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You searched for subject:(adult learning). Showing records 1 – 30 of 1453 total matches.

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University of Johannesburg

1. Louw, Kerryn Kathleen. The participant experience of a personal development programme aimed at adult learners.

Degree: 2009, University of Johannesburg

M.Ed.

Stirring my interest in the area of personal development for adult learners was the recognition of the importance of self-development within the Life Orientation… (more)

Subjects/Keywords: Adult learning; Adult education; Transformative learning

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APA (6th Edition):

Louw, K. K. (2009). The participant experience of a personal development programme aimed at adult learners. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/2312

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Louw, Kerryn Kathleen. “The participant experience of a personal development programme aimed at adult learners.” 2009. Thesis, University of Johannesburg. Accessed March 01, 2021. http://hdl.handle.net/10210/2312.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Louw, Kerryn Kathleen. “The participant experience of a personal development programme aimed at adult learners.” 2009. Web. 01 Mar 2021.

Vancouver:

Louw KK. The participant experience of a personal development programme aimed at adult learners. [Internet] [Thesis]. University of Johannesburg; 2009. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/10210/2312.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Louw KK. The participant experience of a personal development programme aimed at adult learners. [Thesis]. University of Johannesburg; 2009. Available from: http://hdl.handle.net/10210/2312

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Texas A&M University

2. Johnston, Suzanne 1963-. A Case Study of the Defense Support of Civil Authorities Program.

Degree: EdD, Curriculum and Instruction, 2013, Texas A&M University

 The intent of this record of study is to examine the effectiveness of the Defense Support of Civil Authorities program through the theoretical lens of… (more)

Subjects/Keywords: adult learning; constructivism; sense making

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APA (6th Edition):

Johnston, S. 1. (2013). A Case Study of the Defense Support of Civil Authorities Program. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/149222

Chicago Manual of Style (16th Edition):

Johnston, Suzanne 1963-. “A Case Study of the Defense Support of Civil Authorities Program.” 2013. Doctoral Dissertation, Texas A&M University. Accessed March 01, 2021. http://hdl.handle.net/1969.1/149222.

MLA Handbook (7th Edition):

Johnston, Suzanne 1963-. “A Case Study of the Defense Support of Civil Authorities Program.” 2013. Web. 01 Mar 2021.

Vancouver:

Johnston S1. A Case Study of the Defense Support of Civil Authorities Program. [Internet] [Doctoral dissertation]. Texas A&M University; 2013. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/1969.1/149222.

Council of Science Editors:

Johnston S1. A Case Study of the Defense Support of Civil Authorities Program. [Doctoral Dissertation]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/149222


Addis Ababa University

3. GETACHEW, TELAYNEH. MAJOR FACTORS INFLUENCING FARMERS’ PARTICIPATION IN SKILL TRAINING PROGRAM IN ASSOSA ZONE .

Degree: 2012, Addis Ababa University

 The main objective of this research was to investigate the major factors influencing farmers’ participation in the training program given at FTCs. It was also… (more)

Subjects/Keywords: ADULT AND LIFELONG LEARNING

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APA (6th Edition):

GETACHEW, T. (2012). MAJOR FACTORS INFLUENCING FARMERS’ PARTICIPATION IN SKILL TRAINING PROGRAM IN ASSOSA ZONE . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/3797

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

GETACHEW, TELAYNEH. “MAJOR FACTORS INFLUENCING FARMERS’ PARTICIPATION IN SKILL TRAINING PROGRAM IN ASSOSA ZONE .” 2012. Thesis, Addis Ababa University. Accessed March 01, 2021. http://etd.aau.edu.et/dspace/handle/123456789/3797.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

GETACHEW, TELAYNEH. “MAJOR FACTORS INFLUENCING FARMERS’ PARTICIPATION IN SKILL TRAINING PROGRAM IN ASSOSA ZONE .” 2012. Web. 01 Mar 2021.

Vancouver:

GETACHEW T. MAJOR FACTORS INFLUENCING FARMERS’ PARTICIPATION IN SKILL TRAINING PROGRAM IN ASSOSA ZONE . [Internet] [Thesis]. Addis Ababa University; 2012. [cited 2021 Mar 01]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/3797.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

GETACHEW T. MAJOR FACTORS INFLUENCING FARMERS’ PARTICIPATION IN SKILL TRAINING PROGRAM IN ASSOSA ZONE . [Thesis]. Addis Ababa University; 2012. Available from: http://etd.aau.edu.et/dspace/handle/123456789/3797

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Oregon State University

4. Noone, Sharron M. Mandatory versus voluntary adult learners : implications for trainers.

Degree: PhD, Adult Education, 1994, Oregon State University

 During the past fifteen years, Professor John Keller has developed a systematic, comprehensive model to motivate adult learners. Its major elements are Attention- Relevance-Confidence-Satisfaction (ARCS),… (more)

Subjects/Keywords: Adult learning

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APA (6th Edition):

Noone, S. M. (1994). Mandatory versus voluntary adult learners : implications for trainers. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/7289

Chicago Manual of Style (16th Edition):

Noone, Sharron M. “Mandatory versus voluntary adult learners : implications for trainers.” 1994. Doctoral Dissertation, Oregon State University. Accessed March 01, 2021. http://hdl.handle.net/1957/7289.

MLA Handbook (7th Edition):

Noone, Sharron M. “Mandatory versus voluntary adult learners : implications for trainers.” 1994. Web. 01 Mar 2021.

Vancouver:

Noone SM. Mandatory versus voluntary adult learners : implications for trainers. [Internet] [Doctoral dissertation]. Oregon State University; 1994. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/1957/7289.

