Skip to main content
SpringerLink
Log in

Adult Learning Theories and Practices

  • Chapter
  • First Online:
Connecting Adult Learning and Knowledge Management

Part of the book series: Knowledge Management and Organizational Learning ((IAKM,volume 8))

Abstract

The purpose of this chapter is to introduce the theory and practice of adult learning. The chapter defines adult learning and introduces a framework of adult learning (Bierema, Strategic approaches towards curriculum development for adult learners in the global community, pp. 7–33, 2008; Merriam & Bierema, Adult learning: Bridging theory and practice, 2014) that focuses on the educators, learners, processes, contexts, and methods that make up adult learning. Effective teaching is critical in an age where problems are difficult to solve and require deep learning and collaboration. Creating powerful formal instruction is easier and more impactful with an understanding of adult learning theory and how to translate it into meaningful practice to enhance learning.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 79.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 99.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 139.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Antrim, M. T. (1902). Naked truths and veiled allusions. Philadelphia: Henry Altemus Company.

    Google Scholar 

  • Argyris, C., & Schon, D. A. (1974). Theory in practice: Increasing professional effectiveness. San Francisco, CA: Jossey-Bass.

    Google Scholar 

  • Bierema, L. L. (2008). Principles of instructional design and adult learners. In V. Wang (Ed.), Strategic approaches towards curriculum development for adult learners in the global community (pp. 7–33). Malabar, FL: Krieger.

    Google Scholar 

  • Bilimoria, D., & Wheeler, J. V. (1995). Learning-centered education: A guide to resources and implementation. Journal of Management Education, 19(3), 409–428.

    Google Scholar 

  • Brookfield, S. D. (1991). Using critical incidents to explore learners’ assumptions. In J. Mezirow & Associates (Eds.), Fostering critical reflection in adulthood (pp. 177–193). San Francisco: Jossey-Bass.

    Google Scholar 

  • Center for Educational Research and Innovation. (2008). Understanding the brain: The birth of a learning science. Paris: Organisation for Economic Cooperation and Development.

    Google Scholar 

  • Cervero, R. M., & Wilson, A. L. (1994). The politics of responsibility: A theory of program planning practice for adult education. Adult Education Quarterly, 45(1), 249–268.

    Article  Google Scholar 

  • Clarke, M. C., & Rossiter, M. (2008). Narrative learning in adulthood. New Directions for Adult & Continuing Education, 2008(119), 61–70. https://doi.org/10.1002/ace.306.

    Article  Google Scholar 

  • Corbett, B., & Chloupek, J. (2019). Why it matters: The Sherpa guide to what you are looking for. Cincinnati, OH: Sasha Corporation.

    Google Scholar 

  • Dewey, J. (1938). Experiential education. New York: Collier.

    Google Scholar 

  • Elias, J. L., & Merriam, S. B. (1995). Philosophical foundations of adult education (2nd ed.). Malabar, FL: Krieger.

    Google Scholar 

  • Fenwick, T. (2003). Learning through experience: Troubling orthodoxies and intersecting questions. Malabar, FL: Krieger.

    Google Scholar 

  • Freiler, T. J. (2008). Learning through the body. New Directions for Adult & Continuing Education, 119, 37–47. https://doi.org/10.1002/ace.304.

    Article  Google Scholar 

  • Guglielmino, L. M. (1978). Development of the self-directed learning readiness scale. Dissertation Abstracts International, 38(11-A), 6467.

    Google Scholar 

  • Hayes, E., & Flannery, D. D. (2000). Women as learners: The significance of gender in adult learning. The Jossey-Bass higher and adult education series. San Francisco, CA: Jossey-Bass.

    Google Scholar 

  • Hiemstra, R. (1994). Self-directed learning. In W. J. Rothwell & K. J. Sensenig (Eds.), The sourcebook for self-directed learning (pp. 9–20). Amherst, MA: HRD.

    Google Scholar 

  • Houle, C. O. (1961). The inquiring mind. Madison, WI: University of Wisconsin Press.

