Conversations on Learning

Council for Adult and Experiential Learning (CAEL), Stanford Pathways Network (pathways.stanford.edu) and Strada Education Foundation offer a series of research briefs providing data-driven insights for postsecondary education providers. This first brief focuses on adult learner mindsets about college and related implications for designing educational programs.

Dunagin Miller, C., Greenberg, D., Hendrick, R., & Tighe, E. L. (2024). The relationship between childhood education and adult learner characteristics. [Das Verhältnis zwischen Bildung in der Kindheit und Lernmerkmalen bei Erwachsenen] Zeitschrift Fuer Weiterbildungsforschung, 47(2), 231-251. https://doi.org/10.1007/s40955-024-00283-z

Ralf St. Clair. (2024). Andragogy: Past and Present Potential. New Directions for Adult and Continuing Education, 184, 7–13.

Wasserman, E., Sparks, D., & Azimi, H. (2024). Supporting faculty to meet the needs of adult students in online learning. New Directions for Community Colleges, 2024(208), 27–35. https://doi.org/10.1002/cc.20649

Livingston, M., & Cummings-Clay, D. (2023). Advancing Adult Learning Using Andragogic Instructional Practices. International Journal of Multidisciplinary Perspectives in Higher Education, 8(1), 29–53.

Moll, I. (2024). A Psychological Critique of Knowles’ Andragogy as a Theory of Learning. Studies in Adult Education & Learning / Andragoška Spoznanja, 30(1), 151–170. https://doi.org/10.4312/as/16396

Kang, H. (2023). Artificial intelligence and its influence in adult learning in China. Higher Education, Skills and Work - Based Learning, 13(3), 450-464. https://doi.org/10.1108/HESWBL-01-2023-0017