Council of Science Editors:

Noone SM. Mandatory versus voluntary adult learners : implications for trainers. [Doctoral Dissertation]. Oregon State University; 1994. Available from: http://hdl.handle.net/1957/7289


Oregon State University

5. Retherford, April L. Transformational learning : a deep description of an emancipatory experience.

Degree: EdD, Education, 2001, Oregon State University

 This ethnography describes a learning context where transformational learning routinely creates an emancipatory experience. It identifies those elements that increase understanding of transformative process-describing how… (more)

Subjects/Keywords: Adult learning

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APA (6th Edition):

Retherford, A. L. (2001). Transformational learning : a deep description of an emancipatory experience. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/7383

Chicago Manual of Style (16th Edition):

Retherford, April L. “Transformational learning : a deep description of an emancipatory experience.” 2001. Doctoral Dissertation, Oregon State University. Accessed March 01, 2021. http://hdl.handle.net/1957/7383.

MLA Handbook (7th Edition):

Retherford, April L. “Transformational learning : a deep description of an emancipatory experience.” 2001. Web. 01 Mar 2021.

Vancouver:

Retherford AL. Transformational learning : a deep description of an emancipatory experience. [Internet] [Doctoral dissertation]. Oregon State University; 2001. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/1957/7383.

Council of Science Editors:

Retherford AL. Transformational learning : a deep description of an emancipatory experience. [Doctoral Dissertation]. Oregon State University; 2001. Available from: http://hdl.handle.net/1957/7383


University of Southern California

6. Zamarripa, Geoffrey G. Creating transformational learning opportunities for teachers: how leadership affects adult learning on a school campus.

Degree: EdD, Education (Leadership), 2014, University of Southern California

 The purpose of this study was to discover how school site principals can have an impact on the learning of adults working in schools. One… (more)

Subjects/Keywords: adult learning; K-12 leadership

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APA (6th Edition):

Zamarripa, G. G. (2014). Creating transformational learning opportunities for teachers: how leadership affects adult learning on a school campus. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/439860/rec/1698

Chicago Manual of Style (16th Edition):

Zamarripa, Geoffrey G. “Creating transformational learning opportunities for teachers: how leadership affects adult learning on a school campus.” 2014. Doctoral Dissertation, University of Southern California. Accessed March 01, 2021. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/439860/rec/1698.

MLA Handbook (7th Edition):

Zamarripa, Geoffrey G. “Creating transformational learning opportunities for teachers: how leadership affects adult learning on a school campus.” 2014. Web. 01 Mar 2021.

Vancouver:

Zamarripa GG. Creating transformational learning opportunities for teachers: how leadership affects adult learning on a school campus. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2021 Mar 01]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/439860/rec/1698.

Council of Science Editors:

Zamarripa GG. Creating transformational learning opportunities for teachers: how leadership affects adult learning on a school campus. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/439860/rec/1698


Virginia Tech

7. Smith, Maurice Devoe Jr. An Analysis of African American Farmer Participation in Virginia Cooperative Extension:  An Emphasis on the Small Farm Outreach and Technical Assistance Program.

Degree: MSin Life Sciences, Agricultural and Extension Education, 2013, Virginia Tech

 This research study examined African American farmer participation in Virginia Cooperative Extension as a step toward fully understanding the role participation plays in supporting African… (more)

Subjects/Keywords: Cooperative Extension; Adult Learning; Participation

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APA (6th Edition):

Smith, M. D. J. (2013). An Analysis of African American Farmer Participation in Virginia Cooperative Extension:  An Emphasis on the Small Farm Outreach and Technical Assistance Program. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/19217

Chicago Manual of Style (16th Edition):

Smith, Maurice Devoe Jr. “An Analysis of African American Farmer Participation in Virginia Cooperative Extension:  An Emphasis on the Small Farm Outreach and Technical Assistance Program.” 2013. Masters Thesis, Virginia Tech. Accessed March 01, 2021. http://hdl.handle.net/10919/19217.

MLA Handbook (7th Edition):

Smith, Maurice Devoe Jr. “An Analysis of African American Farmer Participation in Virginia Cooperative Extension:  An Emphasis on the Small Farm Outreach and Technical Assistance Program.” 2013. Web. 01 Mar 2021.

Vancouver:

Smith MDJ. An Analysis of African American Farmer Participation in Virginia Cooperative Extension:  An Emphasis on the Small Farm Outreach and Technical Assistance Program. [Internet] [Masters thesis]. Virginia Tech; 2013. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/10919/19217.

Council of Science Editors:

Smith MDJ. An Analysis of African American Farmer Participation in Virginia Cooperative Extension:  An Emphasis on the Small Farm Outreach and Technical Assistance Program. [Masters Thesis]. Virginia Tech; 2013. Available from: http://hdl.handle.net/10919/19217


University of British Columbia

8. Carpenter, Christine. The experience of spinal cord injury as transformative learning.

Degree: MA- MA, Educational Studies, 1991, University of British Columbia

 The purpose of this study is to explore individual conceptions of the experience of traumatic spinal cord injury from the perspective of adult learning. A… (more)

Subjects/Keywords: Adult learning

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APA (6th Edition):

Carpenter, C. (1991). The experience of spinal cord injury as transformative learning. (Masters Thesis). University of British Columbia. Retrieved from http://hdl.handle.net/2429/30422

Chicago Manual of Style (16th Edition):

Carpenter, Christine. “The experience of spinal cord injury as transformative learning.” 1991. Masters Thesis, University of British Columbia. Accessed March 01, 2021. http://hdl.handle.net/2429/30422.

MLA Handbook (7th Edition):

Carpenter, Christine. “The experience of spinal cord injury as transformative learning.” 1991. Web. 01 Mar 2021.

Vancouver:

Carpenter C. The experience of spinal cord injury as transformative learning. [Internet] [Masters thesis]. University of British Columbia; 1991. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/2429/30422.

