good greeting:

Adult education is a type of education characterized by four characteristics:

1 - It is voluntary, organized by the learners of their own choice, it is in most countries of the world is not mandatory, and the experience of many countries to the failure to impose and impose sanctions in adult education.

2. It is an education in which the regularists are not fully discharged; they organize for some time.

3. It is an education organized and funded by various institutions, governmental and non-governmental.

4 - It is an education in which it is organized beyond the age of basic compulsory education, and within the framework of this education, illiteracy education literacy and numeracy.

Adult Education Styles:

Adult education patterns vary according to the following considerations:

1. The level of individuals or groups that serve them. These categories begin with children who have not been accommodated by schools in compulsory education, who have dropped out of primary education after joining them for various reasons, or illiterate persons who have missed educational opportunities. These categories are then expanded to include those who are involved in vocational training programs, and employees in different sectors of employment, in the form of programs for revitalization, renewal or transfer training. This vertical division ends with those who enroll in graduate programs.

2. The needs of the groups it serves may be a literacy and numeracy program, health awareness, agricultural extension, maternity or childhood care, building skills training or nursing skills, and may be a social program intended to raise social awareness To individuals, and motivate them to participate in improving conditions at the workplace, in the family or in society at large.

3 - In accordance with the quality of the institutions and services that provide services; where we find a large number of institutions, adult education is its main task, or part of its core functions, and enters into these institutions: departments of community service in universities, vocational training departments in various ministries (defense, , Agriculture, social affairs, industry), training centers in industrial and commercial enterprises, labor universities, labor culture institutions, trade unions, and popular institutions such as charities and child and mothercare centers.

Objectives and functions:

The objectives of adult education and its functions vary according to the political, historical, economic, cultural, educational and technical conditions that exist in each society and according to the future aspirations of individuals. The society aspires to achieve them in various professions, jobs and trades. This means that there are no agreed goals and functions for adult education. However, a review of modern literature in adult education points to three basic functions that adults must undertake in any location and in any field:

1. Self-criticism, in the sense that adult education goes to those who organize it, to know the strengths and weaknesses in the performance of his role, in the family, in the workplace, and in society.

2. Self-management, in the sense that adult education provides the people with knowledge and skills, the type of relationships with the self and with others, and with the tools and devices that enable them to perform the roles assigned to them in a way that belongs to them and to the group they work with. The benefits they had achieved before the program, and carry out their tasks with self-motivation, based on understanding and trying to improve self.

3. Self-preservation in a social context. In the sense that the great knows his duties and seeks to perform them, and knows his rights and the rights of others, he is keen to meet them by means of legitimate democracy, which helped him to maintain his individual and social self.

Introduction to Adult Education:

With regard to this complex mixture of adult education patterns, it is difficult to talk about specific approaches to adult education, because of the different groups in which they are organized, the different programs directed to them, whatever category of adult education is directed, and the different programs, Any adult education entrance must meet the following requirements:

1. The design of the program, the identification of its contents and the selection of means of delivery shall take into account the impact of mental and social maturity and previous experiences of adults. Therefore, those who transfer knowledge and methods of education in the field of education of young people to the field of adult education make a grave error of adults bored, and push them to drop out of education.

2. The program should establish in its objectives, contents and procedures a documented knowledge of the needs of learners: cognitive, emotional, and social skills, and that the program aims to satisfy adult tendencies, respond to their concerns, strengthen their positive perception of themselves and focus on the strengths of the learners rather than on the manifestations of disability and inadequacy. They have.

3. At the beginning of the program, adults feel that they are achieving immediate and immediate goals. It may be useful in educating the illiterate - for example in the first meetings of the program - to teach them how to write their names. Short and multiple, success in the early stages of the success to greater and deeper in the next stages.

4 - Adopt in the education of adults to exploit their mental and social potential, and their experience in life and work, and this requires that the essence of education on the actual activity of adults in learning, which means that the program is flexible, and not imposed on them, Depending on feedback from adult views and their practice in learning.

Adult Education Methods:

The choice of the way in which adults are taught depends on the goals and contents of education, the cognitive, cultural, social, occupational and psychological levels of adults.

