Emerging Conceptualizations of Adult Training and Learning
Document Type
Book Chapter
Publication Date
3-2011
Keywords
learning, training, technology, development, self-directed learning, blended learning, delivery mechanisms, training content, adult learners
Digital Object Identifier (DOI)
https://doi.org/10.1093/oxfordhb/9780195390483.013.0143
Abstract
The learning landscape is changing. Learning occurs throughout the day, utilizing new content areas and different methods for distribution. The purpose of this chapter is to highlight new directions in adult learning, differentiating it from more traditional forms of learning. Toward this aim, we focus on the what (i.e., content), how (i.e., delivery mechanisms), and why (i.e., issues driving change) of new directions in adult learning. We discuss recent trends in learning content, highlighting what areas are important for adults to know in today's dynamic work environment. Then we review new directions in learning methodology, looking at how individuals access content (i.e., key evolving formal and informal delivery mechanisms). A discussion of underlying factors driving these workforce changes is then presented, specifying the issue of why there is a need for new directions. We end with points for consideration, drawing up years of training and education literature.
Was this content written or created while at USF?
Yes
Citation / Publisher Attribution
Emerging conceptualizations of adult training and learning, in M. London (Ed.), The Oxford Handbook for Lifelong Learning, Oxford University Press, p. 450-471
Scholar Commons Citation
Bedwell, Wendy L.; Weaver, Sallie J.; Salas, Eduardo; and Tindall, Mitchell, "Emerging Conceptualizations of Adult Training and Learning" (2011). Psychology Faculty Publications. 946.
https://digitalcommons.usf.edu/psy_facpub/946
