information Center

The purpose of this paper is to analyze feedback given by students of a communication theory class, which uses an integrated approach to help students learn the concepts of communication theory. This analysis seeks to determine how this integrated approach helps students understand communication theory, if at all it does help them. The paper draws…

Singh, Mukhbir

299

Social Learning Theory and the Health Belief Model  

Microsoft Academic Search

The Health Belief Model, social learning theory (recently relabelled social cognitive theory), self-efficacy, and locus of control have all been applied with varying success to problems of explaining, predicting, and influencing behavior. Yet, there is con ceptual confusion among researchers and practitioners about the interrelationships of these theories and variables. This article attempts to show how these explanatory fac tors

Irwin M. Rosenstock; Victor J. Strecher; Marshall H. Becker

1988-01-01

300

Teaching adults-best practices that leverage the emerging understanding of the neurobiology of learning.  

PubMed

It is important in teaching adults to recognize the essential characteristics of adult learners and how these characteristics define their learning priorities and activities. The seven key premises and practices for teaching adults provide a good guide for those interested in helping adults learn. The emerging science of the neurobiology of learning provides powerful new insights into how learning occurs in the complex integrated neural network that characterizes the adult. Differentiation of the two types of thinking: System 1 (fast, intuitive, and, often, emotional) and System 2 (slower, deliberate, and logical). System 1 thinking helps explain the basis for quick decisions and reliance of humans on heuristics (or rules of thumb) that leads to the type of convenient thinking associated with errors of thinking and judgment. We now know that the learning experience has an objective location-in the temporal and parietal lobes-as persistent dynamic networks of neurons and neuronal connections. Learning is initially stored in transient working memory (relatively limited capacity and time frame) and then moved under the right conditions to more long-lasting/stable memory (with larger capacity) that is stored for future access and development. It is clear that memories are not static and are not destined, once developed, to forever remain as stable constructs; rather, memories are dynamic, always available for modulation and alteration, and heavily invested with context, emotion, and other operant factors. The framework for such neural networks involves new neuronal connections, enhanced neuronal synaptic transmission, and neuron generation. Ten key teaching and learning concepts derived from recent neurobiology studies on learning and memory are presented. As the neurobiology of learning is better defined, the basis for how adults best learn, and even the preferences they display, can be employed as the physiological foundation for our best methods to effectively teach adults and facilitate their learning. PMID:24981663

Mahan, John D; Stein, David S

2014-07-01

301

Toward Development Work: The Workplace as a Learning Environment. EEE701 Adults Learning: The Changing Workplace B.  

ERIC Educational Resources Information Center

This publication is part of the study materials for the distance education course, The Changing Workplace: Part B, in the Open Campus Program at Deakin University. The first part of the document constructs a framework for exploring the concept of the workplace as a learning environment that is in fact the primary school for adult learning and…

Welton, Michael

302

Constructivist Learning Theory and Climate Science Communication  

NASA Astrophysics Data System (ADS)

Communicating climate science is a form of education. A scientist giving a television interview or testifying before Congress is engaged in an educational activity, though one not identical to teaching graduate students. Knowledge, including knowledge about climate science, should never be communicated as a mere catalogue of facts. Science is a process, a way of regarding the natural world, and a fascinating human activity. A great deal is already known about how to do a better job of science communication, but implementing change is not easy. I am confident that improving climate science communication will involve the paradigm of constructivist learning theory, which traces its roots to the 20th-century Swiss epistemologist Jean Piaget, among others. This theory emphasizes the role of the teacher as supportive facilitator rather than didactic lecturer, "a guide on the side, not a sage on the stage." It also stresses the importance of the teacher making a serious effort to understand and appreciate the prior knowledge and viewpoint of the student, recognizing that students' minds are not empty vessels to be filled or blank slates to be written on. Instead, students come to class with a background of life experiences and a body of existing knowledge, of varying degrees of correctness or accuracy, about almost any topic. Effective communication is also usually a conversation rather than a monologue. We know too that for many audiences, the most trusted messengers are those who share the worldview and cultural values of those with whom they are communicating. Constructivist teaching methods stress making use of the parallels between learning and scientific research, such as the analogies between assessing prior knowledge of the audience and surveying scientific literature for a research project. Meanwhile, a well-funded and effective professional disinformation campaign has been successful in sowing confusion, and as a result, many people mistakenly think climate change science is unreliable or is controversial within the expert community. Thus, an urgent task for climate scientists may be to give the public useful guidelines for recognizing and rejecting junk science and disinformation.

Somerville, R. C.

2012-12-01

303

Learning theory: a driving force in understanding orbitofrontal function  

PubMed Central

Since it was demonstrated the orbitofrontal cortex (OFC) is critical to reversal learning, there has been considerable interest in specifying its role in flexible, outcome-guided behavior. Behavioral paradigms from the learning theory tradition, such as outcome devaluation, blocking, Pavlovian to instrumental transfer, and overexpectation have been a driving force in this research. The use of these procedures has revealed OFC's unique role in forming and integrating information about specific features of events and outcomes to drive behavior and learning. These studies highlight the power and importance of learning theory principles in guiding neuroscience research. PMID:23770491

McDannald, Michael A.; Jones, Joshua L.; Takahashi, Yuji; Schoenbaum, Geoffrey

2013-01-01

304

Embracing Complexity: Using Technology to Develop a Life-Long Learning Model for Non-Working Time in the Interdependent Homes for Adults with Autism Spectrum Disorders  

ERIC Educational Resources Information Center

The purpose of this study was to employ complexity theory as a theoretical framework and technology to facilitate the development of a life-long learning model for non-working time in the interdependent homes for adults with Autism Spectrum Disorders (ASD). A "Shining Star Sustainable Action Project" of the ROC Foundation for Autistic Children and…

Chiang, I-Tsun; Chen, Mei-Li

2011-01-01

305

Beyond Traditional Art Education: Transformative Lifelong Learning in Community-Based Settings with Older Adults  

ERIC Educational Resources Information Center

Quality community-based art education programs for older adults over the age of 50 should exploit the broad range of interests and cognitive abilities of participants by utilizing adult education theory, brain research, and the best practices of adult art education programs. We consider a developing paradigm on the cognitive abilities of the…

Lawton, Pamela Harris; La Porte, Angela M.

2013-01-01

306

The Effect of a "Learning Theories" Unit on Students' Attitudes toward Learning  

ERIC Educational Resources Information Center

People can improve themselves cognitively, professionally, academically, and in terms of their quality of life by continuous learning. Teachers, who are charged with bringing up new members of society, have to be aware of the importance of developing the ability to learn. This study examined how their knowledge of learning theories affected the…

Kara, Ahmet

2009-01-01

307

Learning Study Guided by Variation Theory: Exemplified by Children Learning to Halve and Double Whole Numbers  

ERIC Educational Resources Information Center

This study aims to describe how the learning study model can be used to improve lesson design and children's learning outcomes by enabling them to perceive and define the critical aspects of the object of learning, guided by variation theory. Three lesson designs were used with three groups of children (A = 24, B = 13, C = 14) from two…

Holmqvist Olander, Mona; Nyberg, Eva

2014-01-01

308

Educating the adult brain: How the neuroscience of learning can inform educational policy  

NASA Astrophysics Data System (ADS)

The acquisition of new skills in adulthood can positively affect an individual's quality of life, including their earning potential. In some cases, such as the learning of literacy in developing countries, it can provide an avenue to escape from poverty. In developed countries, job retraining in adulthood contributes to the flexibility of labour markets. For all adults, learning opportunities increase participation in society and family life. However, the popular view is that adults are less able to learn for an intrinsic reason: their brains are less plastic than in childhood. This article reviews what is currently known from neuroscientific research about how brain plasticity changes with age, with a particular focus on the ability to acquire new skills in adulthood. Anchoring their review in the examples of the adult acquisition of literacy and new motor skills, the authors address five specific questions: (1) Are sensitive periods in brain development relevant to learning complex educational skills like literacy? (2) Can adults become proficient in a new skill? (3) Can everyone learn equally effectively in adulthood? (4) What is the role of the learning environment? (5) Does adult education cost too much? They identify areas where further research is needed and conclude with a summary of principles for enhancing adult learning now established on a neuroscience foundation.

Knowland, Victoria C. P.; Thomas, Michael S. C.

2014-05-01

309

Reconstructing Constructivism: Causal Models, Bayesian Learning Mechanisms, and the Theory Theory  

ERIC Educational Resources Information Center

We propose a new version of the "theory theory" grounded in the computational framework of probabilistic causal models and Bayesian learning. Probabilistic models allow a constructivist but rigorous and detailed approach to cognitive development. They also explain the learning of both more specific causal hypotheses and more abstract framework…

Gopnik, Alison; Wellman, Henry M.

2012-01-01

310

Learning Theories Applied to Teaching Technology: Constructivism versus Behavioral Theory for Instructing Multimedia Software Programs  

ERIC Educational Resources Information Center

This study sought to find evidence for a beneficial learning theory to teach computer software programs. Additionally, software was analyzed for each learning theory's applicability to resolve whether certain software requires a specific method of education. The results are meant to give educators more effective teaching tools, so students…

Reed, Cajah S.

2012-01-01

311

Assumptions and Strategies for Conducting Research with Learning Disabled Adolescents and Young Adults  

E-print Network

This paper details the assumptions about learning disabled adolescents and young adults as well as assumptions about conducting research with this population held by researchers at the Kansas Institute. Strategies developed ...

Meyen, Edward L.; Schiefelbusch, Richard L.; Deshler, Donald D.; Alley, Gordon R.; Moran, Mary Ross; Clark, Frances L.

1980-01-01

312

A Research Strategy for Studying Learning Disabled Adolescents and Young Adults  

E-print Network

Unique problems related to adolescents and young adults which researchers must consider in designing interventions are discussed. These unique factors associate with the condition of learning disabilities in adolescents ...

Schumaker, Jean B.; Alley, Gordon R.; Warner, Michael M.; Deshler, Donald D.

1980-01-01

313

A New Module in Caring for Older Adults: Problem-based Learning and Practice Portfolios.  

ERIC Educational Resources Information Center

Describes a nursing module on caring for older adults, intended to develop critical thinking and clinical skills through problem-based learning and portfolio assessment of clinical practice. (Contains 40 references.) (SK)

Matthews-Smith, Gerri; Gray, Morag; Oberski, Iddo; Carter, Diana; Smith, Lorraine.

2001-01-01

314

A theory for how sensorimotor skills are learned and retained in noisy and nonstationary neural circuits.  

PubMed

During the process of skill learning, synaptic connections in our brains are modified to form motor memories of learned sensorimotor acts. The more plastic the adult brain is, the easier it is to learn new skills or adapt to neurological injury. However, if the brain is too plastic and the pattern of synaptic connectivity is constantly changing, new memories will overwrite old memories, and learning becomes unstable. This trade-off is known as the stability-plasticity dilemma. Here a theory of sensorimotor learning and memory is developed whereby synaptic strengths are perpetually fluctuating without causing instability in motor memory recall, as long as the underlying neural networks are sufficiently noisy and massively redundant. The theory implies two distinct stages of learning--preasymptotic and postasymptotic--because once the error drops to a level comparable to that of the noise-induced error, further error reduction requires altered network dynamics. A key behavioral prediction derived from this analysis is tested in a visuomotor adaptation experiment, and the resultant learning curves are modeled with a nonstationary neural network. Next, the theory is used to model two-photon microscopy data that show, in animals, high rates of dendritic spine turnover, even in the absence of overt behavioral learning. Finally, the theory predicts enhanced task selectivity in the responses of individual motor cortical neurons as the level of task expertise increases. From these considerations, a unique interpretation of sensorimotor memory is proposed--memories are defined not by fixed patterns of synaptic weights but, rather, by nonstationary synaptic patterns that fluctuate coherently. PMID:24324147

Ajemian, Robert; D'Ausilio, Alessandro; Moorman, Helene; Bizzi, Emilio

2013-12-24

315

A theory for how sensorimotor skills are learned and retained in noisy and nonstationary neural circuits  

PubMed Central

During the process of skill learning, synaptic connections in our brains are modified to form motor memories of learned sensorimotor acts. The more plastic the adult brain is, the easier it is to learn new skills or adapt to neurological injury. However, if the brain is too plastic and the pattern of synaptic connectivity is constantly changing, new memories will overwrite old memories, and learning becomes unstable. This trade-off is known as the stability–plasticity dilemma. Here a theory of sensorimotor learning and memory is developed whereby synaptic strengths are perpetually fluctuating without causing instability in motor memory recall, as long as the underlying neural networks are sufficiently noisy and massively redundant. The theory implies two distinct stages of learning—preasymptotic and postasymptotic—because once the error drops to a level comparable to that of the noise-induced error, further error reduction requires altered network dynamics. A key behavioral prediction derived from this analysis is tested in a visuomotor adaptation experiment, and the resultant learning curves are modeled with a nonstationary neural network. Next, the theory is used to model two-photon microscopy data that show, in animals, high rates of dendritic spine turnover, even in the absence of overt behavioral learning. Finally, the theory predicts enhanced task selectivity in the responses of individual motor cortical neurons as the level of task expertise increases. From these considerations, a unique interpretation of sensorimotor memory is proposed—memories are defined not by fixed patterns of synaptic weights but, rather, by nonstationary synaptic patterns that fluctuate coherently. PMID:24324147

Ajemian, Robert; D’Ausilio, Alessandro; Moorman, Helene; Bizzi, Emilio

2013-01-01

316

Learning and teaching the theories of Melanie Klein  

Microsoft Academic Search

I shall attempt to bring together here thoughts of experienced clinicians and teachers who have taught Melanie Klein's theories to child psychotherapists. However, most of the contributors have also taught Klein to clinical trainees in adult psychoanalytic work and to different groups abroad and, in some cases, to already trained psychotherapists or psychoanalysts. Klein's theories are introduced at different stages

Karen Proner

1998-01-01

317

Automatic number priming effects in adults with and without mathematical learning disabilities  

PubMed Central

This study examined automatic number processing in adults with mathematical learning disabilities (MLDs). The performance of adults with MLD during an automatic symbolic and non-symbolic priming task was compared to gender-, age-, and IQ-matched controls. No difference in the priming distance effect was found between the adults with and without MLD, suggesting that adults with MLD have an intact magnitude representation. Moreover, the adults with MLD did not have problems in processing the numerical symbols 1–9, suggesting that this basic deficit which is experienced by children with MLD is resolved by adulthood. PMID:24550852

Defever, Emmy; Göbel, Silke M.; Ghesquière, Pol; Reynvoet, Bert

2014-01-01

318

Theory of Mind Experience Sampling in Typical Adults  

PubMed Central

We explored the frequency with which typical adults make Theory of Mind (ToM) attributions, and under what circumstances these attributions occur. We used an experience sampling method to query 30 typical adults about their everyday thoughts. Participants carried a Personal Data Assistant (PDA) that prompted them to categorize their thoughts as Action, Mental State, or Miscellaneous at approximately 30 pseudo-random times during a continuous 10-hr period. Additionally, participants noted the direction of their thought (self vs. other) and degree of socializing (with people vs. alone) at the time of inquiry. We were interested in the relative frequency of ToM (mental state attributions) and how prominent they were in immediate social exchanges. Analyses of multiple choice answers suggest that typical adults: 1) spend more time thinking about actions than mental states and miscellaneous things, 2) exhibit a higher degree of own- versus other-directed thought when alone, and 3) make mental state attributions more frequently when not interacting (offline) than while interacting with others (online). A significant 3-way interaction between thought type, direction of thought, and socializing emerged because action but not mental state thoughts about others occurred more frequently when participants were interacting with people versus when alone; whereas there was an increase in the frequency of both action and mental state attributions about the self when participants were alone as opposed to socializing. A secondary analysis of coded free text responses supports findings 1–3. The results of this study help to create a more naturalistic picture of ToM use in everyday life and the method shows promise for future study of typical and atypical thought processes. PMID:23685620

Coffey, Anna; Povinelli, Daniel J.; Pruett, John R.

