Towards a contemporary and comprehensive theory of learning

By K. Illeris. 2003

461 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Human Factors and Ergonomics

View Paper: https://www.semanticscholar.org/paper/ff033d9e4e82daf5f56f06b8641d5100ad066bf8

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In Developmental and Educational Psychology

In Human Factors and Ergonomics

Citations in the corpus

Getting on board: Organizational socialization and the contribution of social capital (2013, background): “Broader views of learning articulate the mutual constitution of external interactional processes and internal information acquisition processes (Illeris, 2003).”
‘A real rollercoaster of confidence and emotions’: learning to be a university student (2008, background): “In particular, there has been recognition of the many facets of learning: the cognitive, rational and objective, and the intuitive, imaginative and subjective (Grabov 1997; Illeris 2003).”
Transformative Learning in the Perspective of a Comprehensive Learning Theory (2004, background): “From the Perspective of a Comprehensive (Adult) Learning Theory and Defence and Resistance Towards Transformative Learning, at the Fifth International Transformative Learning Conference, Transformative Learning in Action: Building Bridges Across Contexts and Disciplines, at Teachers College, Columbi”
Theoretical models of participation in adult education: the need for an integrated model (2010, background): “Adults with a high level of participation in the past have a higher level of confidence and fewer negative learning experiences (Illeris 2003 ).”
Self-Directed and Self-Regulated Learning: Conceptual Links (2013, background): “This emphasis on the external and internal appears in other theories of learning; for example, Illeris (2003) claimed all learning includes an external interaction and an internal psychological process.”
Soft skills assessment: theory development and the research agenda (2014, background): “That is needed to fully map the qualities and abilities of a performer who is required to perform adequately and flexibly in both familiar/routine and unfamiliar/unusual situations (Illeris, 2003).”
A Model for Learning in Working Life. (2004, methodology): “The model was first developed in my book The Three Dimensions of Learning (Illeris, 2002), and has since been summarised, defined in further detail and related more specifically to different contexts in a number of other texts (e.g. Illeris, 2003a, b).”
Lifelong learning and the low‐skilled (2006, methodology): “Finally, I also count as important background my many years of work on learning theory and adult learning in a broad and comprehensive perspective and with special attention to the learners’ perspective (e.g. Illeris 2002, 2003d, 2004a, 2004b).”