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Article
Publication date: 3 April 2017

Chris Hatton

The purpose of this paper is to compare data from national social care statistics on day services and home care for people with learning disabilities across England…

Abstract

Purpose

The purpose of this paper is to compare data from national social care statistics on day services and home care for people with learning disabilities across England, Scotland, Wales and Northern Ireland.

Design/methodology/approach

National social care statistics (England, Scotland, Wales and Northern Ireland) reporting the number of adults with learning disabilities accessing day services and home care were reviewed, with data extracted on trends over time and rate of service use.

Findings

Regarding day services, despite some variations in definitions, the number of adults with learning disabilities in England, Scotland and Wales (but not Northern Ireland) using building-based day services decreased over time. Data from Scotland also indicate that adults with learning disabilities are spending less time in building-based day services, with alternative day opportunities not wholly compensating for the reduction in building-based day services. Regarding home care, there are broadly similar rates of usage across the four parts of the UK, with the number of adults with learning disabilities using home care now staying static or decreasing.

Social implications

Similar policy ambitions across the four parts of the UK have resulted (with the exception of Northern Ireland) in similar trends in access to day services and home care.

Originality/value

This paper is a first attempt to compare national social care statistics concerning day services and home care for adults with learning disabilities across the UK. With increasing divergence of health and social service systems, further comparative analyses of services for people with learning disabilities are needed.

Details

Tizard Learning Disability Review, vol. 22 no. 2
Type: Research Article
ISSN: 1359-5474

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Article
Publication date: 14 October 2013

Clinton Longenecker and Rob Abernathy

Advances the view that those responsible for leading adult learning and performance improvement needs to take into account how adults truly learn.

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3165

Abstract

Purpose

Advances the view that those responsible for leading adult learning and performance improvement needs to take into account how adults truly learn.

Design/methodology/approach

Lays out eight imperatives – based on the authors' research and experience with adult learners – which must be taken into consideration when designing, implementing and assessing adult-learning experiences in the modern workplace.

Findings

Lists these imperatives as: relevance, importance and utility are paramount; hubris and ego can roadblock learning; the credibility of the information source is important; never underestimate the importance of clear learning objectives; adults learn by engagement and doing; accountability for learning is critical; adult learners need coaching and feedback; and plan to stave off learning distractions.

Practical implications

Aims to get trainers to think through the specific things that can help to increase and accelerate learning across the spectrum of adult-learning opportunities in the modern workplace.

Originality/value

Claims that, when leaders incorporate these imperatives in their learning initiatives, learning is more productive and the likelihood of a good return-on-investment rises. When these imperatives are ignored or not taken seriously, time, talent and treasure are wasted and leaders risk damaging their own credibility.

Details

Human Resource Management International Digest, vol. 21 no. 7
Type: Research Article
ISSN: 0967-0734

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Article
Publication date: 1 July 2005

Consuelo L. Waight and Barbara L. Stewart

To illustrate how the interdependence among four championing factors, five antecedents, and four moderators affect companies' efforts in valuing the adult learner in e‐learning.

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4828

Abstract

Purpose

To illustrate how the interdependence among four championing factors, five antecedents, and four moderators affect companies' efforts in valuing the adult learner in e‐learning.

Design/methodology/approach

A literature review was conducted to identify the championing factors, antecedents, and moderators that can assist teams in designing e‐learning that values the adult learner. A conceptual model was designed based on the identified factors. The paper provides a description of each factor and provides insight on how the championing factors, antecedents, and moderators are interdependent in valuing the adult learner.

Findings

Engagement, learning, and transfer are major outcomes that can be achieved via e‐learning if desirable championing factors, antecedents, and moderators are adhered. Championing factors include leadership, learning culture, technology infrastructure, and finance. Influencing antecedents include needs assessment, learning analysis, work setting analysis, work analysis, content analysis, and task analysis. Moderators include return on investment, learning theory application, technology, and creativity.

Practical implications

The antecedents, moderators, and outcomes discussed reflect a conceptual model that can be used to guide e‐learning teams in their attempts to value adult learners in their e‐learning designs.

Originality/value

While educational theorists and practitioners have provided a body of literature related to valuing adults in school settings, little investigation has been done in corporate contexts. This conceptual model is important to e‐learning teams within corporate settings as it provides an opportunity for critical reflection on how the adult learner can be valued in their e‐learning efforts.

