Solidly grounded in theory and research, but concise and practice-oriented, Adult Learning: Linking Theory and Practice is perfect for master’s-level students and practitioners alike. Sharan Merriam and Laura Bierema have infused each chapter with practical applications for instruction which will help readers personally relate to the material. The contents covers: Adult Learning in Today’s World Traditional Learning Theories Andragogy Self-Directed Learning Transformative Learning Experience and Learning Body and Spirit in Learning Motivation and Learning The Brain and Cognitive Functioning Adult Learning in the Digital Age Critical Thinking and Critical Perspectives Culture and Context Discussion questions and activities for reflection are included at the end of each chapter.

How do you tailor education to the learning needs of adults? Do they learn differently from children? How does their life experience inform their learning processes? These were the questions at the heart of Malcolm Knowles’ pioneering theory of andragogy which transformed education theory in the 1970s. The resulting principles of a self-directed, experiential, problem-centred approach to learning have been hugely influential and are still the basis of the learning practices we use today. Understanding these principles is the cornerstone of increasing motivation and enabling adult learners to achieve. The 9th edition of The Adult Learner has been revised to include: Updates to the book to reflect the very latest advancements in the field. The addition of two new chapters on diversity and inclusion in adult learning, and andragogy and the online adult learner. An updated supporting website. This website for the 9th edition of The Adult Learner will provide basic instructor aids including a PowerPoint presentation for each chapter. Revisions throughout to make it more readable and relevant to your practices. If you are a researcher, practitioner, or student in education, an adult learning practitioner, training manager, or involved in human resource development, this is the definitive book in adult learning you should not be without.

Adult Learning and Education The graduate student guide in adult education explores theories of adult learning and adult education participation. It provides a frame of reference for understanding the development of a rapidly evolving field and for enhancing knowledge and competencies in this professional domain. The publication is divided into two sections: a section on adult learning theories and a section on adult education participation theories. If Adult Learning and Education (ALE) is now a recognised professional field, the theoretical perspectives, underlying practices and policies draw on a variety of academic disciplines. Various theories of learning and of adult education participation shape the practice and the “engineering” of adult learning. In the first section, this study guide provides a review of the most important learning theories, including behaviourist, cognitive, and constructivist approaches, their modern development, as well as specific developments in adult education theory. The second section examines the psychological and sociological theoretical backgrounds of adult education participation in order to understand the factors at work in participation patterns along the adult life course and between different social contexts. Observing the relativity of social reproduction allows to identify the conditions and variables that need to be addressed in order to alter prevailing trends.

This multidisciplinary book represents an initial attempt to connect adult learning and knowledge management in theory and practice. It provides educators, learners and organizational development professionals with new strategies and resources for developing active and effective pedagogies, which in turn prepare learners and practitioners to manage knowledge in organizations and higher education. To do so, it gathers contributions and case studies from a diverse, global team of authors and provides a theoretical and practical outline of new strategies and methods for facilitating adult teaching and learning. It also provides a fresh reading of active learning methods, by adopting a knowledge management viewpoint that is broadly applicable, whether helping students master content in university courses, or helping organizations learn and change. The book is divided into three main sections: a) methods and theories for adult teaching and learning; b) knowledge management in education; and c) case studies and best practices that consider classroom learning, higher education change, and organization development.

Whether it is earning a GED, a particular skill, or technical topic for a career, taking classes of interest, or even returning to begin a degree program or completing it, adult learning encompasses those beyond the traditional university age seeking out education. This type of education could be considered non-traditional as it goes beyond the typical educational path and develops learners that are self-initiated and focused on personal development in the form of gaining some sort of education. Essentially, it is a voluntary choice of learning throughout life for personal and professional development. While there is often a large focus towards K-12 and higher education, it is important that research also focuses on the developing trends, technologies, and techniques for providing adult education along with understanding lifelong learners’ choices, developments, and needs. The Research Anthology on Adult Education and the Development of Lifelong Learners focuses specifically on adult education and the best practices, services, and educational environments and methods for both the teaching and learning of adults. This spans further into the understanding of what it means to be a lifelong learner and how to develop adults who want to voluntarily contribute to their own development by enhancing their education level or knowledge of certain topics. This book is essential for teachers and professors, course instructors, business professionals, school administrators, practitioners, researchers, academicians, and students interested in the latest advancements in adult education and lifelong learning.

