Addresses aspects of group process that affect learning in groups: maintenance and task functions, group cohesion, the facilitator's role, group formation, and power and conflict issues. Suggests that the relationship between group process theory and learning theory needs further exploration. (SK)

Themes from the special issue on group learning are highlighted: perceptions of learning, process versus content, the facilitator's role, power relations, and learning communities. (SK)

Summarizes theme articles on learning communities: place is important, learning content is situated in daily life; knowledge is locally produced; and learning communities may be power structures. (Contains 16 references.) (SK)

To develop adult learning groups in formal educational settings, the educator must understand the nature of learning in groups. Three types of group learning are instrumental, communicative, and emancipatory. The type of learning that occurs in groups varies according to the learning tasks and goals. Group learning that has as its goal the…

Ohio's For the Common Good project illustrates the key role of learning in the development of interagency collaborative teams. The learning appeared to be constructivist in nature, with connections to communities of practice and learning communities. (Contains 17 references.) (SK)

Examines selected aspects of the theory and practice of learning in groups; discusses how the history of groups in adult education has influenced perspectives about learning in groups; considers the nature of learning in groups; and discusses power and the role of the facilitator. (JOW)

Adult educators are recognizing that factors in the learning environment related to psychological, social, and cultural conditions exert a powerful influence on learners' growth and development. Current discussions on learning environments have broadened to include the need to confront issues of sexism and racism, interlocking systems of power and…

A relevant question for educators is how adult learning and education can cultivate change with individuals and groups. M.D. Hohn (1998) identifies four types of change: change by exception, incremental change, pendulum change, and paradigm change. A change agent tries to bring about a change deliberately. The change process is transformative, is…

One way to approach the question of whether teaching adults is different is by examining the types of learning in which adults engage. Adult learning has been classified as subject oriented, consumer oriented, and emancipatory. Only emancipatory education has been described as unique to adulthood, but even that claim has been challenged. As a…

Malcolm Knowles is attributed with developing the most cogent model underlying the assumption that teaching adults should differ from teaching children and adolescents. His andragogical model is based on the premise that adult learning differs from preadult learning. Two studies have examined whether teachers do actually use a different style when…

Adult basic and literacy education (ABLE) is a complex undertaking that serves diverse learners with a variety of needs. Although no definitive list of adult education principles exists in the literature, the following principles have been identified in multiple sources devoted to principles of effective adult education: involve learners in…

This edited transcription of a presentation by Susan Imel and Judy Wagner, of the ERIC Clearinghouse on Adult, Career, and Vocational Education, discusses the use of the Internet in adult education and family literacy programs. Issues discussed include models of technology instruction, adult learning characteristics, and World Wide Web sites of…

Research by Darkenwald and by James and Day supports the contention that instructor behavior is a critical factor in shaping the kind of classroom environment desired by adult learners. Darkenwald developed the Actual and Ideal Adult Classroom Environmental Scale (ACES), which measures seven dimensions: involvement, affiliation, teacher support,…

The use of small groups in adult literacy and basic education has been stimulated by a desire to provide a more learner-centered and collaborative learning environment. Another set of factors promoting their use is related to increased use of language experience or whole language as instructional approaches in adult literacy and basic education.…

This fact sheet offers guidelines to consider when developing educational programs for adults. Characteristics of adults which affect learning are discussed under the following headings: adult life cycle; time orientation geared toward immediacy; broad base of experience; independent self-concept; and social roles. The importance of allowing…