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Characteristics of adult learners and foundations of experiential learning
16 references·2 citing·30 second hop
Characteristics of adult learners and foundations of experiential learning (1994)Characteristics of adult learners and fou…The Reflective Practitioner (2019)The Reflective PractitionerThe Nature of Expertise (2014)The Nature of ExpertiseReflective Practitioner (2014)Reflective PractitionerReflection (2013)ReflectionAdult Learning in the Social Context (2012)Adult Learning in the Social …Self-direction for lifelong learning: a comprehensive guide to theory and practice (1992)Self-direction for lifelong l…Fostering Critical Reflection in Adulthood: A Guide to Transformative and Emancipatory Learning. Jack Mezirow. 1990. San Francisco: Jossey-Bass. (1992)Fostering Critical Reflection…Transformative Dimensions of Adult Learning (1991)Transformative Dimensions of …Learning in adulthood: a comprehensive guide (1991)Learning in adulthood: a comp…Handbook of adult and continuing education (1990)Handbook of adult and continu…Developing Critical Thinkers: Challenging Adults to Explore Alternative Ways of Thinking and Acting (1989)Developing Critical Thinkers:…Understanding and Facilitating Adult Learning: A Comprehensive Analysis of Principles and Effective Practices (1986)Understanding and Facilitatin…Cognitive Conceptions of Learning (1986)Cognitive Conceptions of Lear…Reflection, turning experience into learning (1985)Reflection, turning experienc…Experiential Learning : Experience as the Source of Learning and Development (1983)Experiential Learning : Exper…The Modern Practice of Adult Education: From Pedagogy to Andragogy (1970)The Modern Practice of Adult …Learning with Adults (2012)Learning with AdultsInternational Business Theatre (IBT): An alternative evaluation method for enhancing student learning in international marketing (2003)International Business Theatr…Plans and the structure of behavior. (1960)Conditions of Learning (1965)Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. (1979)Enhancing teaching through constructive alignment (1996)Teaching For Quality Learning At University (1999)What Do New Views of Knowledge and Thinking Have to Say About Research on Teacher Learning? (2000)Reflection in teacher education: Towards definition and implementation (1995)Informal learning in the workplace (2004)Reflection and reflective practice in health professions education: a systematic review (2007)Transformative Learning: Theory to Practice (1997)The Theory and Practice of Online Learning (2008)Andragogy and Self‐Directed Learning: Pillars of Adult Learning Theory (2001)Reframing Professional Development Through Understanding Authentic Professional Learning (2009)Informal and Incidental Learning (2001)Applying educational theory in practice (2003)Learner readiness for online learning: Scale development and student perceptions (2010)Self-explanations: How students study and use examples in learning to solve problems (1989)Long-term working memory. (1995)The influence of shared mental models on team process and performance. (2000)Teaching Learners To Be Self-Directed (1991)Promoting reflection in professional courses: The challenge of context (1998)Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education (2005)Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006)The ‘digital natives’ debate: A critical review of the evidence (2008)Grasping the dynamic complexity of team learning: An integrative model for effective team learning in organisations (2010)Teacher beliefs and technology integration (2012)The impacts of an invasive species citizen science training program on participant attitudes, behavior, and science literacy (2012)Organizational Learning and Communities-of-Practice: Toward a Unified View of Working, Learning, and Innovation (1991)A Dynamic Theory of Organizational Knowledge Creation (1994)Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge (2006)
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References

  • 1983Experiential Learning : Experience as the Source of Learning and Development33,193 cited
  • 2014Reflective Practitioner8,325 cited
  • 1991Transformative Dimensions of Adult Learning7,427 cited
  • 1985Reflection, turning experience into learning3,950 cited
  • 1970The Modern Practice of Adult Education: From Pedagogy to Andragogy3,918 cited
  • 2014The Nature of Expertise2,173 cited
  • 1989Developing Critical Thinkers: Challenging Adults to Explore Alternative Ways of Thinking and Acting1,352 cited
  • 1991Learning in adulthood: a comprehensive guide1,345 cited
  • 1992Self-direction for lifelong learning: a comprehensive guide to theory and practice1,191 cited
  • 1986Cognitive Conceptions of Learning1,120 cited
  • 2019The Reflective Practitioner1,097 cited
  • 1990Handbook of adult and continuing education695 cited
  • 2012Adult Learning in the Social Context650 cited
  • 1992Fostering Critical Reflection in Adulthood: A Guide to Transformative and Emancipatory Learning. Jack Mezirow. 1990. San Francisco: Jossey-Bass.561 cited
  • 1986Understanding and Facilitating Adult Learning: A Comprehensive Analysis of Principles and Effective Practices550 cited

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  • 2013Reflection447 cited
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    • 2012Learning with Adults62 cited
    • 2003International Business Theatre (IBT): An alternative evaluation method for enhancing student learning in international marketing12 cited