Council of Science Editors:

Carpenter C. The experience of spinal cord injury as transformative learning. [Masters Thesis]. University of British Columbia; 1991. Available from: http://hdl.handle.net/2429/30422


University of Arkansas

9. Cornelius, Robbie Scott. An Analysis of Adult Educators’ Experiences with Professional Development Activities.

Degree: Doctor of Education in Adult and Lifelong Learning (EdD), Adult and Lifelong Learning (EdD), 2018, University of Arkansas

  This study was designed to explore Adult Basic Education (ABE), Adult Secondary Education (ASE), and English as a Second Language (ESL) teachers’ experiences with… (more)

Subjects/Keywords: Adult Education; Adult Learning; Education; Professional Development; Adult and Continuing Education

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APA (6th Edition):

Cornelius, R. S. (2018). An Analysis of Adult Educators’ Experiences with Professional Development Activities. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/2743

Chicago Manual of Style (16th Edition):

Cornelius, Robbie Scott. “An Analysis of Adult Educators’ Experiences with Professional Development Activities.” 2018. Doctoral Dissertation, University of Arkansas. Accessed March 01, 2021. https://scholarworks.uark.edu/etd/2743.

MLA Handbook (7th Edition):

Cornelius, Robbie Scott. “An Analysis of Adult Educators’ Experiences with Professional Development Activities.” 2018. Web. 01 Mar 2021.

Vancouver:

Cornelius RS. An Analysis of Adult Educators’ Experiences with Professional Development Activities. [Internet] [Doctoral dissertation]. University of Arkansas; 2018. [cited 2021 Mar 01]. Available from: https://scholarworks.uark.edu/etd/2743.

Council of Science Editors:

Cornelius RS. An Analysis of Adult Educators’ Experiences with Professional Development Activities. [Doctoral Dissertation]. University of Arkansas; 2018. Available from: https://scholarworks.uark.edu/etd/2743


University of Tennessee – Knoxville

10. Nasrollahian Mojarad, Sara. "Education is the Key to Every Door: Narratives of Immigrant Adult Basic Education Learners.

Degree: 2019, University of Tennessee – Knoxville

Adult Basic Education (ABE) is a broad concept that aims at educating adults with low education. Immigrant ABE learners comprise a significant portion of the… (more)

Subjects/Keywords: Immigrant Adult Learners Adult Basic Education Postcritical research Adult Learning

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APA (6th Edition):

Nasrollahian Mojarad, S. (2019). "Education is the Key to Every Door: Narratives of Immigrant Adult Basic Education Learners. (Doctoral Dissertation). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_graddiss/5947

Chicago Manual of Style (16th Edition):

Nasrollahian Mojarad, Sara. “"Education is the Key to Every Door: Narratives of Immigrant Adult Basic Education Learners.” 2019. Doctoral Dissertation, University of Tennessee – Knoxville. Accessed March 01, 2021. https://trace.tennessee.edu/utk_graddiss/5947.

MLA Handbook (7th Edition):

Nasrollahian Mojarad, Sara. “"Education is the Key to Every Door: Narratives of Immigrant Adult Basic Education Learners.” 2019. Web. 01 Mar 2021.

Vancouver:

Nasrollahian Mojarad S. "Education is the Key to Every Door: Narratives of Immigrant Adult Basic Education Learners. [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2019. [cited 2021 Mar 01]. Available from: https://trace.tennessee.edu/utk_graddiss/5947.

Council of Science Editors:

Nasrollahian Mojarad S. "Education is the Key to Every Door: Narratives of Immigrant Adult Basic Education Learners. [Doctoral Dissertation]. University of Tennessee – Knoxville; 2019. Available from: https://trace.tennessee.edu/utk_graddiss/5947


University of Rochester

11. Tracey, Edward A. (1976 - ). Firefighter workplace learning : an exploratory case study.

Degree: EdD, 2014, University of Rochester

 Despite there being a significant amount of research investigating workplace learning, research exploring firefighter workplace learning is almost nonexistent. The purpose of this qualitative multi-case… (more)

Subjects/Keywords: Workplace learning; Firefighter learning; Informal learning; Informal workplace learning; Adult learning

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APA (6th Edition):

Tracey, E. A. (. -. ). (2014). Firefighter workplace learning : an exploratory case study. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/28350

Chicago Manual of Style (16th Edition):

Tracey, Edward A (1976 - ). “Firefighter workplace learning : an exploratory case study.” 2014. Doctoral Dissertation, University of Rochester. Accessed March 01, 2021. http://hdl.handle.net/1802/28350.

MLA Handbook (7th Edition):

Tracey, Edward A (1976 - ). “Firefighter workplace learning : an exploratory case study.” 2014. Web. 01 Mar 2021.

Vancouver:

Tracey EA(-). Firefighter workplace learning : an exploratory case study. [Internet] [Doctoral dissertation]. University of Rochester; 2014. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/1802/28350.

Council of Science Editors:

Tracey EA(-). Firefighter workplace learning : an exploratory case study. [Doctoral Dissertation]. University of Rochester; 2014. Available from: http://hdl.handle.net/1802/28350


Open Universiteit Nederland

12. Oosterveen, Susanne. Ervaringen van Hoogbegaafde Volwassenen die weer Toetreden tot het Onderwijs: een Kwalitatieve Verkenning .

Degree: 2013, Open Universiteit Nederland

 Achtergrond Hoogbegaafde leerlingen beschikken, volgens onderzoek bij kinderen, jongeren en jongvolwassenen, over bepaalde specifieke leerkenmerken. Deze kenmerken leiden tot positieve of negatieve leerervaringen, afhankelijk van… (more)

Subjects/Keywords: gifted; learning experiences; adult learning; onderwijswetenschappen

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APA (6th Edition):

Oosterveen, S. (2013). Ervaringen van Hoogbegaafde Volwassenen die weer Toetreden tot het Onderwijs: een Kwalitatieve Verkenning . (Masters Thesis). Open Universiteit Nederland. Retrieved from http://hdl.handle.net/1820/5131

Chicago Manual of Style (16th Edition):

Oosterveen, Susanne. “Ervaringen van Hoogbegaafde Volwassenen die weer Toetreden tot het Onderwijs: een Kwalitatieve Verkenning .” 2013. Masters Thesis, Open Universiteit Nederland. Accessed March 01, 2021. http://hdl.handle.net/1820/5131.

