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Direct linkRhodes, Christy M.; Schmidt, Steven W. – New Directions for Adult and Continuing Education, 2021
Social presence is the feeling of connectedness among learners. In this article, the authors explore the theory and practice related to social practice in online adult learning environments.
Descriptors: Electronic Learning, Adult Learning, Interpersonal Relationship, Theory Practice Relationship
Cox, Elaine – New Directions for Adult and Continuing Education, 2015
In this chapter, the author explores how the adult learning theories of andragogy and transformative learning may be used when coaching adult learners.
Descriptors: Coaching (Performance), Adult Learning, Learning Theories, Andragogy
Nicolaides, Aliki; Marsick, Victoria J. – New Directions for Adult and Continuing Education, 2016
This chapter describes the changing nature of adult education theory and practice in the face of complex, disruptive change and explores theories that are suited to tectonic shifts in a period of what we describe as "liquid modernity" in the midst of complex sociocultural-economic-political change in a global environment.
Descriptors: Adult Learning, Adult Education, Global Education, Theory Practice Relationship
Clover, Darlene E.; Hill, Robert – New Directions for Adult and Continuing Education, 2013
The environment is now a common theme in adult education. However, conversations that swirled around the United Nations Conference on Sustainable Development (Rio+20) in June 2012 suggested major environmental challenges persist, demanding that education, learning, advocacy and activism be augmented to ensure the survival of the planet. In adult…
Descriptors: Adult Education, Sustainable Development, Ecology, Research
Schmidt, Steven W.; Mott, Vivian W. – New Directions for Adult and Continuing Education, 2012
In the winter of 2007, a small group of faculty and administrators at East Carolina University (ECU) began discussions with personnel at the U.S. Army Training and Doctrine Command (TRADOC) at Fort Monroe, Virginia, regarding the education and continuing professional development of U.S. Army civilian interns and careerists (two types of…
Descriptors: Armed Forces, Professional Development, Professional Continuing Education, Internship Programs
Peer reviewedGrabove, Valerie – New Directions for Adult and Continuing Education, 1997
Transformative learning can be rational/analytical or intuitive emotional. It can effect personal or social change, and it can take place in a variety of contexts. (SK)
Descriptors: Adult Learning, Change, Learning Processes, Theory Practice Relationship
Peer reviewedMezirow, Jack – New Directions for Adult and Continuing Education, 1997
Summarizes the transformation theory of adult learning and explains the relationship of transformative learning to autonomous thinking. (SK)
Descriptors: Adult Education, Adult Learning, Personal Autonomy, Theory Practice Relationship
Peer reviewedBaskett, H. K. Morris; And Others – New Directions for Adult and Continuing Education, 1992
Continuing educators have several options for practice: (1) being clear about the nature of their business; (2) adopting a holistic approach; (3) building better preprofessional programs; (4) moving to where learning occurs; (5) legitimizing practical knowledge; and (6) addressing contextual influences. (SK)
Descriptors: Adult Learning, Educational Environment, Holistic Approach, Professional Continuing Education
Peer reviewedTaylor, Kathleen; Marienau, Catherine – New Directions for Adult and Continuing Education, 1995
Three strands of practice and theory--adult learning, women's development, and feminist pedagogy--contribute to development of a learning environment attuned to women's needs. Instead of concentrating on information storage/retrieval, alternative education should focus on requiring fourth-level consciousness: ability to choose how, whether, and…
Descriptors: Adult Development, Adult Learning, Consciousness Raising, Educational Environment
