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Purpose This paper analyzes critically four selected learning theories and their role in online instruction for adults. Design/methodology/approach A literature review was conducted to analyze the theories. Findings The theory comparison revealed that no single theory encompasses the entirety of online instruction for adult learning; each theory explains some portion of adult online learning; theories are contextual; and components of all theories can be utilized to improve online learning. Research limitations/implications Adult learning theories and their roles in shaping online learning and instruction deserve more attention. The study of adult learning theories, combined with in-depth analysis of psychological and human resource literature, will enable researchers to delve deeper into the subject. More qualitative studies are needed to explore further how instructors’ ability to utilize theoretical principles can improve online learning. Practical implications This manuscript offers practical advice to instructors and other practitioners for utilizing adult learning theories for instructional enhancement. Originality/value This literature review uniquely contributes to filling the gap in human resource development literature by examining selected adult learning theories, comparing them and extending the theories’ applicability and value in online instruction.

\"\"This book explores changing student demographics and offers recommendations to current teaching methodologies through the lens of andragogy\"--Provided by publisher\"-- Provided by publisher.

Introduction The benefits of Early Clinical Exposure (ECE) in medical education are often stated but there is limited evidence on how to effectively maximize its learning value. The challenge for medical educators lies in finding ways to enhance the quality of ECE in alignment with students’ feedback, while realizing the learning outcomes. The purpose of this study is to investigate undergraduate medical students’ perception of an innovative ECE intervention in Dubai, United Arab Emirates, developed using design-based research in alignment with adult, experiential learning theories. Methods A convergent mixed methods study design was utilized. The data was collected using a tailormade survey to solicit both quantitative and qualitative feedback. Quantitative data was analyzed using SPSS. Qualitative data analysis was inductive based on constructivist epistemology. Following the conclusion of the independent data analyses of the quantitative and qualitative datasets, the primary inferences were integrated using the iterative joint display analysis process. Results Out of the 68 students who attended the ECE, 54 responded. The percentage of the total extent of agreement that the ECE: familiarized them with learning in the clinical environment and brought forth the institutional values were 79.60% and 86.43%, respectively. The extent of active engagement and self-directed learning, with a mean of 6.80(2.42), was significantly associated with how much the learners reaped from the learning experience (P < 0.05). A novel conceptual model, namely: ‘Early Clinical Exposure Added Value’, with five interconnected themes, was developed from the qualitative analysis. Integration of findings led to six meta-inferences: Embeddedness in context of learning, System perspective, Patient-centricity, Theory–practice link, Resilience, and Proactiveness. Conclusion The more medical students engage in their learning, the more ECE contributes to building their academic resilience, and propels them in terms of clinical correlations, skills’ development, and values reinforcement. Securing engagement opportunities for the learners, when designing and planning for the ECE, is essential. Optimizing the ECE learning value can happen systematically through continuously developing the respective intervention in alignment with the principles of design-based research and anchoring it in constructivism experiential learning theories.