MLA Handbook (7th Edition):

Oosterveen, Susanne. “Ervaringen van Hoogbegaafde Volwassenen die weer Toetreden tot het Onderwijs: een Kwalitatieve Verkenning .” 2013. Web. 01 Mar 2021.

Vancouver:

Oosterveen S. Ervaringen van Hoogbegaafde Volwassenen die weer Toetreden tot het Onderwijs: een Kwalitatieve Verkenning . [Internet] [Masters thesis]. Open Universiteit Nederland; 2013. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/1820/5131.

Council of Science Editors:

Oosterveen S. Ervaringen van Hoogbegaafde Volwassenen die weer Toetreden tot het Onderwijs: een Kwalitatieve Verkenning . [Masters Thesis]. Open Universiteit Nederland; 2013. Available from: http://hdl.handle.net/1820/5131


University of Manitoba

13. Webb, Colleen. After the adult learning centre: rural women: decisions and transitions to post-secondary education.

Degree: Educational Administration, Foundations and Psychology, 2017, University of Manitoba

Adult Learning Centres (ALC) provide opportunities for rural women to complete a high school education and pursue career opportunities that may not have been available… (more)

Subjects/Keywords: adult learning; rural women; transformative learning; patriarchy

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APA (6th Edition):

Webb, C. (2017). After the adult learning centre: rural women: decisions and transitions to post-secondary education. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/32537

Chicago Manual of Style (16th Edition):

Webb, Colleen. “After the adult learning centre: rural women: decisions and transitions to post-secondary education.” 2017. Masters Thesis, University of Manitoba. Accessed March 01, 2021. http://hdl.handle.net/1993/32537.

MLA Handbook (7th Edition):

Webb, Colleen. “After the adult learning centre: rural women: decisions and transitions to post-secondary education.” 2017. Web. 01 Mar 2021.

Vancouver:

Webb C. After the adult learning centre: rural women: decisions and transitions to post-secondary education. [Internet] [Masters thesis]. University of Manitoba; 2017. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/1993/32537.

Council of Science Editors:

Webb C. After the adult learning centre: rural women: decisions and transitions to post-secondary education. [Masters Thesis]. University of Manitoba; 2017. Available from: http://hdl.handle.net/1993/32537


Penn State University

14. Pemberton, Jennifer Lynn. "i Saw a Wrong and I Wanted to Stand Up for What I Thought Was Right:” a Narrative Study on Becoming a Breastfeeding Activist .

Degree: 2016, Penn State University

 The purpose of this narrative study was two-fold: (a) to examine how breastfeeding mothers learn they are members of a marginalized group; and (b) to… (more)

Subjects/Keywords: Adult education; adult learning; women's learning; feminist pedagogy; emancipatory learning; activist learning; breastfeeding

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APA (6th Edition):

Pemberton, J. L. (2016). "i Saw a Wrong and I Wanted to Stand Up for What I Thought Was Right:” a Narrative Study on Becoming a Breastfeeding Activist . (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/27703

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Pemberton, Jennifer Lynn. “"i Saw a Wrong and I Wanted to Stand Up for What I Thought Was Right:” a Narrative Study on Becoming a Breastfeeding Activist .” 2016. Thesis, Penn State University. Accessed March 01, 2021. https://submit-etda.libraries.psu.edu/catalog/27703.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Pemberton, Jennifer Lynn. “"i Saw a Wrong and I Wanted to Stand Up for What I Thought Was Right:” a Narrative Study on Becoming a Breastfeeding Activist .” 2016. Web. 01 Mar 2021.

Vancouver:

Pemberton JL. "i Saw a Wrong and I Wanted to Stand Up for What I Thought Was Right:” a Narrative Study on Becoming a Breastfeeding Activist . [Internet] [Thesis]. Penn State University; 2016. [cited 2021 Mar 01]. Available from: https://submit-etda.libraries.psu.edu/catalog/27703.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Pemberton JL. "i Saw a Wrong and I Wanted to Stand Up for What I Thought Was Right:” a Narrative Study on Becoming a Breastfeeding Activist . [Thesis]. Penn State University; 2016. Available from: https://submit-etda.libraries.psu.edu/catalog/27703

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of KwaZulu-Natal

15. Zwane, Eunice Sibongile Thembi. An investigation into male participation in adult education classes at Endleleni Public Adult Learning Centre.

Degree: 2016, University of KwaZulu-Natal

 This study focuses on gender, with a particular interest in male participation in adult education centres. The attention is on men because from my experience… (more)

Subjects/Keywords: Adult education.; Men in adult education classes.; Endleleni Public Adult Learning Centre.; Gender and learning.

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APA (6th Edition):

Zwane, E. S. T. (2016). An investigation into male participation in adult education classes at Endleleni Public Adult Learning Centre. (Thesis). University of KwaZulu-Natal. Retrieved from https://researchspace.ukzn.ac.za/handle/10413/17018

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Zwane, Eunice Sibongile Thembi. “An investigation into male participation in adult education classes at Endleleni Public Adult Learning Centre.” 2016. Thesis, University of KwaZulu-Natal. Accessed March 01, 2021. https://researchspace.ukzn.ac.za/handle/10413/17018.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Zwane, Eunice Sibongile Thembi. “An investigation into male participation in adult education classes at Endleleni Public Adult Learning Centre.” 2016. Web. 01 Mar 2021.

