Emerging Conceptualizations of Adult Training and Learning

Wendy L. Bedwell, Sallie J. Weaver, Eduardo Salas, Mitchell Tindall

Research output: Chapter in Book/Report/Conference proceedingChapter

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.

Original languageEnglish (US)
Title of host publicationThe Oxford Handbook of Lifelong Learning
PublisherOxford University Press
ISBN (Electronic)9780199940486
ISBN (Print)9780195390483
DOIs
StatePublished - Nov 21 2012

Keywords

  • Adult learners
  • Blended learning
  • Delivery mechanisms
  • Development
  • Learning
  • Self-directed learning
  • Technology
  • Training
  • Training content

ASJC Scopus subject areas

  • Psychology(all)

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    Bedwell, W. L., Weaver, S. J., Salas, E., & Tindall, M. (2012). Emerging Conceptualizations of Adult Training and Learning. In The Oxford Handbook of Lifelong Learning Oxford University Press. https://doi.org/10.1093/oxfordhb/9780195390483.013.0143