Dear Scholar, you can find all theories in education and social sciences on the following web link:

http://changingminds.org/explanations/theories/theories.htm

Dear Ms Whitney Zimmerman,

I think the Knowles' andragogical theory is still valid.

As far as e learning is concerned, books I think could help you is Terry T. Kidd; Jared Keengwe (2010) Adult Learning in the Digital Age: Perspectives on Online Technologies and Outcomes. New Yourk,  InformatIon scIence reference,

and Peter Jarvis (1993) ADULT EDUCATION AND THE STATE Towards a politics of adult education, London, Routledge.

I wish you great luck in your work.

I hope I have been of some help.

Best regards,

Andrija

Hi - You might want to look at this list of resources on the topic of Andragogy and its future.

https://scholar.google.com/scholar?cites=17644756040171506398&as_sdt=5,33&sciodt=0,33&hl=en

The following references might be useful as:

Brookfield, S. (1985). The continuing educator and self-directed learning in the community. In Brookfield (Ed.), New Directions for Continuing Education, (25), San Francisco: Jossey-

Bass. Brookfield, S. D. (2003). Pedagogy and andragogy. In A. DiStefano, K. Rudestam, R. Silverman & S. Taira (Eds.), Encyclopedia of distributed learning. Thousand Oaks, CA: Sage.

Brookfield, S. (2005). The power of critical theory. San Francisco: Jossey-Bass. Cervero, R. M.,

Wilson, A. L. (Eds.). (2001). Power in practice: Adult education and the struggle for knowledge and power in society. San Francisco: JosseyBass.

Cranton, P. (Spring 2002). Teaching for transformation. In Ross-Gordon (Ed.), Contemporary viewpoints on teaching adults effectively. New Directions for Adult and Continuing Education, (93) 63–71.

 San Francisco: Jossey-Bass. Cross, K. P. (1981). Adults as learners: Increasing participation and facilitating learning. San Francisco: Jossey-Bass.

Mezirow, J. (2000). Learning to think like an adult: Core concepts of transformation theory. In Mezirow, J. (Ed.), Learning as transformation: Critical perspectives on a theory in progress. San Francisco: JosseyBass Publishers

I always try to adopt an andragogical style but there are problems. The majority of schools teach in a far more instrumental style with exam success the prime motivator. This means that the switch to a more UG style can be a culture shock. This has been noticeable for the last ten years..... personally I tackle the issue head in and make sure that the first module always includes something about the new skills they need, or if I am teaching on a programme where this is not possible, I explain what I am doing to the students and ease them into it gently!

The following  three main learning theories as:

Behaviourism

Cognitivism

Constructivism

Here's an example of situated learning theory used in Research e-Clinics for graduate students that I hope would be helpful for you.

Best regards,

Debra

https://www.google.tt/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0ahUKEwi32aG4lrTUAhWHNSYKHXl0DmoQFggpMAA&url=https%3A%2F%2Fwww.learning-theories.com%2Fsituated-learning-theory-lave.html&usg=AFQjCNGLrhIO7JTjP9eZxaQDiQ6-dMMBaw

Conference Paper Academic Supporting Strategies for Students' Graduate Research

Adults require recognizing why they should learn and require learning experientially. They also move toward learning as problem-solving and they learn better while the topic is of instant value.

Hi dear 

There are alot of theories of learning but I think behaviorism school is still working till now. The basic idea of behaviourism is that learning consists of a change in behaviour due to the acquisition, reinforcement and application of associations between stimuli from the environment and observable responses of the individual. 

Liqaa

good greeting:

Adult education is a type of education characterized by four characteristics:

1 - It is voluntary, organized by the learners of their own choice, it is in most countries of the world is not mandatory, and the experience of many countries to the failure to impose and impose sanctions in adult education.

2. It is an education in which the regularists are not fully discharged; they organize for some time.

3. It is an education organized and funded by various institutions, governmental and non-governmental.

4 - It is an education in which it is organized beyond the age of basic compulsory education, and within the framework of this education, illiteracy education literacy and numeracy.