Vancouver:

Zwane EST. An investigation into male participation in adult education classes at Endleleni Public Adult Learning Centre. [Internet] [Thesis]. University of KwaZulu-Natal; 2016. [cited 2021 Mar 01]. Available from: https://researchspace.ukzn.ac.za/handle/10413/17018.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Zwane EST. An investigation into male participation in adult education classes at Endleleni Public Adult Learning Centre. [Thesis]. University of KwaZulu-Natal; 2016. Available from: https://researchspace.ukzn.ac.za/handle/10413/17018

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Oregon State University

16. Remenick, Lauren. HJA Day Experiences : Understanding Participant Outcomes at a Non-formal Science Education Event.

Degree: MS, Forest Ecosystems and Society, 2015, Oregon State University

 For adult learners to succeed in their educational endeavors, adult educators and event planners must meet their needs and goals (Storksdieck, Ellenbogen, & Heimlich, 2005).… (more)

Subjects/Keywords: adult learning; Adult learning  – Oregon  – H.J. Andrews Experimental Forest  – Evaluation

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Remenick, L. (2015). HJA Day Experiences : Understanding Participant Outcomes at a Non-formal Science Education Event. (Masters Thesis). Oregon State University. Retrieved from http://hdl.handle.net/1957/56069

Chicago Manual of Style (16th Edition):

Remenick, Lauren. “HJA Day Experiences : Understanding Participant Outcomes at a Non-formal Science Education Event.” 2015. Masters Thesis, Oregon State University. Accessed March 01, 2021. http://hdl.handle.net/1957/56069.

MLA Handbook (7th Edition):

Remenick, Lauren. “HJA Day Experiences : Understanding Participant Outcomes at a Non-formal Science Education Event.” 2015. Web. 01 Mar 2021.

Vancouver:

Remenick L. HJA Day Experiences : Understanding Participant Outcomes at a Non-formal Science Education Event. [Internet] [Masters thesis]. Oregon State University; 2015. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/1957/56069.

Council of Science Editors:

Remenick L. HJA Day Experiences : Understanding Participant Outcomes at a Non-formal Science Education Event. [Masters Thesis]. Oregon State University; 2015. Available from: http://hdl.handle.net/1957/56069


University of the Western Cape

17. Lackay, Bradley. Recognition of prior learning, benefits and social justice in the policing sector .

Degree: 2015, University of the Western Cape

 Conceptualised within Habermasian critical theory, the conceptual framework includes concepts such as domination, emancipation and emancipatory education, and frames RPL as emancipation. Recognition of prior… (more)

Subjects/Keywords: Workplace Learning; Adult learning; Recognition of prior learning; Experiential learning

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Lackay, B. (2015). Recognition of prior learning, benefits and social justice in the policing sector . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/5281

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Lackay, Bradley. “Recognition of prior learning, benefits and social justice in the policing sector .” 2015. Thesis, University of the Western Cape. Accessed March 01, 2021. http://hdl.handle.net/11394/5281.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Lackay, Bradley. “Recognition of prior learning, benefits and social justice in the policing sector .” 2015. Web. 01 Mar 2021.

Vancouver:

Lackay B. Recognition of prior learning, benefits and social justice in the policing sector . [Internet] [Thesis]. University of the Western Cape; 2015. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/11394/5281.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lackay B. Recognition of prior learning, benefits and social justice in the policing sector . [Thesis]. University of the Western Cape; 2015. Available from: http://hdl.handle.net/11394/5281

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Pretoria

18. Dladla, Siphiwe Nonhlanhla. Experiences and perceptions of adult learners at public adult learning centres.

Degree: Early Childhood Education, 2013, University of Pretoria

 The main objective of this research was to explore the experiences and perceptions of adult learners at Public Adult Learning Centres. A total number of… (more)

Subjects/Keywords: Adult Education; Adult Basic Education and Training; Adult learners; Adult Centres; Public Adult Learning Centres; UCTD

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Dladla, S. N. (2013). Experiences and perceptions of adult learners at public adult learning centres. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/40439

Chicago Manual of Style (16th Edition):

Dladla, Siphiwe Nonhlanhla. “Experiences and perceptions of adult learners at public adult learning centres.” 2013. Masters Thesis, University of Pretoria. Accessed March 01, 2021. http://hdl.handle.net/2263/40439.

MLA Handbook (7th Edition):

Dladla, Siphiwe Nonhlanhla. “Experiences and perceptions of adult learners at public adult learning centres.” 2013. Web. 01 Mar 2021.

Vancouver:

Dladla SN. Experiences and perceptions of adult learners at public adult learning centres. [Internet] [Masters thesis]. University of Pretoria; 2013. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/2263/40439.

Council of Science Editors:

Dladla SN. Experiences and perceptions of adult learners at public adult learning centres. [Masters Thesis]. University of Pretoria; 2013. Available from: http://hdl.handle.net/2263/40439


University of South Africa

19. Mello, Masefora Victoria. Absenteeism of adult learners at the Sekgosese West Circuit in Limpopo Province : a critical reflection .

Degree: 2017, University of South Africa

 The purpose of the study was to find out why adult learners absent themselves from adult basic education programmes and to devise strategies to encourage… (more)

Subjects/Keywords: Absenteeism; Adult learner; Adult educator; Adult Basic Education; Socio-economic factors; Barriers to learning; Critical reflection; Adult learning centre

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Mello, M. V. (2017). Absenteeism of adult learners at the Sekgosese West Circuit in Limpopo Province : a critical reflection . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/23455

Chicago Manual of Style (16th Edition):

Mello, Masefora Victoria. “Absenteeism of adult learners at the Sekgosese West Circuit in Limpopo Province : a critical reflection .” 2017. Masters Thesis, University of South Africa. Accessed March 01, 2021. http://hdl.handle.net/10500/23455.