How do you tailor education to the learning needs of adults? Do they learn differently from children? How does their life experience inform their learning processes? These were the questions at the heart of Malcolm Knowles’s pioneering theory of andragogy which transformed education theory in the 1970s. The resulting principles of a self-directed, experiential, problem-centered approach to learning have been hugely influential and are still the basis of the learning practices we use today. Understanding these principles is the cornerstone of increasing motivation and enabling adult learners to achieve. This eighth edition has been thoughtfully updated in terms of structure, content, and style. On top of this, online material and added chapter-level reflection questions make this classic text more accessible than ever. The new edition includes: Two new chapters: Neuroscience and Andragogy, and Information Technology and Learning. Updates throughout the book to reflect the very latest advancements in the field. A companion website with instructor aids for each chapter. If you are a researcher, practitioner or student in education, an adult learning practitioner, training manager, or involved in human resource development, this is the definitive book in adult learning that you should not be without.

The third edition of this popular book examines the role of psychology in informing adult education practice and has been fully updated to reflect the effect of changes in the structure of society, globalisation, technology and the impact of postmodernism. It explores the traditions of key psychological theories and discusses issues and problems in applying them to an understanding of adult learning and development. It also examines the formation of identities and places increased emphasis on what it means to be a lifelong learner. Dealing with adult learning in a variety of contexts, the topics considered include: humanistic psychology self directed learners psychoanalytic approaches the formation of identities development of intelligence learning styles behaviourism group dynamics and group facilitators critical awareness.

2001 Winner of the Phillip E. Frandson Award for Literature in Continuing Education "An absolutely indispensable trove of practical, concrete ideas for teaching and training adults. Enough theorizing and mythologizing! This is the real stuff!" —Laurent A. Parks Daloz, associate director, the Whidbey Institute, and author of Mentor: Guiding the Journey of Adult Learners "This book gives us educators and trainers of adults a solid framework for intentionally incorporating into our practice what we believe to be a central tenet of what we do—help learners develop and change." —Rosemary S. Caffarella, professor, Division of Educational Leadership and Policy Studies, University of Northern Colorado, and coauthor of Learning in Adulthood: A Comprehensive Guide Today's adult educators recognize that it is no longer sufficient for teachers to teach and trainers to train. This practical guide shows how to encourage learning and development while helping adult learners to become more aware of their personal growth and change. It not only offers a rationale for focusing on the experience and development of adult learners, but also presents a theoretical and conceptual framework of the intentions that guide educators. The authors provide nearly seventy instructional activities--some of which can be done in a single session and others that can be done in a series of sessions or an entire course. These flexible activities are organized according to their focus on a particular learning strategy. No matter the content or setting, readers can select any activity and customize it to suit their developmental and instructional objectives. Most important, Developing Adult Learners highlights the compelling voices of teachers and students who have discovered the excitement of growing and changing through learning. It is full of pragmatic advice for faculty members, part-time instructors, workplace educators, leadership trainers, and anyone dedicated to helping adult learners achieve rich and rewarding experiences.

This Third Update on Adult Learning Theory follows two earlier volumes on the same topic, the first published in 1993 and the second in 2001. Only one topic, transformative learning theory, can be found in all three updates, representing the continuing developments in research and alternative theoretical conceptions of TL. Thanks to a growing body of research and theory-building, three topics briefly touched on in 2001 are now separate chapters in this third update: spirituality and adult learning learning through the body narrative learning in adulthood Also new in this update is a chapter on non-Western perspectives on learning and knowing. New developments in two other areas are also explored: understanding the connection between the brain and learning, and how modern and postmodern ways of knowing are converging and are bring expressed in social movements. The concluding chapter identifies two trends in adult learning theory for the twenty-first century: attention to context, and to the holistic nature of learning in adulthood. This is 119th volume of the Jossey-Bass quarterly report series New Directions for Adult and Continuing Education. Noted for its depth of coverage, New Directions for Adult and Continuing Education is an indispensable series that explores issues of common interest to instructors, administrators, counselors, and policymakers in a broad range of adult and continuing education settings, such as colleges and universities, extension programs, businesses, libraries, and museums.