This article, which draws on a review of primary and secondary literature, examines the role of a human rights-based approach to adult learning and education (ALE) in the context of the global Education 2030 agenda, which is aligned with the Sustainable Development Goals (SDGs) launched in 2015 by the United Nations. Whereas the Millennium Development Goals (MDGs) focused on primary education, the SDGs, through SDG 4 which is devoted to education, call on Member States to \"ensure inclusive and equitable quality education and promote lifelong learning opportunities for all\". The inclusion of lifelong learning has awakened hopes for a stronger role of ALE in global education agendas and policies. In principle, the ten targets of SDG 4 open up clear possibilities for ALE. However, the author cautions that there is cause for scepticism that ALE, in particular human rights-based ALE, will receive more attention under the SDGs than it did under the MDGs. The article is structured into three sections. The first section traces the emergence of a rights-based approach to adult education as an international paradigm, with particular attention given to the role of UNESCO. The second section discusses how the rights-based approach to adult education has been contested by other actors in the field of education for development. In the final section, the author draws on recent empirical data to reflect on the role of ALE in the age of the SDGs. Apprentissage tout au long de la vie dans l'Objectif 4 de développement durable : quelle importance pour l'approche de l'apprentissage et de l'éducation des adultes fondée sur les droits que préconise UNESCO ? - Cet article s'appuie sur une analyse de la documentation scientifique primaire et secondaire pour examiner le rôle d'une approche de l'apprentissage et de l'éducation des adultes (AEA) fondée sur les droits fondamentaux, dans le contexte de l'agenda mondial Éducation 2030 rattaché aux Objectifs de développement durable (ODD) énoncés en 2015 par les Nations Unies. Alors que les Objectifs du millénaire pour le développement (OMD) étaient axés sur l'enseignement primaire, les ODD, à travers l'Objectif 4 consacré à l'éducation, appellent les Etats membres à « assurer l'accès de tous à une éducation de qualité, sur un pied d'égalité, et (à) promouvoir les possibilités d'apprentissage tout au long de la vie ». L'inclusion de l'apprentissage tout au long de la vie fait naître l'espoir d'un rôle renforcé de dans les politiques et programmes mondiaux en matière d'éducation. En principe, les dix cibles de l'Objectif 4 ouvrent des possibilités explicites pour l'AEA. Mais l'auteure invite à être sceptique quant au fait que les ODD accorderont une plus grande importance que les OMD à l'AEA, en particulier à l'approche fondée sur les droits fondamentaux. L'article est structuré en trois sections. La première retrace l'émergence en tant que modèle mondial d'une approche de l'éducation des adultes fondée sur les droits, et met l'accent sur le rôle de l'UNESCO. La seconde section analyse comment l'approche de l'éducation des adultes fondée sur les droits est contestée par d'autres acteurs dans le domaine de l'éducation pour le développement. Dans la dernière section, l'auteure s'appuie sur les données empiriques récentes pour explorer le rôle de l'apprentissage et de l'éducation des adultes à l'heure des Objectifs de développement durable.

The purpose of this study is to provide a descriptive analysis of the characteristics of adult learning and education as a profession in Hungary, with a particular emphasis on the professionalisation of the profession and its practitioners. In the study, we seek to answer the question of what the main characteristics of adult learning and education are and whether it can be classified as a profession in Hungary according to traditional theories of the profession. The topic was examined in detail along the lines of relevant literature and data obtained from content analysis of primary source documents. The study shows that the legitimacy of adult education in Hungary remains unclear, which is reflected in the context of the social prestige of adult education, its legislative environment, and the professionalisation of adult learning professionals, which have undergone many structural changes over the past nearly seven decades. Prispevek predstavlja opisno analizo značilnosti učenja in izobraževanja odraslih kot profesije na Madžarskem, s posebnim poudarkom na profesionalizaciji profesije kot tudi izvajalcev. Odgovoriti želimo na vprašanji, kaj so glavne značilnosti učenja in izobraževanja odraslih ter ali je to dejavnost v skladu s tradicionalnimi teorijami o profesijah možno uvrstiti med profesije na Madžarskem. Tematika je bila natančno raziskana prek pregleda relevantne literature in podatkov, pridobljenih na podlagi vsebinske analize primarnih virov. ­Raziskava je pokazala, da legitimnost izobraževanja odraslih na Madžarskem ostaja nejasna, kar odražajo tudi okoliščine družbenega prestiža izobraževanja odraslih, zakonodaje in profesionalizacije stroke, ki so v preteklih skoraj sedmih desetletjih doživele veliko sprememb.

Based on comparative adult education statistics offered by the Organisation for Economic Co-operation and Development (OECD) Survey of Adult Skills (PIAAC) and country case studies, this book analyses the policies and structures that foster adult learning. It examines a variety of forms of adult learning, ranging from initial forms of post-compulsory education, such as upper secondary tracks and tertiary education, to firm training, compensatory adult education and learning for civic and leisure oriented purposes. Throughout the book, adult learning systems are directly linked to a variety of structural and public policy frameworks using a comparative welfare state approach. Themes such as pathways to learning and transition systems, participation patterns in higher education and participation patterns in other organized forms of adult learning are covered. The countries discussed are the UK, the USA, Korea, Denmark, Finland, Norway, Germany and the Netherlands. Situated at the intersection between scholarship and policy and using a mixed-methods approach, this title contributes fundamental insights into the further study of policies and structures related to alternative post-compulsory learning pathways.