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Select data courtesy of the U.S. National Library of Medicine.

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Adult Learning

Subject:
Education
Publisher:
SAGE Publications —
SAGE
ISSN:
1045-1595
Scimago Journal Rank:
20

2023

Volume OnlineFirst
January
Volume 34
Issue 2 (May)Issue 1 (Feb)

2022

Volume OnlineFirst
January
Volume 33
Issue 4 (Nov)Issue 3 (Aug)Issue 2 (May)Issue 1 (Feb)

2021

Volume 33
Issue 1 (Jun)
Volume 32
Issue 4 (Nov)Issue 3 (Aug)Issue 2 (May)Issue 1 (Feb)

2020

Volume 31
Issue 4 (Nov)Issue 3 (Aug)Issue 2 (May)Issue 1 (Feb)

2019

Volume 30
Issue 4 (Nov)Issue 3 (Aug)Issue 2 (May)Issue 1 (Feb)

2018

Volume 29
Issue 4 (Nov)Issue 3 (Aug)Issue 2 (May)Issue 1 (Feb)

2017

Volume 28
Issue 4 (Nov)Issue 3 (Aug)Issue 2 (May)Issue 1 (Feb)

2016

Volume 27
Issue 4 (Nov)Issue 3 (Aug)Issue 2 (May)Issue 1 (Feb)

2015

Volume 26
Issue 4 (Nov)Issue 3 (Aug)Issue 2 (May)Issue 1 (Feb)

2014

Volume 25
Issue 4 (Nov)Issue 3 (Aug)Issue 2 (May)Issue 1 (Feb)

2013

Volume 24
Issue 4 (Nov)Issue 3 (Aug)Issue 2 (May)Issue 1 (Feb)

2012

Volume 23
Issue 4 (Nov)Issue 3 (Aug)Issue 2 (May)

2011

Volume 22
Issue 4 (Sep)Issue 3 (Jun)Issue 2 (Mar)Issue 1 (Jan)

2010

Volume 21
Issue 3-4 (Jun)Issue 1-2 (Jan)

2009

Volume 20
Issue 3-4 (Jun)Issue 1-2 (Jan)

2008

Volume 19
Issue 3-4 (Jun)Issue 1-2 (Jan)

2007

Volume 18
Issue 3-4 (Jun)Issue 1-2 (Jan)

2006

Volume 17
Issue 1-4 (Jan)

2005

Volume 16
Issue 3-4 (Jun)Issue 1-2 (Jan)

2004

Volume 15
Issue 3-4 (Jun)Issue 1-2 (Jan)

2003

Volume 14
Issue 4 (Sep)Issue 3 (Jun)Issue 2 (Mar)Issue 1 (Jan)

2002

Volume 13
Issue 4 (Sep)Issue 2-3 (Mar)

2001

Volume 13
Issue 1 (Sep)
Volume 12
Issue 3 (Jun)Issue 2 (Mar)Issue 1 (Jan)

2000

Volume 11
Issue 4 (Sep)Issue 3 (Jun)Issue 2 (Mar)

1999

Volume 11
Issue 1 (Dec)
Volume 10
Issue 4 (Jun)Issue 3 (Mar)Issue 2 (Jan)

1998

Volume 10
Issue 1 (Sep)
Volume 9
Issue 4 (May)Issue 3 (Mar)Issue 2 (Jan)

1997

Volume 9
Issue 1 (Sep)
Volume 8
Issue 5-6 (May)Issue 4 (Mar)Issue 3 (Jan)

1996

Volume 8
Issue 2 (Nov)Issue 1 (Sep)
Volume 7
Issue 6 (Jul)Issue 5 (May)Issue 4 (Mar)Issue 3 (Jan)

1995

Volume 7
Issue 2 (Nov)Issue 1 (Sep)
Volume 6
Issue 6 (Jul)Issue 5 (May)Issue 4 (Mar)Issue 3 (Jan)

1994

Volume 6
Issue 2 (Nov)Issue 1 (Sep)
Volume 5
Issue 6 (Jul)Issue 5 (May)Issue 4 (Mar)Issue 3 (Jan)

1993

Volume 5
Issue 2 (Nov)Issue 1 (Sep)
Volume 4
Issue 6 (Jul)Issue 5 (May)Issue 4 (Mar)Issue 3 (Jan)

1992

Volume 4
Issue 2 (Nov)Issue 1 (Sep)
Volume 3
Issue 8 (Jun)Issue 7 (May)Issue 6 (Apr)Issue 5 (Feb)Issue 4 (Jan)

1991

Volume 3
Issue 3 (Nov)Issue 2 (Oct)Issue 1 (Sep)
Volume 2
Issue 8 (Jun)Issue 7 (May)Issue 6 (Apr)Issue 5 (Feb)Issue 4 (Jan)

1990

Volume 2
Issue 3 (Nov)Issue 2 (Oct)Issue 1 (Sep)
Volume 1
Issue 8 (Jun)Issue 7 (May)Issue 6 (Apr)Issue 5 (Feb)Issue 4 (Jan)