2013-01-01

319

Olfactory learning promotes input-specific synaptic plasticity in adult-born neurons  

PubMed Central

The production of new neurons in the olfactory bulb (OB) through adulthood is a major mechanism of structural and functional plasticity underlying learning-induced circuit remodeling. The recruitment of adult-born OB neurons depends not only on sensory input but also on the context in which the olfactory stimulus is received. Among the multiple steps of adult neurogenesis, the integration and survival of adult-born neurons are both strongly influenced by olfactory learning. Conversely, optogenetic stimulation of adult-born neurons has been shown to specifically improve olfactory learning and long-term memory. However, the nature of the circuit and the synaptic mechanisms underlying this reciprocal influence are not yet known. Here, we showed that olfactory learning increases the spine density in a region-restricted manner along the dendritic tree of adult-born granule cells (GCs). Anatomical and electrophysiological analysis of adult-born GCs showed that olfactory learning promotes a remodeling of both excitatory and inhibitory inputs selectively in the deep dendritic domain. Circuit mapping revealed that the malleable dendritic portion of adult-born neurons receives excitatory inputs mostly from the regions of the olfactory cortex that project back to the OB. Finally, selective optogenetic stimulation of olfactory cortical projections to the OB showed that learning strengthens these inputs onto adult-born GCs. We conclude that learning promotes input-specific synaptic plasticity in adult-born neurons, which reinforces the top-down influence from the olfactory cortex to early stages of olfactory information processing. PMID:25189772

Lepousez, Gabriel; Nissant, Antoine; Bryant, Alex K.; Gheusi, Gilles; Greer, Charles A.; Lledo, Pierre-Marie

2014-01-01

320

Olfactory learning promotes input-specific synaptic plasticity in adult-born neurons.  

PubMed

The production of new neurons in the olfactory bulb (OB) through adulthood is a major mechanism of structural and functional plasticity underlying learning-induced circuit remodeling. The recruitment of adult-born OB neurons depends not only on sensory input but also on the context in which the olfactory stimulus is received. Among the multiple steps of adult neurogenesis, the integration and survival of adult-born neurons are both strongly influenced by olfactory learning. Conversely, optogenetic stimulation of adult-born neurons has been shown to specifically improve olfactory learning and long-term memory. However, the nature of the circuit and the synaptic mechanisms underlying this reciprocal influence are not yet known. Here, we showed that olfactory learning increases the spine density in a region-restricted manner along the dendritic tree of adult-born granule cells (GCs). Anatomical and electrophysiological analysis of adult-born GCs showed that olfactory learning promotes a remodeling of both excitatory and inhibitory inputs selectively in the deep dendritic domain. Circuit mapping revealed that the malleable dendritic portion of adult-born neurons receives excitatory inputs mostly from the regions of the olfactory cortex that project back to the OB. Finally, selective optogenetic stimulation of olfactory cortical projections to the OB showed that learning strengthens these inputs onto adult-born GCs. We conclude that learning promotes input-specific synaptic plasticity in adult-born neurons, which reinforces the top-down influence from the olfactory cortex to early stages of olfactory information processing. PMID:25189772

Lepousez, Gabriel; Nissant, Antoine; Bryant, Alex K; Gheusi, Gilles; Greer, Charles A; Lledo, Pierre-Marie

2014-09-23

321

Schools Are for Adults Too: Schools, Adults and Communities in the Learning Age. A Policy Discussion Paper.  

ERIC Educational Resources Information Center

This document argues the importance of schools' actual and potential role for adult learners in England and recommends ways of overcoming the barriers to participation created by current priorities, policies, and practices. Chapter 1 discusses the following themes: (1) the role of learning in a program for communities in crisis; (2) how priorities…

Summers, Judith

322

How name descriptiveness impacts proper name learning in young and older adults.  

PubMed

To elucidate the impact of name descriptiveness and aging on learning new names, 26 young and 26 healthy older participants learned visibly-descriptive (e.g., Lengthy for a giraffe), psychologically-descriptive (e.g., Classy), and non-descriptive (e.g., Sam) proper names for previously-unknown cartoon characters. More visibly-descriptive names were learned than psychologically- or non-descriptive names, which did not differ from each other. There was also a differential benefit for older adults when the name was visibly-descriptive of the referent, such that older adults learned visibly-descriptive names as well as young adults but there were substantial age-related deficits in learning psychologically- and non-descriptive names. PMID:20349368

Fogler, Kethera A; James, Lori E; Crandall, Elizabeth A

2010-09-01

323

How Name Descriptiveness Impacts Proper Name Learning in Young and Older Adults  

PubMed Central

To elucidate the impact of name descriptiveness and aging on learning new names, 26 young and 26 healthy older participants learned visibly-descriptive (e.g., Lengthy for a giraffe), psychologically-descriptive (e.g., Classy), and non-descriptive (e.g., Sam) proper names for previously-unknown cartoon characters. More visibly-descriptive names were learned than psychologically- or non-descriptive names, which did not differ from each other. There was also a differential benefit for older adults when the name was visibly-descriptive of the referent, such that older adults learned visibly-descriptive names as well as young adults but there were substantial age-related deficits in learning psychologically- and non-descriptive names. PMID:20349368

Fogler, Kethera A.; James, Lori E.; Crandall, Elizabeth A.

2009-01-01

324

Raising the Bar: A Qualitative Study of Adult Learning Theory and Its Role on the Effectiveness of Law School Education in Preparing New Graduates to Begin the Practice of Law  

ERIC Educational Resources Information Center

This qualitative research study examined the effectiveness of law school education in preparing new attorneys to practice law from the view point of novice criminal law attorneys. A debate has existed over the past few decades between legal academia and the practicing bar as to what are the most effective learning processes and strategies of…

Taylor, Bryan Finley

2010-01-01

325

Supporting Alternative Strategies for Learning Chemical Applications of Group Theory  

ERIC Educational Resources Information Center

A group theory course for chemists was taught entirely with process oriented guided inquiry learning (POGIL) to facilitate alternative strategies for learning. Students completed a test of one aspect of visuospatial aptitude to determine their individual approaches to solving spatial tasks, and were sorted into groups for analysis on the basis of…

Southam, Daniel C.; Lewis, Jennifer E.

2013-01-01

326

A Theory Bite on Learning through Mathematical Activity  

ERIC Educational Resources Information Center

In this article, the author wishes to emphasize two fundamental points related to theory that were significantly underplayed in Simon et al.'s "A Developing Approach to Studying Students' Learning through Their Mathematical Activity" (2010). The author believes these points are central to any study of children's mathematical learning. The first…

Steffe, Leslie P.

2011-01-01

327

Active and Collaborative Learning in an Undergraduate Sociological Theory Course  

ERIC Educational Resources Information Center

In this article, the author describes the use of active and collaborative learning strategies in an undergraduate sociological theory course. A semester-long ethnographic project is the foundation for the course; both individual and group participation contribute to the learning process. Assessment findings indicate that students are able, through…

Pedersen, Daphne E.

2010-01-01

328

Assessing Student Learning in Academic Advising Using Social Cognitive Theory  

ERIC Educational Resources Information Center

We investigated whether the social cognitive theory constructs of self-efficacy and self-regulated learning apply to academic advising for measuring student learning outcomes. Community college students (N = 120) participated in an individual academic-advising session. We assessed students' post-intervention self-efficacy in academic planning…

Erlich, Richard J.; Russ-Eft, Darlene F.

2013-01-01

329

Structural Learning Theory: Current Status and New Perspectives.  

ERIC Educational Resources Information Center

Presents the current status and new perspectives on the Structured Learning Theory (SLT), with special consideration given to how SLT has been influenced by recent research in software engineering. Topics include theoretical constructs; content domains; structural analysis; cognition; assessing behavior potential; and teaching and learning issues,…

Scandura, Joseph M.

2001-01-01

330

Adventure Learning: Theory and Implementation of Hybrid Learning  

NASA Astrophysics Data System (ADS)

Adventure Learning (AL), a hybrid distance education approach, provides students and teachers with the opportunity to learn about authentic curricular content areas while interacting with adventurers, students, and content experts at various locations throughout the world within an online learning environment (Doering, 2006). An AL curriculum and online environment provides collaborative community spaces where traditional hierarchical classroom roles are blurred and learning is transformed. AL has most recently become popular in K-12 classrooms nationally and internationally with millions of students participating online. However, in the literature, the term "adventure learning" many times gets confused with phrases such as "virtual fieldtrip" and activities where someone "exploring" is posting photos and text. This type of "adventure learning" is not "Adventure Learning" (AL), but merely a slideshow of their activities. The learning environment may not have any curricular and/or social goals, and if it does, the environment design many times does not support these objectives. AL, on the other hand, is designed so that both teachers and students understand that their online and curriculum activities are in synch and supportive of the curricular goals. In AL environments, there are no disparate activities as the design considers the educational, social, and technological affordances (Kirschner, Strijbos, Kreijns, & Beers, 2004); in other words, the artifacts of the learning environment encourage and support the instructional goals, social interactions, collaborative efforts, and ultimately learning. AL is grounded in two major theoretical approaches to learning - experiential and inquiry-based learning. As Kolb (1984) noted, in experiential learning, a learner creates meaning from direct experiences and reflections. Such is the goal of AL within the classroom. Additionally, AL affords learners a real-time authentic online learning experience concurrently as they study the AL curriculum. AL is also grounded in an inquiry- based approach to learning where learners are pursuing answers to questions they have posed rather than focusing on memorizing and regurgitating isolated, irrelevant facts. Both the curriculum and the online classroom are developed to foster students' abilities to inquire via "identifying and posing questions, designing and conducting investigations, analyzing data and evidence, using models and explanations, and communicating findings" (Keys and Bryan, 2001, p 121). The union of experiential and inquiry-based learning is the foundation of AL, guiding and supporting authentic learning endeavors. Based on these theoretical foundations, the design of the adventure learning experiences follows seven interdependent principles that further operationalize AL: researched curriculum grounded in inquiry; collaboration and interaction opportunities between students, experts, peers, and content; utilization of the Internet for curriculum and learning environment delivery; enhancement of curriculum with media and text from the field delivered in a timely manner; synched learning opportunities with the AL curriculum; pedagogical guidelines of the curriculum and the online learning environment; and adventure-based education. (Doering, 2006).

Doering, A.

2008-12-01

331

Texts in Tension: Negotiating Jewish Values in the Adult Jewish Learning Classroom  

ERIC Educational Resources Information Center

In this paper, the author begins with a brief classroom scene that illustrates a number of significant features of contemporary American Jewish life. The engagement of adult students with Jewish text study is an example and outgrowth of the flourishing of programs of adult Jewish learning over the past two decades. Thousands of similar Jewish…

Woocher, Meredith L.

2004-01-01

332

Internalizing Problems of Adults with Learning Disabilities: A Meta-Analysis  

ERIC Educational Resources Information Center

In this article the authors report a meta-analysis that examines the association between internalizing problems (anxiety and depressive symptoms) and learning disabilities (LD) in adults. Two hypotheses about the relationship between internalizing problems and LD in adults are posited and tested: the abeyance hypothesis (internalizing problems…

Klassen, Robert M.; Tze, Virginia M. C.; Hannok, Wanwisa

2013-01-01

333

Dispositional Factors Affecting Motivation during Learning in Adult Basic and Secondary Education Programs  

ERIC Educational Resources Information Center

Research indicates that about a quarter of adult students separate from formal adult basic and secondary education (ABE/ASE) programs before completing one educational level. This retrospective study explores individual dispositional factors that affect motivation during learning, particularly students' goals, goal-directed thinking and action…

Mellard, Daryl F.; Krieshok, Thomas; Fall, Emily; Woods, Kari

2013-01-01

334

Fixing or Changing the Pattern? Reflections on Widening Adult Participation in Learning.  

ERIC Educational Resources Information Center

Participation in adult learning in the United Kingdom in 1996-2001 was analyzed by reviewing practitioners' views, the findings of national surveys conducted by the National Institute for Adult Continuing Education, and the findings from other surveys and research conducted over the past decade. The key conclusions analysis established that the…

McGivney, Veronica

335

The Learning Needs of Young Adults with Mental Health Difficulties. NIACE Briefing Sheet.  

ERIC Educational Resources Information Center

A 1996 report recognized the benefits of effective learning provision and the impact that mental health difficulties can have on quality of life of young adults in the United Kingdom. The range of mental health difficulties experienced by young adults in the United Kingdom and elsewhere is similar to that experienced by the older population and…

National Inst. of Adult Continuing Education, Leicester (England).

336

African American Adolescents and Adults with Learning Disabilities: An Overview of Assessment Issues.  

ERIC Educational Resources Information Center

This booklet presents results from four survey questions asked of the audience and papers presented at a 1995 teleconference on assessment issues with African American adolescents and adults with learning disabilities. An introductory paper, "Multiple Factors Impacting the Assessment and Instruction of African American Adolescents and Adults with…

Gregg, Noel, Ed.; Curtis, Rebecca S., Ed.; Schmidt, Stacia F., Ed.

