This article provides an overview of adult learning theory, focusing on the theories covered in this issue of New Directions in Adult and Continuing Education. In offering a brief synopsis of each article and reflecting on the ways adult learning theories have evolved since the first update was published in 1993, this article explains several…

Purpose: The purpose of this study is to investigate the effects of the remote training process on distance learning with the application of neurometrics and investigate the features of the training that promote better synchronization between trainers and trainees in terms of cognitive and emotional processes favorable to learning, during a…

This case study examines whether or not an intervention in brain-based learning (BBL) brings about any change in language learning beliefs (LLBs) of adult EFL learners. Students enrolled in an English preparatory program were taught in accord with BBL principles over 16 weeks. Beliefs about language learning inventory (BALLI) was administered at…

Understanding how best to assess expertise, the situational variations of expertise, and distinctive qualities of expertise that arises from particular workplace experiences, presents an important challenge. Certainly, at this time, there is much interest in identifying standard occupational measures and competences, which are not well aligned…

People with disabilities constitute a collective that requires continuous and customized attention, since their conditions or abilities are affected with respect to specific standards. People with "Acquired Brain Injury" (ABI), or those who have suffered brain injury at some stage after birth, belong to this collective. The treatment these people…

The brain, a pattern-finding organ, seeks to create meaning through establishing or refining existing neural networks; this is learning. Emotion affects what is learned and what is retained.

This chapter presents a brain-based model of adult learning and connects the model to practice.

This chapter is an introduction to how the learning process changes the brain, with special attention to the facilitative role of the adult educator/mentor.

In this updated landmark book, the authors have gathered the seminal work and most current thinking on adult learning into one volume. This book addresses a wide range of topics including: Who are adult learners? How do adults learn? Why are adults involved in learning activities? How does the social context shape the learning that adults are…