    Google Scholar 

  • Jarvis, P. (1987). Adult learning in the social context (1st ed.). London: Croom Helm.

    Google Scholar 

  • Johnstone, J. W. C., & Rivera, R. J. (1965). Volunteers for learning: A study of the educational pursuits of adults. Hawthorne, NY: Aldine de Gruyter.

    Google Scholar 

  • Kegan, R. (1994). In over our heads: The mental demands of modern life. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Knowles, M. S. (1955). Informal adult education: A guide for administrators, leaders, and teachers. New York: Association Press.

    Google Scholar 

  • Knowles, M. (1970). The modern practice of adult education: Andragogy versus pedagogy. New York: Association Press.

    Google Scholar 

  • Knowles, M. S. (1980). The modern practice of adult education: From pedagogy to andragogy. Cambridge: The Adult Education Company.

    Google Scholar 

  • Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development (1st ed.). Englewood Cliffs, NJ: Prentice Hall.

    Google Scholar 

  • Lewin, K. (1947). Frontiers in group dynamics: Concept, method and reality in social science; social equilibria and social change. Human Relations, 1, 5–41. Retrieved from http://search.ebscohost.com.proxy-remote.galib.uga.edu/login.aspx?direct=true&db=fgh&AN=MRB-CDAS0040458&site=eds-live.

    Article  Google Scholar 

  • Lindeman, E. C. (1926/1961). The meaning of adult education in the United States. New York: Harvest House.

    Google Scholar 

  • Luthans, F. (2002). The need for and meaning of positive organizational behavior. Journal of Organizational Behavior: The International Journal of Industrial, Occupational and Organizational Psychology and Behavior, 23(6), 695–706.

    Article  Google Scholar 

  • Merriam, S. B. (2001). Andragogy and self-directed learning: Pillars of adult learning theory. New Directions for Adult and Continuing Education, 89, 3–14.

    Article  Google Scholar 

  • Merriam, S. B. (2008). Adult learning theory for the twenty-first century. New Directions for Adult & Continuing Education, 2008(119), 93–98. https://doi.org/10.1002/ace.309.

    Article  Google Scholar 

  • Merriam, S. B., & Bierema, L. L. (2014). Adult learning: Bridging theory and practice. San Francisco: Jossey-Bass.

    Google Scholar 

  • Merriam, S. B., & Brockett, R. G. (1997/2011). The profession and practice of adult education: An introduction. San Francisco: Jossey-Bass.

    Google Scholar 

  • Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2006). Learning in adulthood: A comprehensive guide. San Francisco, CA: Jossey-Bass.

    Google Scholar 

  • Mezirow, J. (1978). Perspective transformation. Adult Education, 28, 100–110.

    Article  Google Scholar 

  • Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco: Jossey-Bass.

    Google Scholar 

  • Mezirow, J., & Associates. (2000). Learning as transformation: Critical perspectives on a theory in process. San Francisco: Jossey-Bass.

    Google Scholar 

  • Nicolaides, A. (2015). Generative learning: Adults learning within ambiguity. Adult Education Quarterly, 65, 1–17.

    Article  Google Scholar 

  • Pace, R. W. (1991). Human resource development: The field. The Prentice Hall series on human resource development. Englewood Cliffs, NJ: Prentice Hall.

    Google Scholar 

  • Palmer, P. J. (1998). The courage to teach: Exploring the inner landscape of a teacher’s life. San Francisco: Jossey-Bass.

    Google Scholar 

  • Pratt, D. D. (1998). Five perspectives on teaching in adult and higher education. Melbourne, FL: Krieger.

    Google Scholar 

  • Rachal, J. R. (2002). Andragogy’s detectives: A critique of the present and a proposal for the future. Adult Education Quarterly, 52(3), 210–227.

    Article  Google Scholar 

  • Rittel, H. W. J., & Webber, M. M. (1973). Dilemmas in a general theory of planning. Policy Sciences, 4(2), 155–169.