337

Use of Language Learning Strategies by Spanish Adults for Business English  

ERIC Educational Resources Information Center

The aim of this phenomenological study was to explore the language learning strategies (LLSs) of Spanish adults in a business context. The research questions examined the specific LLSs used by Spanish adults in business communication tasks. In addition, this study addressed the cultural influences on LLSs from the Spanish educational system along…

Judge, Jeffrey Wallace

2012-01-01

338

Adult-Child Sex Advocacy Websites as Social Learning Environments: A Content Analysis  

Microsoft Academic Search

This study reports on a content analysis of 64 websites that promote, advocate, and convey information in support of sexual relationships between adults and children to determine whether these sites were structured as learning environments for crimes involving the sexual exploitation of children. The findings indicate that the adult-child sex advocacy websites examined are criminogenic in that they contain a

Rob D'Ovidio; Tyson Mitman; Imaani Jamillah El-Burki; Wesley Shumar

2009-01-01

339

Balance and Mobility Training for Older Adults: An Undergraduate Service-Learning Experience.  

ERIC Educational Resources Information Center

Describes a service learning program aimed at improving balance and mobility in a group of older adults from an independent living center while giving college students (mainly exercise and sport science majors) an opportunity to interact with this population. The program has resulted in improved balance and mobility for the older adults and…

Williams, Kathleen; Kovacs, Christopher

2001-01-01

340

Making a Difference: Leading and Managing for Quality Improvement in Adult and Community Learning.  

ERIC Educational Resources Information Center

This guide looks at demands on leaders and managers in adult and community learning (ACL) in the roles and issues they face in the context of quality improvement (QI). It suggests practical approaches for improving the quality of provision for adults. The guide's design builds on current practice toward the desired state of excellence in all…

Ravenhall, Mark; Kenway, Mike

341

Adult Learning in the Nineteenth Century in the Mirror of Novels and Short Stories: Czech Literature.  

ERIC Educational Resources Information Center

Czech novels and short stories dealing with life in the 19th century were reviewed for information about how adults in rural areas of Czechoslovakia learned and the topics that interested them. The literature review confirmed that adults living in rural areas of Czechoslovakia in the 19th century generally had a great desire for education,…

Kulich, Jindra

342

The Longitudinal Study of Adult Learning: Challenging Assumptions. Research Brief. Perspectives on Literacy and Essential Skills  

ERIC Educational Resources Information Center

Professor Stephen Reder presented the Longitudinal Study of Adult Learning (LSAL) at The Centre's 2011 Fall Institute--IALS: Its Meaning and Impact for Policy and Practice--whose findings had implications far beyond assessment. Based on evidence from the ten-year study of more than a thousand adult high school drop-outs, Dr. Reder challenges many…

Reder, Stephen

2012-01-01

343

Passports to Paradise: The Struggle To Teach and To Learn on the Margins of Adult Education.  

ERIC Educational Resources Information Center

This report provides a 5-year perspective on the adult literacy education (ALE) system in the inner city of San Diego, California. Chapter 1 introduces the research. Chapters 2-5 in part 1, "The Struggle To Learn," contain the following: information about the difficulties of determining how many adults might benefit from basic skill education;…

Sticht, Thomas G.; McDonald, Barbara A.; Erickson, Paul R.

344

The Processes that Promote Learning in Adult Mentoring and Coaching Dyadic Settings  

ERIC Educational Resources Information Center

This is a study of 10 adults participating in one-to-one mentoring and/or coaching. Participants were selected for interviewing through a purposive sampling process from leading international mentoring and coaching organizations. Selection criteria included (a) being an adult, (b) participating in a dyadic learning, and (c) regarding that…

Marx, Michael J.

2009-01-01

345

Adult Learning, Generativity and "Successful" Aging in Multicultural Perspective: A Hmong American Educational Biography.  

ERIC Educational Resources Information Center

This document examines the themes of adult learning, generativity, and successful aging against the backdrop of the biography of a Hmong refugee who immigrated to the United States in 1988 at the age of 35, began studying English as a second language (ESL), and continues to study ESL in adult education classes while six of his seven children…

Hones, Donald F.

346

The Meaning of the Learning Experiences of Older Adults in Hong Kong  

ERIC Educational Resources Information Center

This article discusses the themes that emerged from qualitative research exploring the meaning that Chinese older adults find in their learning experiences in Hong Kong. In-depth interviewing was used to solicit information from older learners taking courses in elderly centers or units. Four themes were identified: (a) older adults as learners,…

Fok, Shiu-yeu

2010-01-01

347

"Turning the Sugar": Adult Learning and Cultural Repertoires of Practice in a Puerto Rican Community  

ERIC Educational Resources Information Center

This article examines the processes of knowledge acquisition and transmission among adults within two "communities of practice" in Humboldt Park/"Paseo Boricua," a Puerto Rican community located on Chicago's near-northwest side. In particular, we examine the ways in which two adult women engaged in learning processes and…

Johnson, Laura Ruth; Stribling, Colleen; Almburg, Anne; Vitale, Gail

2015-01-01

348

Learning, Theories of Learning, and Units of Analysis in Research  

ERIC Educational Resources Information Center

Over the past decades research on learning has become more diverse and complex. The concern expressed by Alexander, Schallert, and Reynolds (2009/this issue) is that this diversity of theoretical perspectives has resulted in a fragmentation that is destructive to the field. Although it is important to engage in explicit discussions of how learning

Saljo, Roger

2009-01-01

349

The Attribution Theory of Learning and Advising Students on Academic Probation  

ERIC Educational Resources Information Center

Academic advisors need to be knowledgeable of the ways students learn. To aid advisors in their exploration of learning theories, I provide an overview of the attribution theory of learning, including recent applications of the theory to research in college student learning. An understanding of this theory may help advisors understand student…

Demetriou, Cynthia

2011-01-01

350

The Value and Role of Contemplative Practices for Effective Teaching and Transformative Learning in Adult and Higher Education  

Microsoft Academic Search

This paper presents and discusses value and role of contemplative practices for effective teaching and transformative learning in adult and higher education. We live in a fast-paced world. Multi-tasking brings stress and illness symptoms. Adult learners juggle jobs, family obligations, community services, and their own learning activities. As adult educators, how do we help our learners become ready for each

Qi Sun

351

A qualitative study of middle school students' perceptions of factors facilitating the learning of science: Grounded theory and existing theory  

NASA Astrophysics Data System (ADS)

The purpose of this study was to explore middle school students' perceptions of what factors facilitated their learning of science. Florida's Educational Reform Act of 1983 funded programs providing the state's precollege students with summer learning opportunities in science. mathematics, and computers. The programs were intended to encourage the development of creative approaches to the teaching of these disciplines. Under this program, between 50 and 60 high-achieving middle school students were in residence on the University of South Florida campus for 12 consecutive days of study in the World of Water (WOW) program. There were two sessions per summer involving a total of 572 participants. Eighi specially trained teachers were in residence with the students. Between 50 and 70 experts from the university, government. business, and industry interacted with the students each year in an innovative science/technology/society (STS) program. An assignment toward the close of the program asked students to reflect on their experiences in residence at the university and write an essay comparing learning in the WOW program to learning in their schools. Those essays were the base for this study. This was a qualitative study using a discursive approach to emergent design to generate grounded theory. Document review, participant observation, and open-ended interviews were used to gather and triangulate data in five phases. Some of the factors that middle school students perceived as helpful to learning science were (a) experiencing the situations about which they were learning; (b) having live presentations by professional experts; (c) doing hands-on activities: (d) being active learners; (e) using inductive reasoning to generate new knowledge; (f) exploring transdisciplinary approaches to problem solving; (g) having adult mentors; (h) interacting with peers and adults; (i) establishing networks; (j) having close personal friends who shared their interest in learning; (k) trusting the individuals in their learning environment, including adults and students; and (1) experiencing a sense of self-reliance. The preceding information was used to generate a series of hypotheses which were woven into a theoretical model. This model suggests that middle school science teacher education would be enhanced by helping prospective and in-service teachers develop and implement strategies that build trust, provide immersion in learning, and use inductive reasoning. This model is currently being used as the theoretical base to convert a traditional junior high school in the South to a middle school.

Spector, Barbara S.; Gibson, Charles W.

352

Involving Tutors and Support Staff in the Adult and Community Learning Quality Agenda.  

ERIC Educational Resources Information Center

This booklet outlines the new policy context facing adult and community learning (ACL) providers in Great Britain in their pursuit of high-quality learning experiences for their customers. It shows how a Total Quality Management (TQM) approach to supporting staff development can be effective in securing quality. TQM components are values,…

Ravenhall, Mark; Ogilvie, Margaret; Ewens, David

353

Word Learning in Adults with Second-Language Experience: Effects of Phonological and Referent Familiarity  

ERIC Educational Resources Information Center

Purpose: The goal of this research was to examine whether phonological familiarity exerts different effects on novel word learning for familiar versus unfamiliar referents and whether successful word learning is associated with increased second-language experience. Method: Eighty-one adult native English speakers with various levels of Spanish…

Kaushanskaya, Margarita; Yoo, Jeewon; Van Hecke, Stephanie

2013-01-01

354

A Community Development Approach to Service-Learning: Building Social Capital between Rural Youth and Adults  

ERIC Educational Resources Information Center

Using 4-H and FFA case study findings, this article explores how community service-learning supports the building of social capital between rural youth and adults and the positive effects on community viability. Key elements of practice form a community development approach to service-learning, which opens up doorways for youth to partner with…

Henness, Steven A.; Ball, Anna L.; Moncheski, MaryJo

2013-01-01

355

ICT for Adults with Learning Disabilities: An Organisation-Wide Audit.  

ERIC Educational Resources Information Center

Describes a survey of microcomputer use for adults with learning disability within The Home Farm Trust, a United Kingdom national organization for people with learning disability that was carried out in light of a planned organization-wide initiative to introduce modern information and communications technology to service users. (Author/LRW)

Aspinall, Ann; Hegarty, John R.

2001-01-01

356

Reaching Out: A Starter Kit for Adult Education Distance Learning Programs.  

ERIC Educational Resources Information Center

This document is intended as a template for individuals initiating and developing adult education distance learning programs. The introduction discusses the following issues: benefits of distance learning; flexibility; confidentiality; retention; and the best students to target. The template and supplementary materials are organized in five…

Vaughn, Carol

357

Ego-Centricism and Cognitive Functioning in Iranian Young Adults' Language Learning  

ERIC Educational Resources Information Center

This introspective paper proves Iranian young adults' ego-centricism and its cognitive functioning an encumbrance in English language learning. Thru a brief look at the initiation of language acquisition in children and the generalizibility to language teaching and learning programs, it is realized that the ego of every learner is the main axis of…

Ebrahimi, Pouria

2008-01-01

358

Responding to the Mental Health and Well-Being Agenda in Adult Community Learning  

ERIC Educational Resources Information Center

In the United Kingdom, changes in the policy, funding and commissioning landscape for mental health and well-being are posing opportunities and challenges for adult community learning (ACL). Opportunities include increased recognition of, and funding for, the "wider benefits" of learning, whereas challenges include the risks of ACL…

Lewis, Lydia

2014-01-01

359

What Pace Is Best? Assessing Adults' Learning from Slideshows and Video  

ERIC Educational Resources Information Center

When acquiring information from a 2D platform, self-control and/or optimal pacing may help reduce cognitive load and enhance learning outcomes. In the present research, adults viewed novel action sequences via one of four learning media: (1) self-paced slideshows, where viewers advanced through slides at their own pace by clicking a mouse, (2)…

Sage, Kara

2014-01-01

360

Reclaiming the Radical: Using Fiction to Explore Adult Learning Connected to Citizenship  

ERIC Educational Resources Information Center

Traditionally, adult education has had a focus on learning connected to social purpose. In the current neoliberal climate, lifelong learning is increasingly defined as an endeavour whereby individuals must situate themselves in a competitive position in order to succeed in the global marketplace. Radical educators who believe that education should…

Gouthro, Patricia; Holloway, Susan

2013-01-01

361

The Multisensory Handbook: A Guide for Children and Adults with Sensory Learning Disabilities  

ERIC Educational Resources Information Center

Do you support a child or adult with sensory perceptual issues or cognitive impairment? For people with challenging sensory and cognitive conditions, everyday life can become so unpredictable and chaotic that over time, lack of engagement can often lead to a state of learned helplessness. In this insightful text, Paul Pagliano shows how "learned

Pagliano, Paul

2012-01-01

362

The Right Tools for the Job--Technology Options for Adult Online Learning and Collaboration  

ERIC Educational Resources Information Center

Many options exist for using technology as a tool for adult learning, and each day, it becomes easier to share information online than it ever has been. Online learning technology has grown from one-sided communications to numerous options for audience engagement and interactivity. This guide introduces a variety of tools, online platforms, and…

Regional Educational Laboratory, 2014

2014-01-01

363

Effective Communication Training Interventions for Paid Carers Supporting Adults with Learning Disabilities  

ERIC Educational Resources Information Center

Carer communication skills contribute to the well being of individuals with learning disabilities. Few studies have examined the effectiveness of communication training interventions, and there is a lack of robust measures of outcome. A communication self-efficacy measure relevant to carers supporting adults with learning disabilities was…

Kyle, Seonaid; Melville, Craig A.; Jones, Andrea

2010-01-01

364

Patterns of Learning in a Sample of Adult Returners to Higher Education  

ERIC Educational Resources Information Center

This article presents empirical research exploring adult returner students' patterns of learning via qualitative analysis of a series of semi-structured interviews. Interviewees' comments shed light on the relation between patterns of learning on the one hand, and study skills, epistemological issues and attitudes to peer interaction on…

Anderson, Anthony; Johnston, Bill; McDonald, Alexandra

2014-01-01

365

Setting up and Running a Loss and Bereavement Support Group for Adults with Learning Disabilities  

ERIC Educational Resources Information Center

Following evidence based literature, the Birmingham Clinical Psychology Service for People with Learning Disabilities ran a Loss and Bereavement Psychotherapy Group. The group consisted of five adults with mild learning disabilities, who met for 8 consecutive weeks. This paper reports the process of setting up a bereavement group for people with…

Boyden, Paul; Freeman, Adele; Offen, Liz

2010-01-01

366

Effects of Animated Computer Simulations on Inductive Learning with Adults: A Preliminary Report.  

ERIC Educational Resources Information Center

The purpose of this study was to investigate the effects of interactive learning strategies in the form of visually-based, real-time computer simulations on inductive learning by adults in physical science. The subjects were 160 upperclass undergraduate students who were enrolled in an introductory computer education class. The computer based…

Rieber, Lloyd P.; Parmley, M. Wayne

367

Internet-Based ESL for Distance Adult Students--A Framework for Dynamic Language Learning  

ERIC Educational Resources Information Center

This research study investigated the potential of Internet technology to provide a dynamic and autonomous language-learning environment for adult distance language learners. The study focused on five essential characteristics of dynamic language learning and observed the online study activity of the students in relation to these. Learners were…

Reynard, Ruth

2003-01-01

368

Cognitive apprenticeship in a CAL-environment for functionally illiterate adults  

Microsoft Academic Search

When cognitive apprenticeship principles are compared with adult learning theories and in particular with learning theories concerning functionally illiterate adults, they have several aspects in common. In order to check these resemblances in practice and to explore at the same time the way in which the cognitive apprenticeship methods can be operationalized in a computer aided learning environment for adult

H. F. M. Bruijn

1995-01-01

369

How Adults Learn from Self-Paced, Technology-Based Corporate Training: New Focus for Learners, New Focus for Designers  

ERIC Educational Resources Information Center

"How" do adults learn from self-paced, technology-based corporate training, which they select based on its relevance to their current employment responsibilities? Specifically, "how" do adults use the following learning strategies: prior experience, reflection, metacognition, conversations, generative learning strategies, and authentic…

Dobrovolny, Jackie

2006-01-01

370

Implicit theories of intelligence, goal orientation, cognitive engagement, and achievement: A test of Dweck’s model with returning to school adults  

Microsoft Academic Search

This study tested and extended Dweck’s social-cognitive theory of motivation with adults who deliberately chose to face the challenge of returning to school. We examined the relationships among beliefs (implicit theories) on the nature of intelligence, goal orientation, cognitive engagement in learning, and achievement using path analyses. Findings were generally consistent with Dweck’s theoretical predictions. Striving for competence improvement (mastery

Caroline Dupeyrat; Claudette Mariné

2005-01-01

371

Learning Theory for Collaborative Large Shared Digital Spaces  

ERIC Educational Resources Information Center

This research applies Socio-Cultural theory and Distributed Cognition/Activity theory to conceptualize the design of collaborative learning activities in large shared digital spaces. The paper begins by providing a summary of previous work in the creation of a technology platform for large shared digital spaces. It then details how Socio-Cultural…

McGivern, Daniela; Morgan, Michael; Butler, Matthew

2012-01-01

372

Children Balance Theories and Evidence in Exploration, Explanation, and Learning  

ERIC Educational Resources Information Center

We look at the effect of evidence and prior beliefs on exploration, explanation and learning. In Experiment 1, we tested children both with and without differential prior beliefs about balance relationships (Center Theorists, mean: 82 months; Mass Theorists, mean: 89 months; No Theory children, mean: 62 months). Center and Mass Theory children who…

Bonawitz, Elizabeth Baraff; van Schijndel, Tessa J. P.; Friel, Daniel; Schulz, Laura

2012-01-01

373

Community Service-Learning and Cultural-Historical Activity Theory  

ERIC Educational Resources Information Center

This paper explores the potential of cultural-historical activity theory (CHAT), to provide new insights into community service-learning (CSL) in higher education. While CSL literature acknowledges the influences of John Dewey and Paolo Freire, discussion of the potential contribution of cultural-historical activity theory, rooted in the work of…

Taylor, Alison

2014-01-01

374

Activity Theory as a Framework For Designing Constructivist Learning Environments.  

ERIC Educational Resources Information Center

Defines activity theory as a socio-cultural and socio-historical lens through which the interaction of human activity and consciousness within its relevant environmental context can be analyzed. Describes how activity theory can be used as a framework for analyzing activities and settings for the purpose of designing constructivist learning

Jonassen, David H.; Rohrer-Murphy, Lucia

1999-01-01

375

Participatory Learning Theories: A Framework for Early Childhood Pedagogy  

ERIC Educational Resources Information Center

This paper continues scholarly conversations about appropriate theories of development to underpin early childhood pedagogy. It focuses on sociocultural theoretical perspectives and proposes that participatory learning theories (PLTs) underpin pedagogy built on principles specified in three curricular documents. Further, the paper argues that the…

Hedges, Helen; Cullen, Joy

2012-01-01

376

Cognitive and Situated Learning Perspectives in Theory and Practice.  

ERIC Educational Resources Information Center

Expands the debate over the conflicts between cognitive theory and situated learning from theoretical considerations, to include concerns of educators engaged in classroom-based research and instructional design in collaboration with teachers. Considers the treatments of meaning and instructional goals from the perspectives of cognitive theory and…

Cobb, Paul; Bowers, Janet

1999-01-01

377

Realizing Wisdom Theory in Complex Learning Networks  

ERIC Educational Resources Information Center

The word "wisdom" is rarely seen in contemporary technology and learning discourse. This conceptual paper aims to provide some clear principles that answer the question: How can we establish wisdom in complex learning networks? By considering the nature of contemporary calls for wisdom the paper provides a metatheoretial framework to evaluate the…

Kok, Ayse

2009-01-01

378

Reflection in Learning & Professional Development: Theory & Practice.  

ERIC Educational Resources Information Center

This book reviews the literature on reflection, explores the relationship between reflection and learning, and discusses how reflection can be used to improve learning and professional practice. The following are among the topics discussed: (1) common-sense and developmental stage approaches to reflection; (2) the philosophies of Dewey and…

Moon, Jennifer A.

379

The Theory and Practice of Learning.  

ERIC Educational Resources Information Center

This book aims to provide interested practitioners with a little of the theoretical underpinnings of modern educational practices that center on learning. The book is divided into three sections. The first two chapters show how and why learning has gradually replaced education in the educational vocabulary. The next five chapters explore some of…

Jarvis, Peter; Holford, John; Griffin, Colin

380

Literacity: A multimedia adult literacy package combining NASA technology, recursive ID theory, and authentic instruction theory  

NASA Technical Reports Server (NTRS)

An important part of NASA's mission involves the secondary application of its technologies in the public and private sectors. One current application under development is LiteraCity, a simulation-based instructional package for adults who do not have functional reading skills. Using fuzzy logic routines and other technologies developed by NASA's Information Systems Directorate and hypermedia sound, graphics, and animation technologies the project attempts to overcome the limited impact of adult literacy assessment and instruction by involving the adult in an interactive simulation of real-life literacy activities. The project uses a recursive instructional development model and authentic instruction theory. This paper describes one component of a project to design, develop, and produce a series of computer-based, multimedia instructional packages. The packages are being developed for use in adult literacy programs, particularly in correctional education centers. They use the concepts of authentic instruction and authentic assessment to guide development. All the packages to be developed are instructional simulations. The first is a simulation of 'finding a friend a job.'

Willis, Jerry; Willis, Dee Anna; Walsh, Clare; Stephens, Elizabeth; Murphy, Timothy; Price, Jerry; Stevens, William; Jackson, Kevin; Villareal, James A.; Way, Bob

1994-01-01

381

Valuing the Adult Learner in E-Learning: A Conceptual Model for Corporate Settings  

ERIC Educational Resources Information Center

The framework describes that e-Learning engagement, learning and transfer within corporate settings can possibly be achieved if antecedents such as needs assessment, learner analysis, for example, and moderators such as return on investment, learning theories, for example, are adhered. The realization of antecedents and moderators, however, are…

Waight, Consuelo L.; Stewart, Barbara

2005-01-01

382

Learning by Doing--Piagets konstruktivistische Lerntheorie und ihre Konsequenzen fur die padagogische Praxis (Learning by Doing--Piaget's Constructivist Learning Theory and Its Consequences for Pedagogical Practice).  

ERIC Educational Resources Information Center

Presents Jean Piaget's theory of genetic recognition, one of the first constructivist learning theories. Examines critically the relationship of the theory to present-day teaching and learning research, pedagogical practice, and other forms of constructivism. Asserts that one practical application of Piaget's learning theory would be to teach by…

Vollmers, Burkhard

1997-01-01

383

The Influences of Distance Learning on Adult Learners  

ERIC Educational Resources Information Center

Distance learning is any type of instruction in which the student and instructor are separated by physical distance (not in the same room) (Wahlstrom, Williams & Shea, 2003). It is a medium of teaching and learning using modern technology so that teachers or students do not have to be together in the classroom. With the growth of distance learning

O'Lawrence, Henry

2006-01-01

384

Building a Learning Community: Students and Adults as Inquirers.  

ERIC Educational Resources Information Center

In learning communities, the learning experience is a shared process as teachers and students work together through negotiation toward a common goal. This article identifies critical features of learning communities and presents highlights from community building experiences in a Hawaii kindergarten classroom. Shares insights gleaned from the…

Harada, Violet H.; Lum, Debora; Souza, Kathy

2003-01-01

385

Rapid taste aversion learning in adult cuttlefish, Sepia officinalis  

Microsoft Academic Search

The common cuttlefish is an opportunistic predator with certain prey preferences. The literature suggests that learning plays a role in the predatory behaviour of cuttlefish. However, nothing is known about taste aversion learning in cephalopods. We developed a learning procedure in which the preferred prey of the experimental cuttlefish was made distasteful by a bitter taste (quinine). In the training

Anne-Sophie Darmaillacq; Ludovic Dickel; Marie-Paule Chichery; Véronique Agin; Raymond Chichery

2004-01-01

386

Audiovisual spoken word training can promote or impede auditory-only perceptual learning: prelingually deafened adults with late-acquired cochlear implants versus normal hearing adults  

PubMed Central

Training with audiovisual (AV) speech has been shown to promote auditory perceptual learning of vocoded acoustic speech by adults with normal hearing. In Experiment 1, we investigated whether AV speech promotes auditory-only (AO) perceptual learning in prelingually deafened adults with late-acquired cochlear implants. Participants were assigned to learn associations between spoken disyllabic C(=consonant)V(=vowel)CVC non-sense words and non-sense pictures (fribbles), under AV and then AO (AV-AO; or counter-balanced AO then AV, AO-AV, during Periods 1 then 2) training conditions. After training on each list of paired-associates (PA), testing was carried out AO. Across all training, AO PA test scores improved (7.2 percentage points) as did identification of consonants in new untrained CVCVC stimuli (3.5 percentage points). However, there was evidence that AV training impeded immediate AO perceptual learning: During Period-1, training scores across AV and AO conditions were not different, but AO test scores were dramatically lower in the AV-trained participants. During Period-2 AO training, the AV-AO participants obtained significantly higher AO test scores, demonstrating their ability to learn the auditory speech. Across both orders of training, whenever training was AV, AO test scores were significantly lower than training scores. Experiment 2 repeated the procedures with vocoded speech and 43 normal-hearing adults. Following AV training, their AO test scores were as high as or higher than following AO training. Also, their CVCVC identification scores patterned differently than those of the cochlear implant users. In Experiment 1, initial consonants were most accurate, and in Experiment 2, medial consonants were most accurate. We suggest that our results are consistent with a multisensory reverse hierarchy theory, which predicts that, whenever possible, perceivers carry out perceptual tasks immediately based on the experience and biases they bring to the task. We point out that while AV training could be an impediment to immediate unisensory perceptual learning in cochlear implant patients, it was also associated with higher scores during training. PMID:25206344

Bernstein, Lynne E.; Eberhardt, Silvio P.; Auer, Edward T.

2014-01-01

387

Older adults learn less, but still reduce metabolic cost, during motor adaptation  

PubMed Central

The ability to learn new movements and dynamics is important for maintaining independence with advancing age. Age-related sensorimotor changes and increased muscle coactivation likely alter the trial-and-error-based process of adapting to new movement demands (motor adaptation). Here, we asked, to what extent is motor adaptation to novel dynamics maintained in older adults (?65 yr)? We hypothesized that older adults would adapt to the novel dynamics less well than young adults. Because older adults often use muscle coactivation, we expected older adults to use greater muscle coactivation during motor adaptation than young adults. Nevertheless, we predicted that older adults would reduce muscle activity and metabolic cost with motor adaptation, similar to young adults. Seated older (n = 11, 73.8 ± 5.6 yr) and young (n = 15, 23.8 ± 4.7 yr) adults made targeted reaching movements while grasping a robotic arm. We measured their metabolic rate continuously via expired gas analysis. A force field was used to add novel dynamics. Older adults had greater movement deviations and compensated for just 65% of the novel dynamics compared with 84% in young adults. As expected, older adults used greater muscle coactivation than young adults. Last, older adults reduced muscle activity with motor adaptation and had consistent reductions in metabolic cost later during motor adaptation, similar to young adults. These results suggest that despite increased muscle coactivation, older adults can adapt to the novel dynamics, albeit less accurately. These results also suggest that reductions in metabolic cost may be a fundamental feature of motor adaptation. PMID:24133222

Huang, Helen J.

2013-01-01

388

Views on Adults Re-Learning Mathematics: A Comparative Study.  

ERIC Educational Resources Information Center

This paper is based on the on-going research, work, and teaching carried out in the Mathematics Foundations Course (MFC) at Goldsmiths College, University of London. Teaching is a very intimate and rewarding experience for the mathematics lecturer as well as for the adult student. Mathematics lecturers and adults should be challenged by their…

Angiama, R. O.

389

Adult Student Learning Behaviors in a Roadblock Mathematics Course  

ERIC Educational Resources Information Center

Adult students are a growing population on college campuses. Adult students have lower graduation rates and longer times to graduation than traditional-age students. The ability to pass a college level mathematics course is a key factor in the graduation rates of all students. Past research has identified developmental mathematics, college…

Tennant, Aimee

2012-01-01

390

Literacy, Adults and Diversity. Literacy & Learning Series, No. 1.  

ERIC Educational Resources Information Center

This book contains eight papers reporting research projects that were conducted by adult language, literacy, and numeracy practitioners with funding provided through one-time scholarships to Tasmanian students in the field of adult language and literacy. The following papers are included: "Foreword" (Ian Falk); "Preface" (Margaret Penson); "How Do…

Falk, Ian, Ed.; Penson, Margaret, Ed.

391

Teaching, Learning and Assessment for Adults: Improving Foundation Skills  

ERIC Educational Resources Information Center

Many adults in OECD countries have low language, literacy and numeracy (LLN) skills. The consequences of these low foundation skills span the economic, health and social well-being of individuals, families and communities. Investment in this sector of adult education is therefore crucial. This study looks specifically inside the programmes for…

OECD Publishing (NJ3), 2008

2008-01-01

392

Lessons in Conference Planning: Adult Learning Principles at Work  

ERIC Educational Resources Information Center

Chairing the annual Mountain Plains Adult Education Association Conference for 250 adult educators in Coeur d'Alene this past spring provided an opportunity for the author to offer a hands-on, conference planning experience to graduate students. Wanting to try something outside the typical classroom experience, the author organized a special…

Holyoke, Laura B.

