Learning in Adulthood

By W. Hoyer, Dayna R. Touron. 2002

1,174 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Neuropsychology and Physiological Psychology

View Paper: https://www.semanticscholar.org/paper/e3f7ab5064b11dc2db254e84f05eb01a1a698330

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

In Neuropsychology and Physiological Psychology

Citations in the corpus

Action research and transformative learning in teaching development (2004, background): “Since the late 1980’s, this theory has taken centre stage as a focus of inquiry into adult learning and development (Merriam & Caffarella, 1999).”
The Effect of Context-Based Video Instruction on Learning and Motivation in Online Courses (2005, background): “The dominant idea of sociocultural learning theory is that learning is not something that happens in isolation, or is just inside the head, but is shaped by the context, culture, and tools in the learning situation (Merriam and Caffarella 1999).”
Andragogy’s Detectives: A Critique of the Present and a Proposal for the Future (2002, background): “Merriam and Caffarella (1991) have observed that andragogy is “the best known ‘theory’of adult learning,” but that “it has also caused more controversy, philosophical debate, and critical analysis than any other concept/theory/model proposed thus far” (pp. 249-250).”
Characteristics of Adult Learners With Implications for Online Learning Design (2008, background): “Learning theories have their basis in philosophy and psychology and provide the overall framework for teaching and learning activities (Merriam & Caffarella, 1999).”
Understanding Sustained Participation in Open Source Software Projects (2009, background): “The concept of situated learning in lPP theory emphasizes the social and situational aspects of learning [31, 53], rather than the conventional individual, cognitive aspects [21, 38].”
Adult Meaning Making In The Undergraduate Classroom (2003, methodology): “Drawing on the work of Rogoff and Lave (1984) and the more recent work of Lave and Wenger (1991) on everyday and situated cognition and learning, most adult students experienced an "apprenticeship" in the student role and upon success in meeting that "apprenticeship", they then moved on into a more ”
The Relationship between Students' Course Perception and their Approaches to Studying in Undergraduate Science Courses: A Canadian experience (2003, result): “This finding is also highly consistent with what we know from the adult education literature, namely that mature learners are far more likely to look for relevance and meaning in their learning activities (e.g., Brundage & Mackeracher, 1980; Knowles, 1980; Knox, 1986; Merriam & Caffarella, 1991).”
Experiential learning – a systematic review and revision of Kolb’s model (2019, background): “In this regard, themes, which are represented in the proposed model (Figure 2), were clearly very organically adjoined, which addresses Miettinen’s (2000) concern of Kolb’s model that its dimensions do not couple in a very organic or necessary way.”
Self-Directed Learning: A Core Concept in Adult Education (2020, background): “(is is the autonomous, independent individual undertaking learning for personal growth [16].”
Summative co-assessment: A deep learning approach to enhancing employability skills and attributes (2014, background): “Service-learning is a pedagogy that combines academic coursework with service to the community through a process of structured and critical reflection (Deeley, 2010a) and is based on experiential learning theory (Jarvis, 2010; Merriam et al., 2007).”