    Article  Google Scholar 

  • Robinson, R. D. (1995). An introduction to helping adults learn and change (Rev. ed.). West Bend, WI: Omnibook.

    Google Scholar 

  • Sandlin, J. A. (2005). Andragogy and its discontents: An analysis of andragogy from three critical perspectives. PAACE Journal of Lifelong Learning, 14(1), 25–42.

    Google Scholar 

  • Schon, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.

    Google Scholar 

  • Smith, C. L. (2017). Coaching for leadership resilience: An integrated approach. International Coaching Psychology Review, 12(1), 6–23.

    Google Scholar 

  • Taylor, E. W. (2008). Transformative learning theory. New Directions for Adult & Continuing Education, 2008(119), 5–15. https://doi.org/10.1002/ace.301.

    Article  Google Scholar 

  • Taylor, K., & Lamoreaux, A. (2008). Teaching with the brain in mind. New Directions for Adult & Continuing Education, 2008(119), 49–59. https://doi.org/10.1002/ace.305.

    Article  Google Scholar 

  • Tennant, M., & Pogson, P. (1995). Learning and change in the adult years. San Francisco: Jossey-Bass.

    Google Scholar 

  • Thorndike, E. L., Bregman, E. O., Tilton, J., & Woodyard, E. (1928). Adult learning. New York: Macmillan.

    Google Scholar 

  • Tisdell, E. (1995). Creating inclusive adult learning environments: Insights from multicultural education and feminist pedagogy. Information series No. 361. Columbus, OH: ERIC Clearing House on Adult, Career, and Vocational Education.

    Google Scholar 

  • Tisdell, E. (2003). Exploring spirituality and culture in adult and higher education. San Francisco: Jossey-Bass.

    Google Scholar 

  • Tisdell, E. J. (2008). Spirituality and adult learning. New Directions for Adult & Continuing Education, 119, 27–36. https://doi.org/10.1002/ace.303.

    Article  Google Scholar 

  • Vaill, P. B. (1996). Learning as a way of being: Strategies for survival in a world of permanent white water. San Francisco: Jossey-Bass.

    Google Scholar 

  • van der Steege, M. (2017). Introduction. In M. Van Der Steege, R. Elkington, & J. Glick-Smith (Eds.), Visionary leadership in a turbulent world: Thriving in the new VUCA context. Bringley: Emerald.

    Google Scholar 

  • Yorks, L., & Nicolaides, A. (2013). Toward and integral approach for evolving mindsets for generative learning and timely action in the midst of ambiguity. Teachers College Record, 115, 1–26.

    Article  Google Scholar 

  • Zautra, A., Hall, J., & Murray, K. (2008). Resilience: A new integrative approach to health and mental health research. Health Psychology Review, 2(1), 41–64.

    Article  Google Scholar 

  • Zinn, L. M. (1991). Identifying your philosophical orientation. In M. W. Galbraith (Ed.), Adult learning methods (pp. 39–77). Malabar, FL: Krieger.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. University of Georgia, Athens, GA, USA

    Laura L. Bierema

Authors
  1. Laura L. Bierema
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Laura L. Bierema .

Editor information

Editors and Affiliations

  1. University of Padua, Padua, Italy

    Monica Fedeli

  2. University of Georgia, Athens, GA, USA

    Laura L. Bierema

Rights and permissions

Reprints and permissions

Copyright information

© 2019 Springer Nature Switzerland AG

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Bierema, L.L. (2019). Adult Learning Theories and Practices. In: Fedeli, M., Bierema, L.L. (eds) Connecting Adult Learning and Knowledge Management. Knowledge Management and Organizational Learning, vol 8. Springer, Cham. https://doi.org/10.1007/978-3-030-29872-2_1

Download citation

  • DOI: https://doi.org/10.1007/978-3-030-29872-2_1

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-29871-5

  • Online ISBN: 978-3-030-29872-2

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation