Towards the Essence of Adult Experiential Learning: A Reading of the Theories of Knowles, Kolb, Mezirow, Revans and Schon.

By A. Malinen. 2000

101 citations recorded by the source corpus.

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Citations in the corpus

From reflection to action? Barriers and bridges between higher education teachers’ thoughts and actions (2012, background): “Theoretical perspectives on the link between reflection and action Many of the studies on reflection are grounded in the theories of experiential learning (see Malinen 2000) that conceptualize the role of reflection in the learning process.”
Rethinking Disorienting Dilemmas Within Real-Life Crises (2012, background): “The theory has been validated through numerous empirical studies and continues to provoke scholarly discussion internationally (see, e.g., Baumgartner, 2002; Cranton, 2006; Illeris, 2009; Malinen, 2000; Merriam, 2008; Sands & Tennant, 2010; Taylor, 1997, 2007, 2008).”
Conversation Analysis and the Professional Stocks of Interactional Knowledge (2003, background): “The ideals of ‘learner-centredness’ and ‘self-directedness’ (cited earlier) may have this kind of function for the new profession of educational counselling (see Malinen, 2000).”
Building on Mezirow’s Theory of Transformative Learning: Theorizing the Challenges to Reflection (2010, background): “Rather, I seek to bring into view and explicate the dynamic nature of the challenges of reflection, in order to offer analytical tools for examining these in various real-life situations (see Hannus & Simola, 2010; Malinen, 2000; Whetten, 1989).”
On relationships between beliefs and knowledge in mathematics education (2003, background): “Based on his experiences and observations, he concludes statements on different phenomena and their nature (cf. Malinen 2000).”