Models of adult learning
Subtitle: a literature review
By: Karin Tusting and David Barton
Contributors: Barton, David, 1949-; National Institute of Adult Continuing Education (England and Wales); National Research and Development Centre for Adult Literacy and Numeracy
Publisher: NIACE
Published: 2006
Place of publication: Leicester
Language: eng
Number of pages: 51
ISBN-13: 9781862012806
Subjects: Adult learning; Methodology; Apprentissage adulte; Méthodologie; Leren; Volwassenen; Vuxenundervisning; Vuxenutbildning
Description: This is a review of models of learning that focus on adults. It is wide-ranging, covering ideas from many fields about how adults learn. It aims to describe several models of adult learning for use in research and development in adult language, literacy and numeracy. Table of contents: Introduction Chapter 1 Models from psychology * Behaviourism * Cognitivism * Cognitive constructivism * Developmental theories * Activity theory and social constructivism * Situated cognition * Brain science Chapter 2 Models from adult education * Distinctive characteristics of adult learning * Humanistic psychology * Critiques of andragogy * Self-directed learning * Learning how to learn * Informal learning * Reflective and experiential models * Transformative learning * Postmodern perspectives Chapter 3 Models of learning in contexts of rapid change Chapter 4 Summary and conclusions.
Notes: Originally published: National Research and Development Centre for Adult Literacy and Numeracy, 2003.

At head of title: National Research and Development Centre for Adult Literacy and Numeracy.

Includes bibliographical references (pages 47-51).
Table of contents: title: Models from psychology. Behaviourism; title: Cognitivism; title: Cognitive constructivism; title: Developmental theories; title: Activity theory and social constructivism; title: Situated cognition; title: Brain science; title: Models from adult education. Distinctive characteristicsof adult learning; title: Humanistic psychology; title: Critiques of andragogy; title: Self-directed learning; title: Learning how to learn; title: Informal learning; title: Reflective and experiential models; title: Transformative learnuing; title: Postmodern perspectives; title: Models of learning in context of rapid change; title: Summary and conclusions.