2007-01-01

393

The Foreign City as Classroom: Adult Learning in Study Abroad  

ERIC Educational Resources Information Center

To live and work in today's global community, adults need to develop an intercultural responsiveness and flexibility in order to interact sensitively in situations involving international cultural contexts, practices, beliefs, understandings, and communications. One way to support this development in adult and higher education is to offer…

Coryell, Joellen E.

2011-01-01

394

Learning Democratic Reason: The Adult Education Project of Jurgen Habermas  

ERIC Educational Resources Information Center

The work of Jurgen Habermas is often cited in adult educational literature as underpinning dialogic traditions and practices central to the field. But to many adult educators the density of Habermas's analysis and complexity of his language limit his influence on their practice. This article's intent is to render a comprehensive analysis of the…

Brookfield, Stephen

2005-01-01

395

Adult Learning and High-Stakes Testing: Strategies for Success  

ERIC Educational Resources Information Center

In this world of increasing competition for jobs and accountability in the workplace, adults are facing many new pressures, one of which is passing tests as part of the application process. This is especially difficult for adults who are academically challenged or did not go far enough with their education to feel comfortable in testing…

Mitchell, Grace

2004-01-01

396

Primary cilia regulate proliferation of amplifying progenitors in adult hippocampus: implications for learning and memory.  

PubMed

Integration of new neurons into the adult hippocampus has been linked to specific types of learning. Primary cilia were found to be required for the formation of adult neural stem cells (NSCs) in the hippocampal dentate gyrus during development. However, the requirement of cilia in maintenance of adult NSCs is unknown. We developed a genetic mouse model in which fetal/perinatal brain development is unaffected, but adult hippocampal neurogenesis is constantly reduced by conditional ablation of primary cilia in adult GFAP(+) neural stem/progenitor cells. We found that this approach specifically reduces the number of hippocampal amplifying progenitors (also called type 2a cells) without affecting the number of radial NSCs (or type 1 cells). Constant reduction of adult hippocampal neurogenesis produced a delay rather than a permanent deficiency in spatial learning without affecting the retention of long-term memories. Decreased neurogenesis also altered spatial novelty recognition and hippocampus-independent cue conditioning. Here, we propose that adult hippocampal newborn neurons increase the efficiency of generating the new representations of spatial memories and that reduction of adult hippocampal neurogenesis may be biased toward cue-based strategies. This novel mouse model provides evidences that cognitive deficits associated with ciliary defects (ciliopathies) might be, in part, mediated by the deficiency of primary cilia in adult hippocampal stem/progenitor cells. PMID:21734285

Amador-Arjona, Alejandro; Elliott, Jimmy; Miller, Amber; Ginbey, Ashley; Pazour, Gregory J; Enikolopov, Grigori; Roberts, Amanda J; Terskikh, Alexey V

2011-07-01

397

GENERAL STRAIN THEORY, PERSISTENCE, AND DESISTANCE AMONG YOUNG ADULT MALES  

PubMed Central

Purpose Despite the surge in scholarly activity investigating the criminal career, relatively less attention has been devoted to the issue of criminal desistance versus persistence (until recently). The present study contributed to our understanding of this process by exploring the suitability of General Strain Theory (GST) for predicting changes in criminal activity across time. Methods Data from a longitudinal study of males in South Florida are examined using robust regression analyses. Results The core GST relationship, that changes in strain should predict changes in criminal activity, was supported, even after controlling for important adult social roles such as marriage, labor force participation, and education. While no support for the proposition that changes in self-esteem and social support moderate the strain-criminal desistance association was evinced, evidence was found that angry disposition, a measure of negative emotionality, moderated the association between change in chronic stressors and change in criminal activity. Conclusions While exploratory in nature, these findings demonstrate the utility of employing GST principles in studies of criminal desistance. PMID:21499526

Eitle, David

2010-01-01

398

Employees' and Managers' Accounts of Interactive Workplace Learning: A Grounded Theory of "Complex Integrative Learning"  

ERIC Educational Resources Information Center

Purpose: The purpose of this paper is to investigate employees' and managers' accounts of interactive learning and what might encourage or inhibit emergent learning. Design/methodology/approach: The approach taken was a constructivist/social constructivist ontology, interpretive epistemology and qualitative methodology, using grounded theory

Armson, Genevieve; Whiteley, Alma

2010-01-01

399

Application of Ausubel's Theory of Meaningful Verbal Learning to Curriculum, Teaching and Learning of Deaf Students.  

ERIC Educational Resources Information Center

Implications of D. Ausubel's Theory of Meaningful Verbal Learning and its derivative, the Advance Organizer Model of Teaching, for deaf students are examined. Ausubel believes that complex intellectual processes (thinking, language, problem-solving, concept formation) are the major aspects of learning, and that primary emphasis should be placed on…

Biser, Eileen

400

Competences, Learning Theories and MOOCs: Recent Developments in Lifelong Learning  

ERIC Educational Resources Information Center

Our societies have come to be known as knowledge societies in which lifelong learning is becoming increasingly important. In this context, competences have become a much discussed topic. Many documents were published by international organisations (UNESCO, World Bank, European Commission) which enumerated 21st century key competences. The field of…

Steffens, Karl

2015-01-01

401

SSL: a theory of how people learn to select strategies.  

PubMed

The assumption that people possess a repertoire of strategies to solve the inference problems they face has been raised repeatedly. However, a computational model specifying how people select strategies from their repertoire is still lacking. The proposed strategy selection learning (SSL) theory predicts a strategy selection process on the basis of reinforcement learning. The theory assumes that individuals develop subjective expectations for the strategies they have and select strategies proportional to their expectations, which are then updated on the basis of subsequent experience. The learning assumption was supported in 4 experimental studies. Participants substantially improved their inferences through feedback. In all 4 studies, the best-performing strategy from the participants' repertoires most accurately predicted the inferences after sufficient learning opportunities. When testing SSL against 3 models representing extensions of SSL and against an exemplar model assuming a memory-based inference process, the authors found that SSL predicted the inferences most accurately. PMID:16719651

Rieskamp, Jörg; Otto, Philipp E

2006-05-01

402

Linking the Developmental and Degenerative Theories of Schizophrenia: Association Between Infant Development and Adult Cognitive Decline  

PubMed Central

Neurodevelopmental and neurodegenerative theories may be viewed as incompatible accounts that compete to explain the pathogenesis of schizophrenia. However, it is possible that neurodevelopmental and neurodegenerative processes could both reflect common underlying causal mechanisms. We hypothesized that cognitive dysfunction would gradually deteriorate over time in schizophrenia and the degree of this deterioration in adulthood would be predicted by an infant measure of neurodevelopment. We aimed to examine the association between age of learning to stand in infancy and deterioration of cognitive function in adulthood. Participants were nonpsychotic control subjects (n = 76) and participants with schizophrenia (n = 36) drawn from the Northern Finland 1966 Birth Cohort study. The schizophrenia group showed greater deterioration in abstraction with memory than controls, but there were no differences between schizophrenia and controls in rate of change of other cognitive measures. Age of learning to stand in infancy significantly inversely predicted later deterioration of abstraction with memory in adult schizophrenia (later infant development linked to greater subsequent cognitive deterioration during adulthood), possibly suggesting a link between abnormal neurodevelopmental and neurodegenerative processes in schizophrenia. PMID:24583905

Kobayashi, Hiroyuki; Isohanni, Matti; Jääskeläinen, Erika; Miettunen, Jouko; Veijola, Juha; Haapea, Marianne; Järvelin, Marjo-Riitta; Jones, Peter B.; Murray, Graham K.

2014-01-01

403

Psycholinguistic Theory of Learning to Read Compared to the Traditional Theory Model.  

ERIC Educational Resources Information Center

A comparison of two models of the reading process--the psycholinguistic model, in which learning to read is seen as a top-down, holistic procedure, and the traditional theory model, in which learning to read is seen as a bottom-up, atomistic procedure--is provided in this paper. The first part of the paper provides brief overviews of the following…

Murphy, Robert F.

404

Using Theory Completion to Learn a Robot Navigation Control Program  

Microsoft Academic Search

An Event Calculus program to control the navigation of a real robot was generated using Theory Completion techniques. This\\u000a is an application of ILP in the non-observational predicate learning setting. This work utilized 1) extraction-case abduction;\\u000a 2) the simultaneous completion of two, mutually related predicates; and 3) positive observations only learning. Given time-trace\\u000a observations of a robot successfully navigating a

Stephen Moyle

2002-01-01

405

Towards a Holistic Theory of Adult Education: Academic-Skills-Deprivation, Cause and Cure.  

ERIC Educational Resources Information Center

A theory concerning low achievement of student that applies to adult education is developed, based on an interconnection between cognitive and affective domains. A holistic picture of what happens to students may be gained from Piaget's theory of intellectual development, Bloom's hierarchy of cognitive abilities, theories proposing that what…

Phipps, Rita

406

Incorporating Young Adult Literature into the 5E Learning Cycle  

ERIC Educational Resources Information Center

Since the U.S.S.R. released Sputnik I into space in 1957, American science teachers have been focused on preparing scientifically literate students. New instructional approaches have emerged, with the 5E learning cycle being one of the more popular methods used. The 5E learning cycle gets its name from its five stages: Engage, Explore, Explain,…

Niederberger, Susan

2009-01-01

407

Reading and the New Learning Theory.  

ERIC Educational Resources Information Center

Very little has been reported in the literature as to how a child actually learns, but what is known can be put to more effective use in teaching the child to read. The brain has at least five input systems: sight, hearing, touch, taste, and smell. The first of these senses is employed more than the others in reading; however, it is believed that…

Jordan, William C.

408

Apprenticeship: From Learning Theory to Practice  

ERIC Educational Resources Information Center

To meet the requirements of an increasingly innovative and competitive environment, workers need to continuously develop and maintain competence. Consequently, initial vocational education and training should prepare (future) workers by providing a basis for lifelong learning in developing both routine and flexible competence. The question is…

Poortman, Cindy Louise; Illeris, Knud; Nieuwenhuis, Loek

2011-01-01

409

Teacher reflection and theories of learning online  

Microsoft Academic Search

Many universities have pursued the development of online offering of their subjects with enthusiasm, with a perception that ultimately such offerings will increase the availability of the subject and be a cost-effective enterprise. As yet, little attention has been paid to the potential for online subjects to encourage deep learning in students who undertake them. This paper considers some current

Sandra Kippen

2003-01-01

410

Melding Sound Learning Theory and Practices  

ERIC Educational Resources Information Center

Online learning has become a well-respected alternative to traditional bricks and mortar. Almost every institution of higher education in the United States, and many secondary educational institutions, feature opportunities for students to take courses, if not earn an entire degree, online. Community colleges have been at the forefront of this…

O'Banion, Terry

2005-01-01

411

Enhancing Learning by Integrating Theory and Practice  

ERIC Educational Resources Information Center

Educators in professional degree programs are charged with multiple responsibilities in the classroom and in practice settings. We apply our professional knowledge in a variety of settings to serve our communities; we reflect on how to improve practice from our experiences in these settings; we observe our students engaging in learning experiences…

Wrenn, Jan; Wrenn, Bruce

2009-01-01

412

Transformative Learning Theory in Gerontology: Nontraditional Students  

ERIC Educational Resources Information Center

Mezirow (1978) applied and used Transformative Learning Theoretical (TLT) processes while studying women who reentered academics during the 1970s. Similar to Mezirow's original 1975 work, we identify "factors that impeded or facilitated" participants' progress to obtain their undergraduate degree during the traditional student…

Brown, Pamela Pitman; Brown, Candace S.

2015-01-01

413

The effect of attentional load on implicit sequence learning in children and young adults  

PubMed Central

We investigated the effect of a secondary task on implicit sequence learning in children and young adults. A serial reaction time (SRT) task was administered to 8-to-10 year old children and 18-to-22 year old adults. Participants reacted to the location of a target presented in one of four locations on the screen with a spatially corresponding response key. Unknown to participants, the location at which the target appeared was structured according to a deterministic sequence. Occasionally, the black target dot was replaced by a red target dog. To assess the effect of attentional load on implicit sequence learning, half of the participants of each age group was assigned to the single task condition, while the other half executed the task under dual task conditions. Whereas participants in the single task condition could ignore the change in target identity, dual task participants additionally had to count the number of times the black dot was replaced by a red dog to increase the attentional load. Sequence learning was tested under single task conditions in both conditions. Z-transformed results indicate that young adults generally showed more sequence learning than children. Importantly, the secondary task had no effect on sequence learning in children, since children learned as much under dual task conditions as under single task conditions. Adults, on the other hand, showed a different result pattern, as they displayed more sequence learning under single task than under dual task conditions. We surmise that this result is due to the vainly attempt of adults, but not children, to integrate both sequences. PMID:24904481

Coomans, Daphné; Vandenbossche, Jochen; Deroost, Natacha

2014-01-01

414

The effect of attentional load on implicit sequence learning in children and young adults.  

PubMed

We investigated the effect of a secondary task on implicit sequence learning in children and young adults. A serial reaction time (SRT) task was administered to 8-to-10 year old children and 18-to-22 year old adults. Participants reacted to the location of a target presented in one of four locations on the screen with a spatially corresponding response key. Unknown to participants, the location at which the target appeared was structured according to a deterministic sequence. Occasionally, the black target dot was replaced by a red target dog. To assess the effect of attentional load on implicit sequence learning, half of the participants of each age group was assigned to the single task condition, while the other half executed the task under dual task conditions. Whereas participants in the single task condition could ignore the change in target identity, dual task participants additionally had to count the number of times the black dot was replaced by a red dog to increase the attentional load. Sequence learning was tested under single task conditions in both conditions. Z-transformed results indicate that young adults generally showed more sequence learning than children. Importantly, the secondary task had no effect on sequence learning in children, since children learned as much under dual task conditions as under single task conditions. Adults, on the other hand, showed a different result pattern, as they displayed more sequence learning under single task than under dual task conditions. We surmise that this result is due to the vainly attempt of adults, but not children, to integrate both sequences. PMID:24904481

Coomans, Daphné; Vandenbossche, Jochen; Deroost, Natacha

2014-01-01

415

Locus of Control and Academic Achievement: Integrating Social Learning Theory and Expectancy-Value Theory  

ERIC Educational Resources Information Center

The current study examines predictors of math achievement and college graduation by integrating social learning theory and expectancy-value theory. Data came from a nationally-representative longitudinal database tracking 12,144 students over twelve years from 8th grade forward. Models for math achievement and college graduation were tested…

Youse, Keith Edward

2012-01-01

416

Making Space: Merging Theory and Practice in Adult Education.  