MLA Handbook (7th Edition):

Mello, Masefora Victoria. “Absenteeism of adult learners at the Sekgosese West Circuit in Limpopo Province : a critical reflection .” 2017. Web. 01 Mar 2021.

Vancouver:

Mello MV. Absenteeism of adult learners at the Sekgosese West Circuit in Limpopo Province : a critical reflection . [Internet] [Masters thesis]. University of South Africa; 2017. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/10500/23455.

Council of Science Editors:

Mello MV. Absenteeism of adult learners at the Sekgosese West Circuit in Limpopo Province : a critical reflection . [Masters Thesis]. University of South Africa; 2017. Available from: http://hdl.handle.net/10500/23455


University of the Western Cape

20. Hendricks, Mohammed Natheem. Critical theory, adult learning and‘xenophobia’: a critical perspective on umoja wa Afrika’s human rights peer education programme .

Degree: 2011, University of the Western Cape

 The impact of global migration on local contexts has spawned new issues and a range of social responses. These include the emergence of ‘xenophobia’ in… (more)

Subjects/Keywords: Adult; Adult learners; Adult learning; Adult education; Critical theory; Xenophobia; Human rights; Critical learning; Peer education; Human rights education; Education programme

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Hendricks, M. N. (2011). Critical theory, adult learning and‘xenophobia’: a critical perspective on umoja wa Afrika’s human rights peer education programme . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/3568

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hendricks, Mohammed Natheem. “Critical theory, adult learning and‘xenophobia’: a critical perspective on umoja wa Afrika’s human rights peer education programme .” 2011. Thesis, University of the Western Cape. Accessed March 01, 2021. http://hdl.handle.net/11394/3568.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hendricks, Mohammed Natheem. “Critical theory, adult learning and‘xenophobia’: a critical perspective on umoja wa Afrika’s human rights peer education programme .” 2011. Web. 01 Mar 2021.

Vancouver:

Hendricks MN. Critical theory, adult learning and‘xenophobia’: a critical perspective on umoja wa Afrika’s human rights peer education programme . [Internet] [Thesis]. University of the Western Cape; 2011. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/11394/3568.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hendricks MN. Critical theory, adult learning and‘xenophobia’: a critical perspective on umoja wa Afrika’s human rights peer education programme . [Thesis]. University of the Western Cape; 2011. Available from: http://hdl.handle.net/11394/3568

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of the Western Cape

21. Mati, Shepherd Ayanda. Critical theory, adult learning and‘xenophobia’: a critical perspective on Umoja wa Afrika’s human rights peer education programme .

Degree: 2011, University of the Western Cape

 The impact of global migration on local contexts has spawned new issues and a range of social responses. These include the emergence of ‘xenophobia’ in… (more)

Subjects/Keywords: Adult; Adult learners; Adult learning; Adult education; Critical theory; Xenophobia; Human rights; Critical learning; Peer education; Human rights education; Education programme

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Mati, S. A. (2011). Critical theory, adult learning and‘xenophobia’: a critical perspective on Umoja wa Afrika’s human rights peer education programme . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/3609

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Mati, Shepherd Ayanda. “Critical theory, adult learning and‘xenophobia’: a critical perspective on Umoja wa Afrika’s human rights peer education programme .” 2011. Thesis, University of the Western Cape. Accessed March 01, 2021. http://hdl.handle.net/11394/3609.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Mati, Shepherd Ayanda. “Critical theory, adult learning and‘xenophobia’: a critical perspective on Umoja wa Afrika’s human rights peer education programme .” 2011. Web. 01 Mar 2021.

Vancouver:

Mati SA. Critical theory, adult learning and‘xenophobia’: a critical perspective on Umoja wa Afrika’s human rights peer education programme . [Internet] [Thesis]. University of the Western Cape; 2011. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/11394/3609.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mati SA. Critical theory, adult learning and‘xenophobia’: a critical perspective on Umoja wa Afrika’s human rights peer education programme . [Thesis]. University of the Western Cape; 2011. Available from: http://hdl.handle.net/11394/3609

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Georgia

22. Brown, Laura C. Role of spirituality in adult learning contexts.

Degree: 2014, University of Georgia

 The purpose of this qualitative study was to understand how adult learners perceive the influence of spirituality in their learning. To address this purpose, this… (more)

Subjects/Keywords: Spirituality; Adult Learning; Adult Education; Transformational Learning; Holistic Learning; Meaning and Purpose for Life

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Brown, L. C. (2014). Role of spirituality in adult learning contexts. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/25139

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Brown, Laura C. “Role of spirituality in adult learning contexts.” 2014. Thesis, University of Georgia. Accessed March 01, 2021. http://hdl.handle.net/10724/25139.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Brown, Laura C. “Role of spirituality in adult learning contexts.” 2014. Web. 01 Mar 2021.

Vancouver:

Brown LC. Role of spirituality in adult learning contexts. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/10724/25139.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Brown LC. Role of spirituality in adult learning contexts. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/25139

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Georgia

23. Joaquin, Edward. The encounters of indifference of Filipino American faculty in higher education.

Degree: 2015, University of Georgia

 The purpose of this qualitative study was to examine the experiences of Filipino American faculty members in North American colleges and universities to ascertain how… (more)

Subjects/Keywords: Adult Education; Adult Learning; Filipino American Faculty; Colonialism; Postcolonialism; Incidental Learning; Transformative Learning

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Joaquin, E. (2015). The encounters of indifference of Filipino American faculty in higher education. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/30927

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Joaquin, Edward. “The encounters of indifference of Filipino American faculty in higher education.” 2015. Thesis, University of Georgia. Accessed March 01, 2021. http://hdl.handle.net/10724/30927.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Joaquin, Edward. “The encounters of indifference of Filipino American faculty in higher education.” 2015. Web. 01 Mar 2021.

