Mirroring McGregor's management theories X and Y, the authors posit educational theory X, in which learners are treated as passive children whose teachers make all curricular decisions, and theory Y, in which students are viewed as autonomous and self-directed learners. (SK)

Examines factors contributing to the increasing enrollments of adults in higher education. Discusses the characteristics of adult learners, and the special circumstances and needs of reentry adult women. Suggests that remedial and developmental specialists have an important role to play in assisting reentry students. (DMM)

Shows how adult learning and situated learning principles can be applied to classroom-based software training. Argues that these techniques create instructional strategies that incorporate context-rich activities for work-oriented instruction. (SR)

Andragogy is the art and science of adult education that focuses on real-life application and problem-solving capacity (Knowles, Holton, & Swanson, 1998). This approach emphasizes that training effectiveness is enhanced through trainees' actual performance of the task. Workers learn better when they perceive that learning will help them perform…

The factors related to teaching style preference of the Ohio Cooperative Extension Service (OCES) faculty and program were measured by the Principles of Adult Learning Scale (PALS). The study also looked at two additional measurements predictive of teaching behavior: sensitivity and inclusion, as measured by the Van Tilburg/Heimlich…

Museums, zoos, nature centers, science centers, aquariums, and other similar places provide an opportunity for lifelong learning in a nonthreatening setting for most adults. They are places where nonformal learning (outside the formal learning setting and characterized by voluntary participation) can easily take place through such methods as…

This digest argues that whole language theorists and adult education theorists have much in common, much to say to one another, and much to learn from one another. The digest first defines and discusses "whole language," then defines and discusses "andragogy," (the learning of adults) and finally asks educators to recognize…

Theories of social interaction and lifelong learning have been advanced by K. Lewin, J. Moreno, T. Sarbin, J. W. Thibaut and H. H. Kelley, R. S. Perinbanayagam, and B. Dervin. From this research lifelong learning can be seen as an affective and cognitive activity that occurs in the life-space of the actor in response to positive or negative field…

Noting that the field of adult vocational education has grown significantly, this paper outlines one way that the field of communication studies has been specifically and selectively applied to the initial and continuing professional development needs of adult vocational educators at the University of Technology in Sydney Australia. The paper…

This document examines the work of Dewey, Kolb, Jarvis, Mezirow, Freire, Rogers, and Houle to find out what these experiential learning theorists have to say about the role experience plays in making learning meaningful. The first section addresses each writer's work for specific ideas of how experience is related to making learning meaningful,…

The term andragogy, often defined as "the art and science of helping adults learn," has gained wide recognition during the last decade or so. Although used in the early 19th century, the term was popularized in this country by Malcolm Knowles in his book, "The Modern Practice of Adult Education: Andragogy Versus Pedagogy"…

Just as pedagogy is the art and science of teaching children, andragogy is the art and science of leading adult learning. The pedagogical Program of Efficient Teaching (PET) process can be adapted to the predominately andragogical process of business consulting. Work at Honeywell, Incorporated in intercultural communication revealed how the five…

Explores some of the educational theories (e.g., Havinghurst's theory, andragogy versus pedagogy) related to adult learners and discusses how nursing educators can apply these theories in planning continuing education programs. (TA)

This article opens with a desciption of a pilot project for physicians at the University of Southern California, in which the central theme is self-directed learning. Then follow three selections focused on the continuing education of nurses, including a policy statement and guidelines for self-directed continuing education in nursing. (Author/CT)

Considers adult cognitive growth within the social domain. Draws from Plato's writings and from current views to argue that in order to understand how the educational process is to be of use to adult learners, researchers must determine the kinds of cognitive processes most suited to the learner's stage of life. (Author/NB)