1989

Volume 1
Issue 3 (Nov)Issue 2 (Oct)Issue 1 (Sep)
journal article
LitStream Collection
Facilitating Coping Through Reflective Learning in Adult Education: A Review of the Reciprocal Relationship Between Coping and Learning

Lapina, Angelina

2018 Adult Learning

doi: 10.1177/1045159518776126

Coping in adult learning-based environments is a relevant phenomenon because stressful experiences are inevitable at times. Three main types of coping strategies are distinguished to either solve the problem (problem-focused coping), avoid the problem (avoidance coping), or reduce anxiety and other negative emotions (emotion-focused coping) in learning-based contexts. The type of coping strategy impacts not only learning outcomes but it also affects stress levels and adults’ experience with learning. Allowing adults to reflect on their learning experiences has positive effects on their coping capacity and learning outcomes. This article reviews literature that shows interactions between learning and coping and vice versa and the role that reflection plays in strengthening this relationship. After providing an overview of the meaning of coping in adult experience, an analysis and suggestions for future research based on the research findings of the literature are presented. Finally, recommendations for practicing reflective learning in adult education programs are offered.
journal article
LitStream Collection
Member Profile Differences Between Florida and National OLLI Institutes

Lee, Jung Min; Rogers, Aracelis; Young, William

2018 Adult Learning

doi: 10.1177/1045159518773918

The purpose of this study was to identify selected characteristics of current Osher Lifelong Learning Institute (OLLI) members in Florida and then compare the results between Florida and non-Florida institutes. This study was primarily quantitative and employed the Demographic and Behavioral Trends Survey (DBTS) with the addition of four open-ended response options. The data resulting from this comparison indicated that demographic factors, technology use, and time related to relocation after retirement were significantly different between a national sample and a sample of Florida OLLI members. These findings suggest that it is important for adult education field educators, administrators, and OLLI instructors to recognize the growing diversity and technical proficiency of current retirees to continue to promote effective lifelong learning practice.
journal article
LitStream Collection
A Dissection of Experiential Learning Theory: Alternative Approaches to Reflection

Kuk, Hye-Su; Holst, John D.

2018 Adult Learning

doi: 10.1177/1045159518779138

The concept of reflection is central to theories of experiential learning common in the field of adult education. In this article, we expand upon the work of Michelson on the dualistic split between experience and knowing inherent in the field’s most common conceptualizations of reflection. We develop alternative approaches to reflection drawing from feminist standpoint theory and theories of embodied knowing. We identify and discuss how each alternative approach points to different positioning of the concept of reflection in experiential learning. We highlight how the alternative positioning of reflection in experiential learning relates to adult education practice through narrative building and the recognition of prior learning. We also identify what we believe are implications of our reconceptualization of reflection for theories of adult learning.
journal article
LitStream Collection
“Making Up for Lost Time”: The Transition Experiences of Nontraditional Black Male Undergraduates

Goings, Ramon B.

2018 Adult Learning

doi: 10.1177/1045159518783200

This qualitative study investigated the academic and social experiences and life events that propelled 13 Black male nontraditional undergraduates to transition back to college and explored the various programs and institutional agents these men used once on campus. Findings indicated that participant’s faced challenges with college as traditional-aged students due to being under and over involved with social activities on campus or choosing to pursue a work career. As a result, participants had either delayed entry into college or dropped out as traditional-aged students. However, participants transitioned back to college due to wanting to make up for not completing their degree earlier in life, needing to increase their employment opportunities, and wanting to prove their doubters wrong. Finally, findings indicated that while the men found support from certain professors on their campuses, there were few targeted programs specifically for nontraditional students on campus. Recommendations on how to support nontraditional Black male students are provided.
journal article
LitStream Collection
Spoken Language and Fear of the Blank Page

Korostyshevskiy, Vladislav

2018 Adult Learning

doi: 10.1177/1045159518791258

Ability to communicate using spoken language occurs naturally in children earlier than they learn how to use written language. Throughout persons’ lives, their ability to use spoken language is being continuously maintained and further developed. As a result, spoken language has greater capacities to form and organize thoughts than those of written language. This article discusses one such capacity, to grasp mentally the initial idea, which is essential for beginning any writing process. An integral tool for using spoken language is a voice-recording device, which has become widely available as an application for mobile telephones and other portable devices. The use of spoken language, referred in this article as free-talking, allows a wide range of idea-generating possibilities, only few of which are discussed in this article.
journal article
LitStream Collection
Education Support for Adults With an Intellectual Disability: A Tutor’s Reflection

Nycyk, Michael

2018 Adult Learning

doi: 10.1177/1045159518783981

journal article
LitStream Collection
Book Review: Teach Yourself How to Learn: Strategies You Can Use to Ace Any Course at Any Level, by McGuire, S.

Jenkins, Kathy Mae

2018 Adult Learning

doi: 10.1177/1045159518797321

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