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Malcolm Knowles's work distinguished adult learners as distinct from adolescent and child learners in his principle of andragogy. [2] He established 5 assumptions about the adult learner. This included self-concept, adult learner experience, readiness to learn, orientation to learning, and motivation to learning.
In the 1950s and 1960s, college instructors in the fields of psychology and the study of education used to research, theory, and experience with their own students in writing manuals. [ 6 ] [ 7 ] Marvin Cohn based the advice for parents in his 1978 book Helping Your Teen-Age Student on his experience as a researcher and head of a university ...
Lifelong learning is the "ongoing, voluntary, and self-motivated" [1] pursuit of learning for either personal or professional reasons.. Lifelong learning is important for an individual's competitiveness and employability, but also enhances social inclusion, active citizenship, and personal development.
Depending on the field, these requirements may be satisfied through college or university coursework, extension courses or conferences and seminars attendance. Although individual professions may have different standards, the most widely accepted standard, developed by the International Association for Continuing Education & Training, is that ...
Their motivation to learn is internal. [11] Adults frequently apply their knowledge in a practical fashion to learn effectively. They must have a reasonable expectation that the knowledge they gain will help them further their goals. For example, during the 1990s, many adults, including mostly office workers, enrolled in computer training courses.
The OER movement was motivated from work by researchers who pointed out that class size and learning outcomes had no established connection. Here, Daniel Barwick's work is the most often-cited example. [16] [17] Within the OER movement, the Wikiversity was founded in 2006 and the first open course on the platform was organised in 2007.
The needs assessment can predict the degree of effectiveness of training and development programs and how closely the needs were met, the execution of the training (i.e. how effective the trainer was), and trainee characteristics (e.g. motivation, cognitive abilities). [28]
For example, if a class is misbehaving and are getting off track, instead of saying "you need to get back to work" a teacher may say "we've got a lot of work to do today, so let's get back to it." Another technique to establishing good teacher-student relationships is William Purkey's "three pluses and a wish."