Details

Journal of Workplace Learning, vol. 17 no. 5/6
Type: Research Article
ISSN: 1366-5626

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Book part
Publication date: 28 September 2020

This chapter analyses the current situation and perceptions of quality assurance (QA) in adult education (AE) in Latvia. In the Latvian context, QA in AE is a challenge…

Abstract

This chapter analyses the current situation and perceptions of quality assurance (QA) in adult education (AE) in Latvia. In the Latvian context, QA in AE is a challenge. According to recent studies, QA should have a formative character in order to facilitate targeted benefits for adult learners, whereas in practice AE in Latvia is more focussed on the institutional perspective rather than the individual’s needs and wishes. This is in contrast with the humanistic approach to adult learning and andragogy principles, which emphasise learner-centred education. The aim of the chapter is to research opportunities for improving the QA process in AE in Latvia in order to increase personal benefits for an individual. The systematic review of scholarly papers, monographs, scientific reports on QA in AE conducted in Latvia in the twenty-first century indicated a contradiction between the theoretical concepts applied to AE in Latvia and the implementation of the QA process in practice. This chapter contributes to the overall understanding of the terminology used in AE in the country, analyses the prevailing concepts and elaborates conclusions for QA improvements based on humanistic pedagogy principles.

Details

From Pedagogy to Quality Assurance in Education: An International Perspective
Type: Book
ISBN: 978-1-83867-106-8

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Article
Publication date: 22 June 2021

Chang Sung Jang, Doo Hun Lim, Jieun You and Sungbum Cho

The purpose of this study is to reveal how research on brain-based learning (BBL) addressing adult learners’ education and training issues has contributed to the overall…

Abstract

Purpose

The purpose of this study is to reveal how research on brain-based learning (BBL) addressing adult learners’ education and training issues has contributed to the overall knowledge base linking neuroscience, adult education and human resource development (HRD) research and practices. Through this comprehensive review of the BBL studies, this paper aims to expand the landscape of understanding educational phenomenon in adult education and organizational settings using the lens of neuroscience.

Design/methodology/approach

Using the content analysis method, this study extracts key research themes and methodological choices from the body of BBL studies. In addition, this paper explores the relationships and proximity among key concepts of BBL research using keyword network analysis. For data analysis, this study reviews the current literature on BBL addressing both adult education and HRD topics from 1985 to 2019.

Findings

The findings of this study provide a clearer picture of the potential mechanisms of BBL approaches observed in the literature of adult education and HRD. What has been found from the thematic analysis is that addressing misconceptions about the neuroscience of learning is regarded as an important topic. In terms of the methodological approaches, the literature review was a dominantly used method, whereas experimental or quantitative research has yet to be fully performed. Influential keywords and topics obtained from the keyword network analysis reveal the primary foci and structural patterns of current BBL research.

Originality/value

This study makes a significant contribution to theories and research in adult education and HRD scholarship as it provides an integrative view of key research themes and major issues about BBL. Additionally, our findings offer practical insights for adult educators and HR professionals to successfully apply neuroscientific approaches.

Details

European Journal of Training and Development, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2046-9012

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Book part
Publication date: 12 November 2021

Christine Helen Arnold, Cecile Badenhorst and John Hoben

Decolonizing involves dismantling deeply entrenched colonial systems of knowledge and power by disrupting colonial patterns of thought, questioning how teaching and…

Abstract

Decolonizing involves dismantling deeply entrenched colonial systems of knowledge and power by disrupting colonial patterns of thought, questioning how teaching and learning occurs, and critiquing the colonial practices that are merged into the fabric of higher and adult education. Within this process, scholars and practitioners engage in interrogating teaching and learning approaches and developing a critical consciousness regarding what knowledge is valued and how this value is acquired. Within higher and adult education, limited research has explicitly considered the ways in which conceptions of andragogy and its accompanying instructional approaches might be deconstructed within the context of decolonization. The purpose of this chapter is to deconstruct and decolonize foundational higher and adult learning conceptual and theoretical frameworks that are routinely embedded within courses and programs. The conceptual and theoretical frameworks selected and analyzed include self-directed learning, transformative learning, and action learning as conventional examples of individual and collective instructional approaches employed within higher and adult learning settings. Maōri scholar Linda Tuhiwai Smith's (2012) nine characteristics of theory that contribute to colonizing discourses and 25 Indigenous projects/principles are employed as the lenses that frame this analysis. These lenses include social science and methodological approaches and strategies that decolonize populations and promote Indigenous epistemologies.