Vancouver:

Joaquin E. The encounters of indifference of Filipino American faculty in higher education. [Internet] [Thesis]. University of Georgia; 2015. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/10724/30927.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Joaquin E. The encounters of indifference of Filipino American faculty in higher education. [Thesis]. University of Georgia; 2015. Available from: http://hdl.handle.net/10724/30927

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of KwaZulu-Natal

24. Spooner, Vivienne Susan. Exploring nonformal adult learning in a business school leadership programme: a case study of the nexus programme.

Degree: 2018, University of KwaZulu-Natal

 This study examined how participants in a business school nonformal leadership programme, Nexus, learn. The nature of learning as reported by Nexus participants and programme… (more)

Subjects/Keywords: Non-formal adult learning.; Adult learning styles.; Adult learning strategies.; Business school leadership programmes.; Nexus programme.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Spooner, V. S. (2018). Exploring nonformal adult learning in a business school leadership programme: a case study of the nexus programme. (Thesis). University of KwaZulu-Natal. Retrieved from https://researchspace.ukzn.ac.za/handle/10413/17808

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Spooner, Vivienne Susan. “Exploring nonformal adult learning in a business school leadership programme: a case study of the nexus programme.” 2018. Thesis, University of KwaZulu-Natal. Accessed March 01, 2021. https://researchspace.ukzn.ac.za/handle/10413/17808.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Spooner, Vivienne Susan. “Exploring nonformal adult learning in a business school leadership programme: a case study of the nexus programme.” 2018. Web. 01 Mar 2021.

Vancouver:

Spooner VS. Exploring nonformal adult learning in a business school leadership programme: a case study of the nexus programme. [Internet] [Thesis]. University of KwaZulu-Natal; 2018. [cited 2021 Mar 01]. Available from: https://researchspace.ukzn.ac.za/handle/10413/17808.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Spooner VS. Exploring nonformal adult learning in a business school leadership programme: a case study of the nexus programme. [Thesis]. University of KwaZulu-Natal; 2018. Available from: https://researchspace.ukzn.ac.za/handle/10413/17808

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Georgia

25. Ojo, Oluremilekun Risikat. Teaching and learning in a blended distance education context.

Degree: 2014, University of Georgia

 Ongoing changes to the global economy have a tremendous effect on available physical and human resources. Adult distance education teaching and learning environments are increasingly… (more)

Subjects/Keywords: Adult Education; International Adult Education; Adult Learning; Distance Education; Blended Learning; Instructional Design; Qualitative Case Study; Teaching and Learning Experience; Nigeria.

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APA (6th Edition):

Ojo, O. R. (2014). Teaching and learning in a blended distance education context. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/28851

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Ojo, Oluremilekun Risikat. “Teaching and learning in a blended distance education context.” 2014. Thesis, University of Georgia. Accessed March 01, 2021. http://hdl.handle.net/10724/28851.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Ojo, Oluremilekun Risikat. “Teaching and learning in a blended distance education context.” 2014. Web. 01 Mar 2021.

Vancouver:

Ojo OR. Teaching and learning in a blended distance education context. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/10724/28851.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ojo OR. Teaching and learning in a blended distance education context. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/28851

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Pennsylvania

26. Gioia, Danielle. “i Was Meant To Be A Student:” A Qualitative Inquiry Into Adult Undergraduate Learning Practices In Adult Learning-Focused Institutions.

Degree: 2016, University of Pennsylvania

 This study examined adult learning practices in adult learning-focused postsecondary institutions. Using semi-structured phenomenographic interviews, course observations, and site observations at two Midwestern adult-focused postsecondary… (more)

Subjects/Keywords: Academic Literacies; Adult Higher Education; Adult Learning; Adult Learning Focused Postsecondary Institution; Adult Undergraduate; Phenomenography; Adult and Continuing Education Administration; Adult and Continuing Education and Teaching; Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Gioia, D. (2016). “i Was Meant To Be A Student:” A Qualitative Inquiry Into Adult Undergraduate Learning Practices In Adult Learning-Focused Institutions. (Thesis). University of Pennsylvania. Retrieved from https://repository.upenn.edu/edissertations/2306

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Gioia, Danielle. ““i Was Meant To Be A Student:” A Qualitative Inquiry Into Adult Undergraduate Learning Practices In Adult Learning-Focused Institutions.” 2016. Thesis, University of Pennsylvania. Accessed March 01, 2021. https://repository.upenn.edu/edissertations/2306.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Gioia, Danielle. ““i Was Meant To Be A Student:” A Qualitative Inquiry Into Adult Undergraduate Learning Practices In Adult Learning-Focused Institutions.” 2016. Web. 01 Mar 2021.

Vancouver:

Gioia D. “i Was Meant To Be A Student:” A Qualitative Inquiry Into Adult Undergraduate Learning Practices In Adult Learning-Focused Institutions. [Internet] [Thesis]. University of Pennsylvania; 2016. [cited 2021 Mar 01]. Available from: https://repository.upenn.edu/edissertations/2306.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Gioia D. “i Was Meant To Be A Student:” A Qualitative Inquiry Into Adult Undergraduate Learning Practices In Adult Learning-Focused Institutions. [Thesis]. University of Pennsylvania; 2016. Available from: https://repository.upenn.edu/edissertations/2306

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of South Africa

27. Mokotedi, Johannes Renaldo. Information and communications technology literacy in adult education and training in a district of Tshwane .