ERIC Educational Resources Information Center

This book represents the beginning dialogue and critique of social, political, economic, and historical forms of hegemony operating in the adult education field. Twenty-three chapters are grouped into five sections. Section I, Deconstructing Exclusion and Inclusion in Adult Education, offers a dialogue on hegemony and critiques the philosophical,…

Sheared, Vanessa, Ed.; Sissel, Peggy A., Ed.

417

Differential effects of binge drinking on learning and memory in emerging adults  

PubMed Central

Alterations in memory function due to alcohol exposure have been observed in both animal models and human populations. The human literature on neurocognitive consequences of binge alcohol use in emerging adults has not systematically investigated its potential negative impacts on visuospatial memory. For instance, these impacts have not yet been assessed using a human analogue of the Morris Water Maze Task (WMT), a key memory measure in the animal literature. Accordingly, this study compared performance between emerging adult binge drinkers (BD, n=22) and age- and sex-matched light drinkers (LD, n=29) using the Morris WMT, as well as verbal memory using the California Verbal Learning Test (CVLT). Emerging adult BD demonstrated worse performance on verbal learning and memory relative to LD. However, no significant group differences were observed on spatial learning and memory. Furthermore, no sex differences or interactions with drinking status were observed on either memory domain. These data suggest that in emerging adults who are at a heightened risk for alcohol abuse disorders, but who do not yet meet diagnostic criteria, verbal learning is uniquely impacted by the neurotoxic effects of binge drinking, whereas spatial learning is relatively spared between bouts of intoxication. PMID:24404407

Sneider, Jennifer T.; Cohen-Gilbert, Julia E.; Crowley, David J.; Paul, Margot D.; Silveri, Marisa M.

2013-01-01

418

Differential effects of binge drinking on learning and memory in emerging adults.  

PubMed

Alterations in memory function due to alcohol exposure have been observed in both animal models and human populations. The human literature on neurocognitive consequences of binge alcohol use in emerging adults has not systematically investigated its potential negative impacts on visuospatial memory. For instance, these impacts have not yet been assessed using a human analogue of the Morris Water Maze Task (WMT), a key memory measure in the animal literature. Accordingly, this study compared performance between emerging adult binge drinkers (BD, n=22) and age- and sex-matched light drinkers (LD, n=29) using the Morris WMT, as well as verbal memory using the California Verbal Learning Test (CVLT). Emerging adult BD demonstrated worse performance on verbal learning and memory relative to LD. However, no significant group differences were observed on spatial learning and memory. Furthermore, no sex differences or interactions with drinking status were observed on either memory domain. These data suggest that in emerging adults who are at a heightened risk for alcohol abuse disorders, but who do not yet meet diagnostic criteria, verbal learning is uniquely impacted by the neurotoxic effects of binge drinking, whereas spatial learning is relatively spared between bouts of intoxication. PMID:24404407

Sneider, Jennifer T; Cohen-Gilbert, Julia E; Crowley, David J; Paul, Margot D; Silveri, Marisa M

2013-04-26

419

The response of the anterior striatum during adult human vocal learning.  

PubMed

Research on mammals predicts that the anterior striatum is a central component of human motor learning. However, because vocalizations in most mammals are innate, much of the neurobiology of human vocal learning has been inferred from studies on songbirds. Essential for song learning is a pathway, the homolog of mammalian cortical-basal ganglia "loops," which includes the avian striatum. The present functional magnetic resonance imaging (fMRI) study investigated adult human vocal learning, a skill that persists throughout life, albeit imperfectly given that late-acquired languages are spoken with an accent. Monolingual adult participants were scanned while repeating novel non-native words. After training on the pronunciation of half the words for 1 wk, participants underwent a second scan. During scanning there was no external feedback on performance. Activity declined sharply in left and right anterior striatum, both within and between scanning sessions, and this change was independent of training and performance. This indicates that adult speakers rapidly adapt to the novel articulatory movements, possibly by using motor sequences from their native speech to approximate those required for the novel speech sounds. Improved accuracy correlated only with activity in motor-sensory perisylvian cortex. We propose that future studies on vocal learning, using different behavioral and pharmacological manipulations, will provide insights into adult striatal plasticity and its potential for modification in both educational and clinical contexts. PMID:24805076

Simmonds, Anna J; Leech, Robert; Iverson, Paul; Wise, Richard J S

2014-08-15

420

Route learning and shortcut performance in adults with intellectual disability: a study with virtual environments.  

PubMed

The ability to learn routes though a virtual environment (VE) and to make a novel shortcut between two locations was assessed in 18 adults with intellectual disability and 18 adults without intellectual disability matched on chronological age. Participants explored two routes (A ? B and A ? C) until they reached a learning criterion. Then, they were placed at B and were asked to find the shortest way to C (B ? C, five trials). Participants in both groups could learn the routes, but most of the participants with intellectual disability could not find the shortest route between B and C. However, the results also revealed important individual differences within the intellectual disability group, with some participants exhibiting more efficient wayfinding behaviour than others. Individuals with intellectual disability may differ in the kind of spatial knowledge they extract from the environment and/or in the strategy they use to learn routes. PMID:21084172

Mengue-Topio, Hursula; Courbois, Yannick; Farran, Emily K; Sockeel, Pascal

2011-01-01

421

ADULT DEVELOPMENT AND PSYCHOTHERAPY: BRIDGING THE GAP BETWEEN THEORY AND PRACTICE  

Microsoft Academic Search

Adult development as posed by Jung and Erikson are discussed as precursors to Daniel Levinson s notion of Life Structure. The authors apply psychosocial adult development theory to psychotherapy practice and report a way of working with dreams to facilitate Life Structure work in psychotherapy.

Robert Simmermon; Karen M. Schwartz

1986-01-01

422

The Implications of A. H. Maslow's "Hierarchy of Needs" Theory for Adult Education.  

ERIC Educational Resources Information Center

The Maslow Hierarchy of Needs was reviewed and implications were sought for adult education theory, program planning and operation, promotional activities, and program evaluation. Maslow's work suggested self-actualization as an ultimate goal, meaning that adult education programs should be structured to foster both the acquisition of facts,…

Warren, Earle Theodore

423

A Model for Designing Instructional Narratives for Adult Learners: Connecting the Dots  

ERIC Educational Resources Information Center

The purpose of this study was to develop a research-based model for designing and deploying instructional narratives based on principles derived from narrative theory, development theory, communication theory, learning theory and instructional design theory to enable adult learning and retention and the effective transfer of that retained learning

Smith, Debra M.

2013-01-01

424

"Learning-in-Action" and "Learning Inaction": Advancing the Theory and Practice of Critical Action Learning  

ERIC Educational Resources Information Center

This paper seeks to improve our understanding of the emotional and political dynamics that are generated (and too often avoided) in action learning. The idea at the centre of the paper is a distinction between "learning-in-action" and "learning inaction". The phrase "learning-in-action" represents the value of action learning and much of what we…

Vince, Russ

2008-01-01

425

Older Adults’ Training Preferences for Learning to Use Technology  

PubMed Central

Older adults may benefit from using technology in their everyday lives. However, adults over 65 may need more training than their younger counterparts given they have had less experience with technology. In this study, 113 adults between the ages of 65 and 85 participated in focus group interviews discussing their training needs and preferences for technology items used in the home. Participants expressed an interest in receiving additional training, particularly for specific tasks. Participants also discussed preferences for various characteristics of training, such as who should conduct the training and for their preferred method of training. One of the most frequently discussed preferences was for self-training using text materials, such as a manual. PMID:25309139

Mitzner, Tracy L.; Fausset, Cara Bailey; Boron, Julie B.; Adams, Anne E.; Dijkstra, Katinka; Lee, Chin Chin; Rogers, Wendy A.; Fisk, Arthur D.

2014-01-01

426

An innovative outcomes-based medical education program built on adult learning principles.  

PubMed

An innovative medical curriculum at the University of New South Wales (UNSW) has been developed through a highly collaborative process aimed at building faculty ownership and ongoing sustainability. The result is a novel capability-based program that features early clinical experience and small-group teaching, which offers students considerable flexibility and achieves a high degree of alignment between graduate outcomes, learning activities and assessments. Graduate capabilities that focus student learning on generic outcomes are described (critical evaluation, reflection, communication and teamwork) along with traditional outcomes in biomedical science, social aspects, clinical performance and ethics. Each two-year phase promotes a distinctive learning process to support and develop autonomous learning across six years. The approaches emphasize important adult education themes: student autonomy; learning from experience; collaborative learning; and adult teacher-learner relationships. Teaching in each phase draws on stages of the human life cycle to provide an explicit organization for the vertical integration of knowledge and skills. A learning environment that values the social nature of learning is fostered through the program's design and assessment system, which supports interdisciplinary integration and rewards students who exhibit self-direction. Assessment incorporates criterion referencing, interdisciplinary examinations, a balance between continuous and barrier assessments, peer feedback and performance assessments of clinical competence. A portfolio examination in each phase, in which students submit evidence of reflection and achievement for each capability, ensures overall alignment. PMID:17074700

McNeil, H Patrick; Hughes, Chris S; Toohey, Susan M; Dowton, S Bruce

2006-09-01

427

Making music, making friends: Long-term music therapy with young adults with severe learning disabilities.  

PubMed

This collaborative practitioner research study emerged from music therapists' concerns about the value of improvisational, music-centred music therapy for young adults with severe learning disabilities (SLDs), given the long-term nature of such work. Concerns included the relevance, in this context, of formulating, and reporting on, therapeutic aims, development, change; and working in 'goal-oriented' way. Focus groups with the young adults' families and a range of professionals suggest that, rather than leading to developmental change, long-term shared therapeutic musicking provides young adults with ongoing opportunities for experiencing confidence and self-esteem, with feelings of shared acceptance and success, and also provides young adults and their families with opportunities for developing and sustaining friendships. In addition, families experienced meeting other parents and carers in the communal reception area as supportive and countering their isolation. Focus groups assigned intrapersonal, relational and social values to long-term music therapy for young adults with SLDs. PMID:24196841

Pavlicevic, Mercédès; O'Neil, Nicky; Powell, Harriet; Jones, Oonagh; Sampathianaki, Ergina

2014-03-01

428

General and Domain-Specific Self-Concepts of Adults with Learning Disabilities: A Meta-Analysis  

ERIC Educational Resources Information Center

The empirical literature investigating general and domain-specific self-concepts of adults with learning disabilities was examined using meta-analytic techniques. Eight inclusion criteria were developed to evaluate this literature and led to the inclusion of 22 studies. Results indicated that adults with learning disabilities reported lower…

Nelson, Jason M.

2012-01-01

429

Adult Education and the Free Library of Philadelphia: Introduction, Lifelong Learning Center, Services for the Deaf, Reader Development Program.  

ERIC Educational Resources Information Center

Separate presentations on Lifelong Learning Centers, library services for the deaf, and adult reader development programs by recognized national leaders are prefaced by a summary of services in these areas by Free Library of Philadelphia which has gained prominence for its role in adult education and lifelong learning. (MBR)

Glover, Peggy; And Others

1979-01-01

430

Sociocultural Theories of Learning and Motivation: Looking Back, Looking Forward. Research on Sociocultural Influences on Motivation and Learning  

ERIC Educational Resources Information Center

It is now nearly thirty years since sociocultural theories of learning created great excitement and debate amongst those concerned with learning in diverse contexts. Since that time significant advances have been made in sociocultural theory and research. Various sociocultural approaches to the understanding of learning (for example, sociocultural…

McInerney, Dennis M., Ed.; Walker, Richard A., Ed.; Liem, Gregory Arief D., Ed.

2011-01-01

431

Probabilistic reward learning in adults with Attention Deficit Hyperactivity Disorder--an electrophysiological study.  

PubMed

Attention Deficit Hyperactivity Disorder (ADHD) is hypothesized to be characterized by altered reinforcement sensitivity. The main aim of the present study was to assess alterations in the electrophysiological correlates of monetary reward processing in adult patients with ADHD of the combined subtype. Fourteen adults with ADHD of the combined subtype and 14 healthy control participants performed an active and an observational probabilistic reward-based learning task while an electroencephalogramm (EEG) was recorded. Regardless of feedback valence, there was a general feedback-related negativity (FRN) enhancement in combination with reduced learning performance during both active and observational reward learning in patients with ADHD relative to healthy controls. Other feedback-locked potentials such as the P200 and P300 and response-locked potentials were unaltered in the patients. There were no significant correlations between learning performance, FRN amplitudes and clinical symptoms, neither in the overall group involving all participants, nor in patients or controls considered separately. This pattern of findings might reflect generally impaired reward prediction in adults with ADHD of the combined subtype. We demonstrated for the first time that patients with ADHD of the combined subtype show not only deficient active reward learning but are also impaired when learning by observing other people?s outcomes. PMID:25467706

Thoma, Patrizia; Edel, Marc-Andreas; Suchan, Boris; Bellebaum, Christian

2015-01-30

432

Applying Learning Principles and Theories to Vocational Education.  

ERIC Educational Resources Information Center

This monograph is intended for use by vocational teachers, state supervisors, administrators, and curriculum developers as a resource guide in the development of sound curriculum for vocational programs in Arizona. It examines learning theories and principles and, where applicable, applies these ideas to vocational education. Chapter 1 introduces…

Loomis, Linda Jacobsen; Prickett, Charlotte

433

The Technical Communication Internship: An Application of Experiential Learning Theory.  

ERIC Educational Resources Information Center

Shows how experiential learning theory provides a theoretical foundation for studying technical communication internships. Provides data from a study of participant views of the internship program. Raises questions about how respondents perceived their experiences and how these views often conflicted. (HB)

Little, Sherry Burgus

1993-01-01

434

Gestalt-A Learning Theory for Graphic Design Education  

ERIC Educational Resources Information Center

This article will begin by seeking to define the notion of learning "by, through" and "from" experience. A linkage will then be established between these notions of experiences and gestalt theory. This will be explored within a subject specific context of graphic design. Links will be highlighted between the inherent nature of graphic design and…

Jackson, Ian

2008-01-01

435

Algorithms/Theory Artificial Intelligence/Machine Learning  

E-print Network

Algorithms/Theory Artificial Intelligence/Machine Learning Circuit Analysis/Chip Design Compilers to Programming/Data Structures Networking Programming Languages Project Management/Collaboration Social will take in each of our degree programs. Interested in taking a mix of computer science and business

Stanford, Kyle

436

Conversations, Individuals and Knowables: Toward a Theory of Learning  

ERIC Educational Resources Information Center

Presents a learning theory in the language of cybernetics based on the tenet that the minimal experimental situation for making psychological observations is a conversation. The account is directed at generating interest in the original work by G. Pask, et al. (GS)

Daniel, John S.

