Assesses the state of the art of theory building efforts in adult learning. Theories are divided into three categories: (1) those based on adult learner characteristics, (2) those emphasizing the adult's life situation, and (3) those focusing upon consciousness changes. Common components are identified. (Author/CH)

Reviews research on effects of interventions aimed at maintaining or improving memory function among older adults including slowing pace of learning, organizing learning materials, training in use of imagery, mnemonics, and supportive environments. Explicates the ways in which findings of laboratory research can be incorporated into educational…

The author discusses the use of adult education precepts in professional realms outside its mainstream, specifically patient education. He cites the effect of role playing on cardiac rehabilitation education. (JOW)

Asserts that older adults can profit from teaching techniques that address their unique abilities and needs, and that the learning performance of older adults can be improved by helping them to organize better the material to be learned. Presents practical suggestions on how advance organizers can be used to facilitate learning among older adults.…

As important as teaching processes are in adult learning, it may be even more important to help adults find connections between discipline content and the issues they experience personally as they move through the life cycle. (Author/MSE)

Highlights the dichotomy between adult learning theory and current patient education practices. Suggests a need for increased awareness of the role of medical and allied health staff as adult educators. (JOW)

The Army hired the Center for Instructional Development and Evaluation at the University of Maryland to design a system of individualized self-paced literacy lessons for military trainees. The Space Time Army Reconnaissance System is structured according to Gagne's model of instructional events and capitalizes on its audience's interest in video…

The author observes that the report from the Council on the Continuing Education Unit, "Principles of Good Practice in Continuing Education," is a list of reductive, formal stipulations that imply that adults are not capable of self-directed learning. (CT)

The author describes a scheme for making language learning accessible, relevant, and enjoyable for a wide range of students. It involves workshops in an informal setting where family groups and friends as well as individuals can choose from a wide range of language activities designed to help them learn and practice everyday French. (CT)

Describes an exercise in which students select an article or program pertaining to a problem or issue in their field and write a "letter to the editor," which is then critiqued in class. Illustrates how the exercise supports adult learning principles. (SK)

Examines the implications of electronic networking and database services for adult learners. Explores the feasibility and ramifications of electronic networking and communication with other students and with faculty in a computer network and the implications of being able to access elaborate databases in conducting research, writing essays, or…

Describes a study of adult learners focusing on the following issues: type of class preferred; type of grades preferred; teacher qualities preferred; teacher age preferred; and reaction to teacher age. Adults overwhelmingly vetoed Knowles' notion that they feel childlike, dependent, or disrespected when being judged by another adult. (CT)

In lieu of literacy programs based on teacher-as-parent, student-as-child relationships or student/teacher partnerships, the authors propose (1) developing an adult/adult learning environment, (2) using a psycholinguistic model of the reading process, and (3) using a cognitive-discovery model of the writing process. (SK)

Reports results of a study of 30 graduates who received credit for learning from life experience. The study (1) gathered data about the experience of persons preparing, presenting, and receiving credit for learning from life experience and (2) assessed the relationship to the predominant or preferred learning styles of three other factors in these…

Discussion of learning processes and methods for use with adult learners by the teaching staff, extension committees, councils, and other policy making bodies. Paper presented at the Hyderabad conference on university continuing education. (Editor/ABM)