Degree: 2016, University of South Africa

 The purpose of this study was to investigate ICT literacy in adult education and training within a public adult learning centre. A literature study was… (more)

Subjects/Keywords: ICT literacy; Public adult learning centres; Adult learners; Adult educators; National policies

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Mokotedi, J. R. (2016). Information and communications technology literacy in adult education and training in a district of Tshwane . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/22718

Chicago Manual of Style (16th Edition):

Mokotedi, Johannes Renaldo. “Information and communications technology literacy in adult education and training in a district of Tshwane .” 2016. Masters Thesis, University of South Africa. Accessed March 01, 2021. http://hdl.handle.net/10500/22718.

MLA Handbook (7th Edition):

Mokotedi, Johannes Renaldo. “Information and communications technology literacy in adult education and training in a district of Tshwane .” 2016. Web. 01 Mar 2021.

Vancouver:

Mokotedi JR. Information and communications technology literacy in adult education and training in a district of Tshwane . [Internet] [Masters thesis]. University of South Africa; 2016. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/10500/22718.

Council of Science Editors:

Mokotedi JR. Information and communications technology literacy in adult education and training in a district of Tshwane . [Masters Thesis]. University of South Africa; 2016. Available from: http://hdl.handle.net/10500/22718

28. Marden, Rose A. Why Don't They Come? Enhancing Participation in Parish Adult Faith Formation.

Degree: D.Min., Religious Education/Catechetics, 2014, The Catholic University of America

Degree awarded: D.Min. Religious Education/Catechetics. The Catholic University of America

Despite Church teachings indicating that adult faith formation should be at the center of a… (more)

Subjects/Keywords: Religious education; Adult education; adult faith formation; adult learning; motivation; post modernism

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Marden, R. A. (2014). Why Don't They Come? Enhancing Participation in Parish Adult Faith Formation. (Doctoral Dissertation). The Catholic University of America. Retrieved from http://hdl.handle.net/1961/etd:425

Chicago Manual of Style (16th Edition):

Marden, Rose A. “Why Don't They Come? Enhancing Participation in Parish Adult Faith Formation.” 2014. Doctoral Dissertation, The Catholic University of America. Accessed March 01, 2021. http://hdl.handle.net/1961/etd:425.

MLA Handbook (7th Edition):

Marden, Rose A. “Why Don't They Come? Enhancing Participation in Parish Adult Faith Formation.” 2014. Web. 01 Mar 2021.

Vancouver:

Marden RA. Why Don't They Come? Enhancing Participation in Parish Adult Faith Formation. [Internet] [Doctoral dissertation]. The Catholic University of America; 2014. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/1961/etd:425.

Council of Science Editors:

Marden RA. Why Don't They Come? Enhancing Participation in Parish Adult Faith Formation. [Doctoral Dissertation]. The Catholic University of America; 2014. Available from: http://hdl.handle.net/1961/etd:425

29. Marden, Rose A. Why Don't They Come? Enhancing Participation in Parish Adult Faith Formation.

Degree: D.Min., Religious Education/Catechetics, 2014, The Catholic University of America

Degree awarded: D.Min. Religious Education/Catechetics. The Catholic University of America

Despite Church teachings indicating that adult faith formation should be at the center of a… (more)

Subjects/Keywords: Religious education; Adult education; adult faith formation; adult learning; motivation; post modernism

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Marden, R. A. (2014). Why Don't They Come? Enhancing Participation in Parish Adult Faith Formation. (Doctoral Dissertation). The Catholic University of America. Retrieved from http://hdl.handle.net/1961/16646

Chicago Manual of Style (16th Edition):

Marden, Rose A. “Why Don't They Come? Enhancing Participation in Parish Adult Faith Formation.” 2014. Doctoral Dissertation, The Catholic University of America. Accessed March 01, 2021. http://hdl.handle.net/1961/16646.

MLA Handbook (7th Edition):

Marden, Rose A. “Why Don't They Come? Enhancing Participation in Parish Adult Faith Formation.” 2014. Web. 01 Mar 2021.

Vancouver:

Marden RA. Why Don't They Come? Enhancing Participation in Parish Adult Faith Formation. [Internet] [Doctoral dissertation]. The Catholic University of America; 2014. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/1961/16646.

Council of Science Editors:

Marden RA. Why Don't They Come? Enhancing Participation in Parish Adult Faith Formation. [Doctoral Dissertation]. The Catholic University of America; 2014. Available from: http://hdl.handle.net/1961/16646


University of the Western Cape

30. Buque, Domingos Carlos. Literacy programmes in Mozambique: adults’ motivations, needs and expectations – the case of Boane and Pemba .

Degree: 2013, University of the Western Cape

 This study aims to determine the functionality of two adult literacy programmes (ALFA-REGULAR and ALFA-RÁDIO) provided by the Mozambican government, in Boane and Pemba. The… (more)

Subjects/Keywords: Multilingualism; Adult education; Literacy; Adult literacy programmes; Facilitators; Adult learners; Motivations; Learning needs; Expectations; Functionality

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APA (6th Edition):

Buque, D. C. (2013). Literacy programmes in Mozambique: adults’ motivations, needs and expectations – the case of Boane and Pemba . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/3951

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Buque, Domingos Carlos. “Literacy programmes in Mozambique: adults’ motivations, needs and expectations – the case of Boane and Pemba .” 2013. Thesis, University of the Western Cape. Accessed March 01, 2021. http://hdl.handle.net/11394/3951.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Buque, Domingos Carlos. “Literacy programmes in Mozambique: adults’ motivations, needs and expectations – the case of Boane and Pemba .” 2013. Web. 01 Mar 2021.

Vancouver:

Buque DC. Literacy programmes in Mozambique: adults’ motivations, needs and expectations – the case of Boane and Pemba . [Internet] [Thesis]. University of the Western Cape; 2013. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/11394/3951.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Buque DC. Literacy programmes in Mozambique: adults’ motivations, needs and expectations – the case of Boane and Pemba . [Thesis]. University of the Western Cape; 2013. Available from: http://hdl.handle.net/11394/3951

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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