1975-01-01

437

Flow Theory and GIS: Is There a Connection for Learning?  

ERIC Educational Resources Information Center

This paper examines how Geographic Information Systems (GIS) can potentially capture a student's imagination, facilitate active learning, and create a state of "flow" in geography classrooms. The paper is organised in four sections. First, the author provides a condensed overview to the major tenets of "FlowTheory." Second, a short discussion…

Smith, Janet S.

2005-01-01

438

Roundtable: Theory, Policy and Practice in Lifelong Learning.  

ERIC Educational Resources Information Center

This document contains outlines of 14 presentations at a roundtable discussion on theory, policy, and practice in lifelong learning that was held during a conference on human resource development (HRD) research and practice across Europe. Outlines of the following presentations and discussions are included: "Discourses on HRD and Lifelong…

Manning, Sabine, Ed.

439

PDAs as Lifelong Learning Tools: An Activity Theory Based Analysis  

ERIC Educational Resources Information Center

This paper describes the use of an activity theory (AT) framework to analyze the ways that distance part time learners and mobile workers adapted and appropriated mobile devices for their activities and in turn how their use of these new tools changed the ways that they carried out their learning or their work. It is argued that there are two key…

Waycott, Jenny; Jones, Ann; Scanlon, Eileen

2005-01-01

440

Implications of Complexity and Chaos Theories for Organizations that Learn  

ERIC Educational Resources Information Center

In 1996 Hubert Saint-Onge and Smith published an article ("The evolutionary organization: avoiding a Titanic fate", in The Learning Organization, Vol. 3 No. 4), based on their experience at the Canadian Imperial Bank of Commerce (CIBC). It was established at CIBC that change could be successfully facilitated through blended application of theory

Smith, Peter A. C.

2003-01-01

441

Learning and Emotion: Perspectives for Theory and Research  

ERIC Educational Resources Information Center

There is growing interest in and knowledge about the interplay of learning and emotion. However, the different approaches and empirical studies correspond to each other only to a low extent. To prevent this research field from increasing fragmentation, a shared basis of theory and research is needed. The presentation aims at giving an overview of…

Hascher, Tina

2010-01-01

442

The Interdependence of Pedagogy, Learning Theory, Morality and Metaphysics.  

ERIC Educational Resources Information Center

Explores the incompatibility between constructivist theories of learning and realist metaphysics (belief that knowledge and skills exist in mind-independent workplace practices). Shows how this results in conflict between constructivist teaching approaches and the transmission or banking mode favored by realist metaphysics. (SK)

Blunden, Ralph

1997-01-01

443

Evaluating Action Learning: A Critical Realist Complex Network Theory Approach  

ERIC Educational Resources Information Center

This largely theoretical paper will argue the case for the usefulness of applying network and complex adaptive systems theory to an understanding of action learning and the challenge it is evaluating. This approach, it will be argued, is particularly helpful in the context of improving capability in dealing with wicked problems spread around…

Burgoyne, John G.

2010-01-01

444

Incorporating principles of general learning in theories of language acquisition  

E-print Network

Incorporating principles of general learning in theories of language acquisition Lori L. Holt1 exciting, central questions as to the processes involved in language acquisition. Among these questions of the initial state is paramount in theoretical importance for language acquisition. The rapidity and seeming

Holt, Lori L.

445

Contacts of cognitive psychology with social learning theory  

Microsoft Academic Search

In this paper, I will try to reveal some of the orienting beliefs of cognitive psychology about the organization of the mind and mental skills, and then try to relate that to social learning theory, which is a popular orientation of behavior therapists. A problem here is that cognitive psychologists seldom try to think about how to put together a

Gordon H. Bower

1978-01-01

446

Learning through Dignity: Participatory Communication Theory.  

ERIC Educational Resources Information Center

This paper describes an alternative approach to traditional instructional design models by suggesting that participatory communication theory (PCT) creates a process that values the learner's voice. As a student develops a critical awareness of his or her environment, participatory media becomes a catalyst for cognition. Learners use media tools…

Maxey, Dennis

447

The Theory of Learning in Games  

Microsoft Academic Search

In economics, most noncooperative game theory has focused on equilibrium in games, especially Nash equilibrium and its refinements. The traditional explanation for when and why equilibrium arises is that it results from analysis and introspection by the players in a situation where the rules of the game, the rationality of the players, and the players' payoff functions are all common

Drew Fudenberg; David K. Levine

1999-01-01

448

Reducing Abstraction When Learning Graph Theory  

ERIC Educational Resources Information Center

This article presents research on students' understanding of basic concepts in Graph Theory. Students' understanding is analyzed through the lens of the theoretical framework of reducing abstraction (Hazzan, 1999). As it turns out, in spite of the relative simplicity of the concepts that are introduced in the introductory part of a traditional…

Hazzan, Orit; Hadar, Irit

2005-01-01

449

Building Partnerships for Service-Learning. The Jossey-Bass Higher and Adult Education Series.  

ERIC Educational Resources Information Center

The chapters in this collection contain information, exemplary models, and practical tools to make service-learning succeed. The chapters are: (1) "Fundamentals of Service-Learning Partnerships" (Barbara Jacoby); (2) "Developing a Theory and Practice of Campus-Community Partnerships" (Sandra Enos and Keith Morton); (3) "Assessment as a Means of…

Jacoby, Barbara

450

Unsupervised learning and adaptation in a model of adult neurogenesis  

E-print Network

), it is by no means the only source of functional change in the brain. One alternate source is adult neurogenesis, i documented in the vertebrate brain, and recently even in humans. Although it has been conjectured for many between its responses, and can adapt to changing environmental conditions in unsupervised fashion

451

Working Adults in Accelerated Cohorts: More than a Learning Community  

ERIC Educational Resources Information Center

There are 54 million working adults in the United States without bachelor's degrees (Pusser et al., 2007). Many would like to obtain a college degree but need an educational program that fits their needs. A viable alternative to a traditional college program is an accelerated program in a cohort format. This article highlights best practices for…

Spaid, Robin; Duff, Evan D.

2009-01-01

452

Learning Independence. A Political Outline of Indian Adult Education.  

ERIC Educational Resources Information Center

This book is a political analysis of the role of adult education as an agency of cultural and ideological significance in India from the turbulent period in the 1940s onward. The introduction examines the roots of education in India, the English studies courses that developed when India was a British colony, and continuation of colonial…

Steele, Tom; Taylor, Richard

453

Solo: Facilitating structured or emergent learning outcomes for young adults  

Microsoft Academic Search

Spending time alone in the natural environment is not something that many young (or for that matter, older) adults do \\/ have done. This is not too surprising given the urbanised mode of living that has come to dominate UK society in the last two hundred years and the latter day paranoia around 'stranger danger' that has paralysed young peoples

Andy Williams

454

Proactive and retroactive transfer of middle age adults in a sequential motor learning task.  

PubMed

We assessed the effects of aging in the transfer of motor learning in a sequential manual assembly task that is representative for real working conditions. On two different days, young (18-30years) and middle-aged adults (50-65years) practiced to build two products that consisted of the same six components but which had to be assembled in a partly different order. Assembly accuracy and movement time during tests, which were performed before and after the practice sessions, were compared to determine proactive and retroactive transfer. The results showed proactive facilitation (i.e., benefits from having learned the first product on learning the second one) in terms of an overall shortening of movement time in both age-groups. In addition, only the middle-aged adults were found to show sequence-specific proactive facilitation, in which the shortening of movement time was limited to components that had the same the order in the two products. Most likely, however, the sequence-specific transfer was an epiphenomenon of the comparatively low rate of learning among the middle-aged adults. The results, however, did reveal genuine differences between the groups for retroactive transfer (i.e., effects from learning the second product on performance of the first). Middle-aged adults tended to show more pronounced retroactive interference in terms of a general decrease in accuracy, while younger adults showed sequence-specific retroactive facilitation (i.e., shortening of movement times for components that had the same order in the two products), but only when they were fully accurate. Together this suggests that in the learning of sequential motor tasks the effects of age are more marked for retroactive transfer than for proactive transfer. PMID:25697782

Verneau, Marion; van der Kamp, John; Savelsbergh, Geert J P; de Looze, Michiel P

2015-03-01

455

Changing Concepts in Adult Education.  

ERIC Educational Resources Information Center

Analyzes 40 concepts in adult education in relation to time, space, policy, theory, and ideals, as well as tensions and competition among them. Seven categories of concepts are presented: core, international, institutional, work related, learning, curricular, and structural. (SK)

Tight, Malcolm

1996-01-01

456

Perceptual learning: Toward a comprehensive theory  

PubMed Central

Visual perceptual learning (VPL) is long-term performance increase resulting from visual perceptual experience. Task-relevant VPL of a feature results from training of a task on the feature relevant to the task. Task-irrelevant VPL arises as a result of exposure to the feature irrelevant to the trained task. There are at least two serious problems. First, which stage of information processing is changed in association with task-relevant VPL is controversial. Second, no model has ever explained both task-relevant and task-irrelevant VPL. Here we propose a dual plasticity model, in which there are feature-based plasticity that is a change in a representation of the learned feature and task-based plasticity that is a change in processing of the trained task. While the two types of plasticity underlie task-relevant VPL, only feature-based plasticity lies under task-irrelevant VPL. This model provides a new comprehensive framework in which apparently contradictory results could be explained. PMID:25251494

Watanabe, Takeo; Sasaki, Yuka

2014-01-01

457

Gaming mindsets: implicit theories in serious game learning.  

PubMed

Individuals' beliefs about the malleability of their abilities may predict their response and outcome in learning from serious games. Individuals with growth mindsets believe their abilities can develop with practice and effort, whereas individuals with fixed mindsets believe their abilities are static and cannot improve. This study uses survey and gameplay server data to examine the implicit theory of intelligence in the context of serious game learning. The findings show that growth mindset players performed better than fixed mindset players, their mistakes did not affect their attention to the game, and they read more learning feedback than fixed mindset players. In addition, growth mindset players were more likely to actively seek difficult challenges, which is often essential to self-directed learning. General mindset measurements and domain-specific measurements were also compared. These findings suggest that players' psychological attributes should be considered when designing and applying serious games. PMID:22165916

Lee, Yu-Hao; Heeter, Carrie; Magerko, Brian; Medler, Ben

2012-04-01

458

Adults with Learning Disabilities in the Workforce: Lessons for Secondary Transition Programs  

ERIC Educational Resources Information Center

Now almost 15 years after the implementation of the Americans with Disabilities Act (ADA) data are emerging in the literature related to job entry and employment outcomes of adults with learning disabilities (LD). Although these data are derived from varying methodologies, they converge in three critical areas: Knowledge of the ADA, realities of…

Madaus, Joseph W.; Gerber, Paul J.; Price, Lynda A.

2008-01-01

459

Public Pedagogy, Private Lives: Self-Help Books and Adult Learning  

ERIC Educational Resources Information Center

Self-help literature has become an important domain of adult learning in North America. Self-help books offer readers advice on how to take charge of their lives and achieve goals such as prosperity, love, happiness, wellness, and self-actualization. Despite the popularity of self-help books, there has been little research about them from scholars…

McLean, Scott

2013-01-01

460

Physical Aggression towards Others in Adults with Learning Disabilities: Prevalence and Associated Factors  

ERIC Educational Resources Information Center

Background: Many people with learning disabilities (LD) show aggressive behaviour, but the extent of the problem and its associated factors and effects are unclear. Methods: A cross-sectional analysis was carried out using interview data from 3065 adults with LD on the Leicestershire LD Register. Physical aggression towards others was defined as…

Tyrer, F.; McGrother, C. W.; Thorp, C. F.; Donaldson, M.; Bhaumik, S.; Watson, J. M.; Hollin, C.

2006-01-01

461

Auditory-Visual Speech Integration by Adults with and without Language-Learning Disabilities  

ERIC Educational Resources Information Center

Auditory and auditory-visual (AV) speech perception skills were examined in adults with and without language-learning disabilities (LLD). The AV stimuli consisted of congruent consonant-vowel syllables (auditory and visual syllables matched in terms of syllable being produced) and incongruent McGurk syllables (auditory syllable differed from…

Norrix, Linda W.; Plante, Elena; Vance, Rebecca

2006-01-01

462

A Meta-Ethnographic Synthesis of Support Services for Adult Learners in Distance Learning Programs  

ERIC Educational Resources Information Center

This qualitative research study utilized Noblit and Hare's (1988) meta-ethnographic approach to synthesize findings of five dissertations that focused on distance learning support services for adult learners. Noblit and Hare's (1988) meta-ethnographic approach consists of seven phases. Each meta-ethnographic phase guided the identification process…

Tuquero, Jean M.

2010-01-01

463

Communication and Social Presence: The Impact on Adult Learners' Emotions in Distance Learning  

ERIC Educational Resources Information Center

The aim of this work is to examine the role of communication and social presence in distance learning environments and their impact on the emotions of adult learners. A study was conducted at the Hellenic Open University (HOU), using a questionnaire that was completed by 94 undergraduate and postgraduate students. More than 94% of the students…

Angelaki, Christina; Mavroidis, Ilias

2013-01-01

464

Transitioning an Adult-Serving University to a Blended Learning Model  

ERIC Educational Resources Information Center

While many institutions deliver some classes in blended format, Brandman University transitioned all of its face-to-face classes to blended delivery, using a model tailored to the needs of adult learners. This article provides research supporting the ways that blended learning principles align with key principles of andragogy. The article provides…

Korr, Jeremy; Derwin, Ellen Baker; Greene, Kimberly; Sokoloff, William

2012-01-01

465

Technology and the Organisation of Work. EEE701 Adults Learning: The Changing Workplace B.  

ERIC Educational Resources Information Center

This publication is part of the study materials for the distance education course, Adults Learning: The Changing Workplace B, in the Open Campus Program at Deakin University. The first part of the document analyzes the relationship between technology, skill, and work within the context of the debates concerning deskilling and managerial control…

Littler, Craig R.

