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Learning in the workplace has traditionally been understood primarily in terms of behaviorism, a perspective compatible with the machine-like design of organizations when training and development emerged as a field of practice. Adult educators have not challenged the desirability of that...
A comprehensive theory of participation in organized adult education must consider at least three types of behaviour—nonparticipation, participation, and dropout. Empirically-based typologies of motivations and deterrents to participation have been developed. No attempt has been made to identify...
Program planning models abound in the literature, but what is absent is a framework in which models can be related to one another and to the organizations which perform program planning. This study borrows and reformulates the concept of technology from organization theory and applies it to...
This study compared the learning preferences, defined as the choice of one instructional situation over another, of adult students in a nontraditional baccalaureate program with those of adults enrolled in a traditional program. The results showed a significant difference between the two groups...
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