Adult Education Styles:

Adult education patterns vary according to the following considerations:

1. The level of individuals or groups that serve them. These categories begin with children who have not been accommodated by schools in compulsory education, who have dropped out of primary education after joining them for various reasons, or illiterate persons who have missed educational opportunities. These categories are then expanded to include those who are involved in vocational training programs, and employees in different sectors of employment, in the form of programs for revitalization, renewal or transfer training. This vertical division ends with those who enroll in graduate programs.

2. The needs of the groups it serves may be a literacy and numeracy program, health awareness, agricultural extension, maternity or childhood care, building skills training or nursing skills, and may be a social program intended to raise social awareness To individuals, and motivate them to participate in improving conditions at the workplace, in the family or in society at large.

3 - In accordance with the quality of the institutions and services that provide services; where we find a large number of institutions, adult education is its main task, or part of its core functions, and enters into these institutions: departments of community service in universities, vocational training departments in various ministries (defense, , Agriculture, social affairs, industry), training centers in industrial and commercial enterprises, labor universities, labor culture institutions, trade unions, and popular institutions such as charities and child and mothercare centers.

Objectives and functions:

The objectives of adult education and its functions vary according to the political, historical, economic, cultural, educational and technical conditions that exist in each society and according to the future aspirations of individuals. The society aspires to achieve them in various professions, jobs and trades. This means that there are no agreed goals and functions for adult education. However, a review of modern literature in adult education points to three basic functions that adults must undertake in any location and in any field:

1. Self-criticism, in the sense that adult education goes to those who organize it, to know the strengths and weaknesses in the performance of his role, in the family, in the workplace, and in society.

2. Self-management, in the sense that adult education provides the people with knowledge and skills, the type of relationships with the self and with others, and with the tools and devices that enable them to perform the roles assigned to them in a way that belongs to them and to the group they work with. The benefits they had achieved before the program, and carry out their tasks with self-motivation, based on understanding and trying to improve self.

3. Self-preservation in a social context. In the sense that the great knows his duties and seeks to perform them, and knows his rights and the rights of others, he is keen to meet them by means of legitimate democracy, which helped him to maintain his individual and social self.

Introduction to Adult Education:

With regard to this complex mixture of adult education patterns, it is difficult to talk about specific approaches to adult education, because of the different groups in which they are organized, the different programs directed to them, whatever category of adult education is directed, and the different programs, Any adult education entrance must meet the following requirements:

1. The design of the program, the identification of its contents and the selection of means of delivery shall take into account the impact of mental and social maturity and previous experiences of adults. Therefore, those who transfer knowledge and methods of education in the field of education of young people to the field of adult education make a grave error of adults bored, and push them to drop out of education.

2. The program should establish in its objectives, contents and procedures a documented knowledge of the needs of learners: cognitive, emotional, and social skills, and that the program aims to satisfy adult tendencies, respond to their concerns, strengthen their positive perception of themselves and focus on the strengths of the learners rather than on the manifestations of disability and inadequacy. They have.

3. At the beginning of the program, adults feel that they are achieving immediate and immediate goals. It may be useful in educating the illiterate - for example in the first meetings of the program - to teach them how to write their names. Short and multiple, success in the early stages of the success to greater and deeper in the next stages.

4 - Adopt in the education of adults to exploit their mental and social potential, and their experience in life and work, and this requires that the essence of education on the actual activity of adults in learning, which means that the program is flexible, and not imposed on them, Depending on feedback from adult views and their practice in learning.

Adult Education Methods:

The choice of the way in which adults are taught depends on the goals and contents of education, the cognitive, cultural, social, occupational and psychological levels of adults.

Hello - are you looking for curriculum theory or learning theory?

Check out heutagogy.  It is an extension of andragogy....very interesting!

Hi there

If you're focusing on mathematics, you might find some interesting literature and references here. http://www.alm-online.net/

Placement is a resource of assisting students to use the theoretical concepts learned inside the classroom into real-life circumstances. It is extremely significant for educators to recognize suitable methods as well as change theoretical learning to useful actions