466

Quieting the Cacophony of the Mind: The Role of Mindfulness in Adult Learning  

ERIC Educational Resources Information Center

The purpose of this study was to investigate the role between mindfulness practice and adult learning. The participants were full-time students enrolled in a two-year radiography program at a Midwestern community college. Critical thinking and problem solving skills are essential to students' success and to healthcare professionals. The main…

Parish, Kay Annette

2010-01-01

467

Understanding and Changing Older Adults' Perceptions and Learning of Social Media  

Microsoft Academic Search

An exploratory study was conducted to answer the following questions: What are older adults’ perceptions of social media? What educational strategies can facilitate their learning of social media? A thematic map was developed to illustrate changing perceptions from the initial unanimous, strong negative to the more positive but cautious, and to the eventual willingness to actually contribute content. Privacy was

Bo Xie; Ivan Watkins; Jen Golbeck; Man Huang

2012-01-01

468

Content-Learning Tasks for Adult ESL Learners: Promoting Literacy for Work or School  

ERIC Educational Resources Information Center

Teachers of English as a second language (ESL) are often on the frontline of working with adult ESL learners who are facing a difficult developmental pathway to academic and/or economic success. These learners come to the task of learning English with widely varying schooling experiences, degrees of first language literacy, and English language…

Ewert, Doreen E.

2014-01-01

469

Language Learning Strategy Use by Colombian Adult English Language Learners: A Phenomenological Study  

ERIC Educational Resources Information Center

The purpose of this phenomenological study was to describe how Colombian adult English language learners (ELL) select and use language learning strategies (LLS). This study used Oxford's (1990a) taxonomy for LLS as its theoretical framework. Semi-structured interviews and a focus group interview, were conducted, transcribed, and analyzed for 12…

Paredes, Elsie Elena

2010-01-01

470

Adult ESOL Students and Service-Learning: Voices, Experiences, and Perspectives  

ERIC Educational Resources Information Center

This multiple-case study examined the unique perspectives of six adult English for speakers of other languages (ESOL) students who participated as the givers of a service in a semester-long service learning community college ESOL course. Their ages ranged from 19 to 45 and they hailed from five different countries (Colombia, Mexico, South Korea,…

Bippus, Sharon L.; Eslami, Zohreh R.

2013-01-01

471

Involving Adult Service Users with Learning Disabilities in the Training of Speech and Language Therapy Students  

ERIC Educational Resources Information Center

This article describes a pilot project carried out at City University London, Department of Language and Communication Science, where adult service users with learning disabilities trained first-year speech and language therapy students. The training involved presentations by the service users on their involvement in interviewing support staff,…

Harding, Celia

2009-01-01

472

Evaluation of the Effectiveness of a Web-Based Learning Design for Adult Computer Science Courses  

ERIC Educational Resources Information Center

This paper reports on work undertaken within a pilot study concerned with the design, development, and evaluation of online computer science training courses. Drawing on recent developments in e-learning technology, these courses were structured around the principles of a learner-oriented approach for use with adult learners. The paper describes a…

Antonis, Konstantinos; Daradoumis, Thanasis; Papadakis, Spyros; Simos, Christos

2011-01-01

473

An invitation from the MSU Teaching & Learning Committee Facebook for Adults  

E-print Network

An invitation from the MSU Teaching & Learning Committee Facebook for Adults ~ a primer, we'll explore the mechanics of the popular social networking tool Facebook. What does it look like of Facebook in the context of higher education: how to understand the common uses of the tools by students

Dyer, Bill

474

Adult and Organizational Learning and Policy Development in Environments of Gray  

ERIC Educational Resources Information Center

Adult and Organizational Learning and Policy Development in Environments of Gray The purpose of this study was to describe, analyze and provide an understanding of the values that influence state legislators' decision-making as it relates to appropriations, tuition and fees, and financial aid for public postsecondary education in Idaho. The study…

Fair-Szofran, Nancy C.

2010-01-01

475

Managing Staff Development in Adult and Community Learning: Reflection to Practice.  

ERIC Educational Resources Information Center

This document is intended to assist individuals responsible for managing staff development in adult and community learning (ACL) in the United Kingdom. The guide presents step-by-step advice for designing and implementing an approach based on the belief that staff development should do the following things: (1) relate holistically to the…

Ewens, David

476

Diagnosing Dyslexia. A Guide to the Assessment of Adults with Specific Learning Difficulties.  

ERIC Educational Resources Information Center

This book offers tutors in adult, further, and higher education materials for diagnosing students with specific learning disabilities (dyslexia). It provides information for setting up an appropriate individualized teaching program and making recommendations for supporting such students. Materials and methods can be used with students from basic…

Klein, Cynthia

477

Standards for Creating Multimedia Learning Modules for Low Literacy and Limited English Proficient Adult Learners.  

ERIC Educational Resources Information Center

This document is a working paper from Cyberstep, a 3-year project during which five literacy service innovators are collaborating to identify practices for educating English-as-a-second-language learners and adults functioning at low literacy levels, extend the use of technology to facilitate learning, and provide practical tools for educators.…

California State Univ. Inst., Long Beach.

478

Understanding and Changing Older Adults' Perceptions and Learning of Social Media  

ERIC Educational Resources Information Center

An exploratory study was conducted to answer the following questions: What are older adults' perceptions of social media? What educational strategies can facilitate their learning of social media? A thematic map was developed to illustrate changing perceptions from the initial unanimous, strong negative to the more positive but cautious, and to…

Xie, Bo; Watkins, Ivan; Golbeck, Jen; Huang, Man

2012-01-01

479

Critically Minded Shopping as a Process of Adult Learning and Civic Engagement  

ERIC Educational Resources Information Center

The author's academic interest in how shopping relates to adult learning goes back several years, to the author's Ph.D. program. Concerns are wide ranging, from social and material inequities manifest in unfair labor conditions for producers, to environmental degradation, to the tendency to favor economic viability single-mindedly over ecological…

Jubas, Kaela

2012-01-01

480

Learning Disabilities in Adolescent and Adult Populations: Research Implications (Part II).  

ERIC Educational Resources Information Center

Four main topics are addressed (sample findings in parentheses): generalization (LD adolescents have trouble generalizing across settings); motivation (goal setting and self-control can be effective); social skills (LD subjects can readily learn social skills); and young adulthood (LD young adults face difficulties coping with daily living and…

Alley, Gorden R.; And Others

1983-01-01

481

Use of Language Learning Strategies by Spanish Adults for Mastering Business English  

ERIC Educational Resources Information Center

Research of language learning strategy (LLS) has provided insight for language learners from many international cultures since this branch of research began in the 1970s. Despite the urgent need for competence in the use of business English in Western Europe, LLS studies have not been conducted on Spanish adults who use English for business. The…

Judge, Jeffrey Wallace

2010-01-01

482

Strategies for Supporting the Online Publishing Activities of Adults with Learning Difficulties  

ERIC Educational Resources Information Center

This paper reports on a study that explored the online publishing activities of adults with learning difficulties, the strategies that carers and professionals have used to support these activities and the implications these strategies may have for empowerment and self-advocacy. Content analysis of 15 home pages revealed that despite having a…

Seale, Jane K.

2007-01-01

483

Assessing Adult Learning within a Doctor of Physical Therapy Program: Student Outcomes and Satisfaction  

ERIC Educational Resources Information Center

This applied dissertation was a program evaluation study, which was conducted to assess the educational outcomes of the adult learners compared to the traditional learners, as well as the satisfaction with learning while enrolled in the program. The level of satisfaction of all graduates was assessed for comparison between the traditional learners…

Greiner, Ann W. B.

2011-01-01

484

Development of Young Adults' Fine Motor Skills when Learning to Play Percussion Instruments  

ERIC Educational Resources Information Center

When playing percussion instruments, the main activity is done with the help of a motion or motor skills; to perform it, developed fine motor skills are necessary: the speed and precision of fingers, hands and palms. The aim of the research was to study and test the development of young adults' fine motor skills while learning to play percussion…

Gzibovskis, Talis; Marnauza, Mara

2012-01-01

485

Revisiting Adults' Perceptual Learning Style and Their Educational Level: A Replication Study  

ERIC Educational Resources Information Center

This study is a replication of an original study conducted by James and Blank (1991) which examined the relationship between educational attainment and adult performance using the Multi-Modal Paired Associates Learning Test-Revised (MMPALT-II) (Cherry, 1981). The MMPALT-II was designed to measure an individual's demonstrated perceptual modality…

Koch, Kourtland R.

2004-01-01

486

Using Quality Schemes in Adult and Community Learning: A Guide for Managers.  

ERIC Educational Resources Information Center

This document examines adult and community learning (ACL) and quality programs across England. The difficulties faced by local education agencies' ACL services in delivering quality are noted, along with ways quality improvement has been supported. Quality programs--whether internal or external, based on awards, or used as diagnostic tools--are…

Ewens, David; Watters, Kate

487

Teaching Kids & Adults with Autism: Building the Framework for Lifetime Learning.  

ERIC Educational Resources Information Center

This teaching guide combines a multisensory approach to teaching children and adults with autism through a structured teaching model for direct instruction. Part 1, divided into three sections, discusses important links to learning: improving communication with multisensory techniques, using practical behavior management techniques to help…

Fad, Kathleen McConnell; Moulton, L. Rozelle

488

Perceptual Organization, Phonological Awareness, and Reading Comprehension in Adults with and without Learning Disabilities  

ERIC Educational Resources Information Center

It is not clear from research whether, or to what extent, reading comprehension is impaired in adults who have learning disabilities (LD). The influence of perceptual organization (PO) and phonological awareness (PA) on reading comprehension was investigated. PO and PA are cognitive functions that have been examined in previous research for their…

Stothers, Margot; Klein, Perry D.

2010-01-01

489

Kellogg Center for Adult Learning Research. Final Report and Third Year Report.  

ERIC Educational Resources Information Center

This document contains the final report and the third-year report of the Center for Adult Learning Research, which was established at Montana State University (MSU) in December 1985 with support from the W. K. Kellogg Foundation. The final report reviews first- through third-year activities. It describes the following research projects: strategies…

Fellenz, Robert A.; Conti, Gary J.

490

A Lot of Knowledge Is a Dangerous Thing: Learning in Children and Adults  

ERIC Educational Resources Information Center

The Kuhn and Pease (p. 279, this issue) article advances the fields of cognitive development and learning by integrating work on executive functions, metacognition, and scientific reasoning. The article also expands developmental work to older children and adults, to personal beliefs, and to social information, and reinvigorates the construct of…

Miller, Patricia H.

2006-01-01

491

Promoting Community Wellbeing: The Case for Lifelong Learning for Older Adults  

ERIC Educational Resources Information Center

Community wellbeing is a function of many factors working in concert to promote an optimal quality of life for all members of a community. It is argued here that the promotion of lifelong learning among older adults can significantly contribute to community wellbeing. The aging society is a worldwide phenomenon presenting both opportunities and…

Merriam, Sharan B.; Kee, Youngwha

2014-01-01

492

Does Learning Spanish Grammatical Gender Change English-Speaking Adults' Categorization of Inanimate Objects?  

ERIC Educational Resources Information Center

Second language acquisition studies can contribute to the body of research on the influence of language on thought by examining cognitive change as a result of second language learning. We conducted a longitudinal study that examined how the acquisition of Spanish grammatical gender influences categorization in native English-speaking adults. We…

Kurinski, Elena; Sera, Maria D.

2011-01-01

493

Technological Change and Skills Development. EEE700 Adults Learning: The Changing Workplace A.  

ERIC Educational Resources Information Center

This publication is part of the study materials for the distance education course, Adults Learning: The Changing Workplace A, in the Open Campus Program at Deakin University. The first part of the document examines the relationship between technological change and skills development. The following topics are discussed: the new technological…

Bernard, Elaine

494

Online Presentations of Research on Adult Literacy: Government Websites as Learning Spaces  

ERIC Educational Resources Information Center

This article presents a review of seven national governments' online collections of adult literacy-related research. This study explored the type of learning associated with official web spaces by asking the following research questions: (1) What kind of research do these governments present on their websites? (2) How is the presentation…

Jacobson, Erik

2009-01-01

495

The Effects of Computer Animated Lesson Presentations and Cognitive Practice on Adult Learning in Physical Science.  

ERIC Educational Resources Information Center

The purpose of this study was to examine the effects of different levels of visual elaborations and practice on application learning of adults in a computer-based science lesson. A total of 141 university students participated in an introductory lesson covering Newtonian mechanics. Three levels of visual elaboration (static graphic, animated…

Rieber, Lloyd P.; And Others

496

What Art Educators Can Learn from the Fan-Based Artmaking of Adolescents and Young Adults  

ERIC Educational Resources Information Center

The explanations of 101 adolescents and young adults, who are fans of popular culture narratives and make art inspired by these phenomena, provide insight into why these youth were drawn to create fan-based artworks, how they learned to make these art forms, and what the creative activities mean to them. Emergent themes highlight (a) the…

Manifold, Marjorie Cohee

2009-01-01

497

Stress Modulates Reinforcement Learning in Younger and Older Adults Nichole R. Lighthall, Marissa A. Gorlick,  

E-print Network

Stress Modulates Reinforcement Learning in Younger and Older Adults Nichole R. Lighthall, Marissa A that stress increases dopamine levels in brain regions involved in reward processing, and stress also appears to increase the attractiveness of addictive drugs. The current study tested the hypothesis that stress

Mather, Mara

498

Adult Learning and the Changing World of Work. Report of Theme V. Proceedings of the Fifth International Conference on Adult Education (Hamburg, Germany, July 14-18, 1997).  

ERIC Educational Resources Information Center

This report presents the contributions to theme five, "Adult Learning and the Changing World of Work," of the Fifth International Conference on Adult Education. Section 1 is an introduction to the Conference with objectives, themes, and agenda for the future. Section 2, "Discussion and Debate on the Issues of Theme Five" (R. Barry Hobart) answers…

Singh, Madhu, Ed.

499

Continuous Advances in Technology for Continuing Adult Learning  

ERIC Educational Resources Information Center

This paper is about a study carried out at a chemical production facility in Izmir, Turkey during 2005/6 using CNC Learning environment and Kolb cycle. The system has been tested with 12 chemists working in this factory. The training course was carried on in a web-based environment and also routine meetings with the instructors were held. The…

Demirdogen, R. Esra

2007-01-01

500

E-Learning Technologies and Adult Education in Nigeria  

ERIC Educational Resources Information Center

The internet has proved to be one of the greatest learning resources available in the 21st Century. Modern education is becoming progressively more dynamic. Internet has helped man to see the other part of the world at the click of a mouse. Various forms of instructional technologies such as the overhead projector, opaque projector, filmstrip and…

Oguzor, Nkasiobi Silas

2011-01-01