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Article
Publication date: 1 July 2005

Consuelo L. Waight and Barbara L. Stewart

To investigate how the adult learner is valued in e‐learning corporate settings.

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3836

Abstract

Purpose

To investigate how the adult learner is valued in e‐learning corporate settings.

Design/methodology/approach

Case study methodology was used for this research. Four Fortune 500 companies that had active e‐learning initiatives for a minimum of four years were selected. Data for the development of the four cases were collected via semi‐structured telephone interviews. The questions that guided data collection and case development are: what is the e‐learning context in your organization?; How is the adult learner valued in the e‐learning environment?; What considerations must be addressed when valuing the adult learner in e‐learning environments within corporate settings?

Findings

Four case studies emerged from data collection and revealed that adult learners are being valued and supported in corporate e‐learning settings. A comparative analysis of the case studies with the Waight and Stewart conceptual model showed that the e‐learning teams are complying with all factors for the exception of transfer and return on investment.

Research limitations/implications

A primary limitation inherent in this study is its inclusion of only four large corporations. Future investigation can extend understanding of how the adult learner is valued by researching more companies and their e‐learning teams.

Practical implications

These cases provide evidence that adult learners are being valued. They can serve as models for e‐learning teams in their efforts to value the adult learner in e‐learning within corporate settings.

Originality/value

Although a body of literature related to valuing adults in academic settings exists, little investigation has been done in corporate contexts. This study confirms that adult learners are valued in e‐learning in corporate settings.

Details

Journal of Workplace Learning, vol. 17 no. 5/6
Type: Research Article
ISSN: 1366-5626

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Article
Publication date: 9 February 2015

Rebecca Halpern and Chimene Tucker

– The purpose of this paper is to apply adult-centered learning theories to online information literacy tutorials.

Downloads
8512

Abstract

Purpose

The purpose of this paper is to apply adult-centered learning theories to online information literacy tutorials.

Design/methodology/approach

This is a conceptual paper that examines the application of adult learning theories to online information literacy tutorials. The application is supported by examples from the literature of libraries and higher education, and from the writers’ own experiences with designing online tutorials informed by adult learning theories.

Findings

As online learners continue to be a growing population on our campuses, and as those online learners continue to be older than our traditional students, librarians must be prepared to design information literacy objects tailored to the unique learning styles of adults. Building from Knowles’ theory of andragogy, online tutorials that are informed by adult-centered strategies can be powerful tools for engaging with the adult online learner.

Practical implications

This article gives a useful and comprehensive overview of adult learning theory as applied by education and library researchers. It also provides a specific example of how those theories can be implemented in online tutorials through the Information Literacy Toolkit the authors created.

Originality/value

While there is literature on applying adult learning theory to library environments, little of it addresses how to do so in an asynchronous, self-paced tutorial. This is a contribution to the literature on asynchronous learning environments and suggests concrete ways to incorporate an adult-centered approach to digital learning objects.

Details

Reference Services Review, vol. 43 no. 1
Type: Research Article
ISSN: 0090-7324

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Article
Publication date: 7 August 2017

Vishal Arghode, Earl W. Brieger and Gary N. McLean

This paper analyzes critically four selected learning theories and their role in online instruction for adults.

Downloads
13001

Abstract

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.

Details

European Journal of Training and Development, vol. 41 no. 7
Type: Research Article
ISSN: 2046-9012

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Article
Publication date: 14 August 2018

Karen Bordonaro

The purpose of this paper is to offer practicing academic librarians an overview of adult education theories as a way to more deeply understand and further foster adult

Abstract

Purpose

The purpose of this paper is to offer practicing academic librarians an overview of adult education theories as a way to more deeply understand and further foster adult learning in academic libraries.

Design/methodology/approach

This paper is a literature review.

Findings

This review introduces academic librarians to a range of specific adult education learning theories; it offers examples of academic library users engaging in these types of adult learning; it considers how academic libraries can further foster adult learning; and it identifies major characteristics of adult learners.

Originality/value

This literature review offers a summative overview of adult education in a way that has not appeared in the library literature to date, along with explicit connections between adult education theories and academic library practices.

Details

Information and Learning Science, vol. 119 no. 7/8
Type: Research Article
ISSN: 2398-5348

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