Search results for "Adult Learning"
showing 10 items of 27 documents
THEORETICAL CONCEPT OF LEARNING PROCESS IN FOLK HIGH SCHOOL
2015
<p>Folk high schools during last 160 years have been known for being unique nonformal education institutions with their own philosophical conception established by Danish philosopher N.F.S. Grundtvig (1783-1872). Founded as national consciousness and Danish culture supportive institutions, folk high schools in short time became centres of democracy. The main ideas of these conception – „living word”, „enlightenment”, „enliving”, „school for life”, „personal development” – have made these institutions as providers of personal enlightenment, development and self-realization, where students enlived their transformations through dimensions of body, feelings and mind.</p>
Professionalisation and quality management: struggles, boundaries and bridges between two approaches
2011
European journal for Research on the Education and Learning of Adults 2 (2011) 1, S. 21-35
EQUINE ASSISTED LEARNING: SYMBOLIC VALUE OF HORSE AS UNDERLYING PATTERN IN HUMAN THINKING
2018
Traditional pedagogy do not stressed the unique and challenging needs of the adult learner for a different kind of educational experience that was more engaging, more flexible and more appreciative of the existing knowledge base and experience of the adult learning. Equine Assisted Learning is a practice in which adults engage in systematic and sustained self–educating activities in order to gain new forms of knowledge, skills, attitudes, or values. The purpose of this research is to illustrate the meaning and symbolic value of horse as underlying pattern in human thinking.
Supporting students' pedagogical working life horizon in higher education
2013
In this article, we introduce a model of a pedagogical working life horizon. It encompasses questions posed by individual students concerning their future and incorporates the idea of a working life orientation to the pedagogical possibilities within education. Working life orientation consists of three elements: individual relationship, knowledge and skills and employability. In the model, we aim to outline how an orientation to working life might be included in higher education, providing a broad perspective on the various pedagogical possibilities. There are two key pedagogical elements supporting the implementation of the pedagogical working life horizons model: reflection and an inquir…
CONTEMPORARY THEORIES OF ADULT LEARNING
2015
<p>Due to the adult learning theory transition from cognitive to comprehensive aspects, this article analyses contemporary theoretical notions about adult’s learning. In order to characterise the modern view on adult, the most recent insights into the education of whole adult person (P. Jarvis), three dimensions of learning (K.Illeris) and the critical theory contribution (S.D. Brookfield) will be discussed. All of mentioned, globally-renowned theorists are of the same opinion and contribute to the general adult learning theory – P. Jarvis pictures the learning process from a viewpoint of a human as holistic organism, K.Illeris develops his theory in relation to the pedagogical condit…
PERSONAL QUALITIES OF LEARNING FACILITATORS IN ADULT AND CONTINUING EDUCATION : OPINION OF ADULT EDUCATORS IN LATVIA AND LITHUANIA
2015
The paper highlights the key findings from a comparative study conducted in 2011- 2012 using the project “Qualified to Teach” − QF2TEACH first wave questionnaire (www.qf2teach.eu). The questionnaire was structured in nine domains: personal qualities; interpersonal behaviour and communication with learners; cooperation with the external environment; planning and management; access and progression of learners; subject-related, specialist domain; monitoring and assessment of learning processes; didacticalmethodological domain; personal development and reflection. In present paper the main results of transnational survey in Latvia and Lithuania are analysed in order to evaluate the importance o…
IDENTIFYING THE TRAINING NEEDS AND THE KEY TRAINING TOPICS IN THE ENTERPRISES OF LATVIA
2019
The role of a workplace in the provision of lifelong learning processes is increasingly emphasised in the academic discourse. Since the early 21st century, a new term – “workplace pedagogy” (Billet, 2000) – has appeared, which signifies the increasingly important role of the workplace in the process of adult learning. The goal of this article is to discuss the key principles in determining the training needs and the key training topics in the enterprises of Latvia. The author of the article has carried out a qualitative study using a partially structured interview method. Four heads of human resource departments have been interviewed in four enterprises of Latvia with varied capital and wit…
Ikä, identiteetti ja ohjaava koulutus. Ikääntyvät pitkäaikaistyöttömät oppimisyhteiskunnan haasteena
2007
Piia Silvennoinen tutki väitöskirjassaan, millainen merkitys työvoimapoliittisella koulutuksella on ikääntyvien pitkäaikaistyöttömien elämässä. Koulutusten oletetaan parantavan ikääntyvien pitkäaikaistyöttömien työmarkkinakelpoisuutta ja elämänhallintaa. Silvennoinen haki vastausta siihen, miten ikääntyvät pitkäaikaistyöttömät itse suhtautuvat työvoimapoliittisiin koulutuksiin; onko niistä heille haittaa vai hyötyä. Silvennoinen kertoo, että koulutuksen hyödyllisyyttä arvioidaan sen työllistävän vaikutuksen kautta. – Mitä vähemmän koulutus työllistää, sitä enemmän myös sen muut merkitykset menettävät arvoaan ikääntyvien pitkäaikaistyöttömien elämässä, Silvennoinen toteaa. Nykyinen itseohjau…
Working Adults' Intentions to Participate in Microlearning: Assessing for Measurement Invariance and Structural Invariance.
2021
The current study set out to understand the factors that explain working adults' microlearning usage intentions using the Decomposed Theory of Planned Behaviour (DTPB). Specifically, the authors were interested in differences, if any, in the factors that explained microlearning acceptance across gender, age and proficiency in technology. 628 working adults gave their responses to a 46-item, self-rated, 5-point Likert scale developed to measure 12 constructs of the DTPB model. Results of this study revealed that a 12-factor model was valid in explaining microlearning usage intentions of all working adults, regardless of demographic differences. Tests for measurement invariance showed support…
Yhteisövoimainen oppimisprosessi : substantiivinen teoria aikuisten ryhmässä oppimisen kokemuksista
2018
The aim of this study was to build a conception as well as a substantive theory of adult learners’ group learning. The framework for this study is andragogy, which places the life context of adult learners at the center of the learning process (Knowles 1990). This study has been carried out using grounded theory as a research methodology. Hermeneutics offers a broad scientific paradigm for the understanding of group learning as a phenomenon, whereas grounded theory offers a concrete tool for analyzing data and developing a substantive theory. In this approach, the theory emerges gradually in open interaction between a researcher and the data (Glaser 1992). The informants for this study were…