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LDiO 04: Adult Learning, Learner Motivation and Engagement

LDiO 04: Adult Learning, Learner Motivation and Engagement
Our Price:  €10.00(VAT Free)

ISBNs:  9781781194690 (PDF) / 4706 (ePub)
Year Published:  2021
Author:  Thomas Garavan, Carole Hogan, Amanda Cahir-O'Donnell & Claire Gubbins
ePub ebook:  10.00
PDF ebook:  10.00

Learning & Development in Organisations: Strategy, Evidence and PracticeLearning & Development in Organisations: Strategy, Evidence and Practice

ADULT LEARNING, LEARNER MOTIVATION AND ENGAGEMENT addresses the topic of adult learning, which is critical to understanding the design of formal L&D activities. 


The ebook begins with a discussion of the concept of learning outcomes and then reviews different categorisations of learning outcomes, going on to provide a short overview of the evolution of adult learning theory. Reference is made to different categories of learning theory and their implications for the design of formal L&D activities. 


The authors also introduce the concepts of learning styles and multiple intelligences and explain different theories related to learning style. 


The ebook then discusses the concepts of training motivation and engagement and highlights misconceptions about adult learning. 


It concludes with a discussion of the implications of adult learning theory for the design of L&D. 





Learning Objectives

Key Concepts


1 Introduction

2 What Are Learning and Learning Outcomes?

3 The Historical Evolution of Adult Learning Theory

Critical Reflection 1

3.1 Pedagogy and Andragogy

3.2 Scaffolding and Guided Discovery Learning

4 Categories of Adult Learning Theory

4.1 Instrumental Learning Theories

4.2 Humanistic Learning Theories

4.3 Transformative Learning Theory

4.4 Social Theories of Learning

4.5 Recent Theories of Adult Learning

5 Adult Learning Styles

5.1 Kolb’s Learning Style Theory

5.2 Honey & Mumford’s Learning Styles

5.3 The VARK Model

5.4 Implications for L&D

Critical Reflection 2

6 Multiple Intelligences and Adult Learning

7 Training Motivation and Engagement

7.1 Training Motivation

Case Study 1: What Is Autonomous Learning and What Does It Mean for Employees?

7.2 Training Engagement Theory

8 Misconceptions about Adult Learning in Organisations

8.1 Learners Over a Certain Age Cannot Learn

8.2 Technophobia

8.3 The Person Who Learns Fast Is Best Suited to the Job

8.4 Strong Correlation Between Academic Success and Performance On-the-job

8.5 People Learn All They Need to Know On-the-job

8.6 People Learn Nothing from Mistakes

8.7 People Learn All They Need to Know at the Beginning of Their Career

8.8 Telling and Exhorting by an Instructor is the Same as Learning by Listening

Case Study 2: Designing Training for Older Employees

9 The Implications of Adult Learning Theories for L&D

9.1 Sequencing the Training Material

9.2 Whole versus Part Learning

9.3 Setting Objectives and Sub-objectives

9.4 Providing a Meaningful Context for Learning

9.5 Directing Attention, Guidance, Prompting and Cueing

9.6 Practice and Rehearsal

9.7 Distribution of Practice

9.8 Feedback, Knowledge of Results and Reinforcement

9.9 Retention and Forgetfulness

Best Available Evidence to Inform Practice 



Review Questions

Strategic L&D in Action 

Case Study 43: Personalised and Self-directed Learning at Mastercard

Further Reading



About the Authors

Other Titles in this Series

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