Abstract
The paper discusses adult learning as a product and as a process within the educational sector. The paper explains the two categories of adult learning as a process; acquisition adult learning and formalized adult learning. The paper then explores the different adult learning models of self-directed learning, andragogic learning and transformative learning.

Outline:
Introduction
Adult learning as a product
Adult learning as a process
Adult learning Models
Conclusion

From the Paper
"In order to accurately analyze the adult learning processes, it is important to understand what adult learning encompasses. There are many who believe that adult learning is a process or a means to an end while others believe that adult learning instills the necessary adjustments or alterations in one's attitude and comprehending abilities. Carl Rogers in one of his studies explains that adult learning allows and individual to truly believe that he is constantly "discovering, drawing in from the outside, and making that which is drawn in a real part" of who he is as a person and as an employee (Rogers and Freiberg, 1993). For Rogers and Freiberg the entire effort to learn should be about bringing the learner closer to understanding what he/she is genuinely interested in and is adapting what he/she has learned in a domain of life that he fond of."

Tags:self-directed, andragogic, transformative, learning, knowledge

Abstract
This paper discusses learning in adulthood, with an emphasis on self-directed learning. The paper takes a look at why adults seek education. Then the author presents a literature review of pertinent articles related to self-directed learning in adult education. Various goals of self-directed learning are highlighted at this point. The paper also considers the idea that self-directed learning is a process in which the learner assumes primary control and autonomy. Advice for instructors of adult education courses within a self-directed learning environment is presented. The paper concludes that self-directed learning seems most appropriate in adulthood because individuals are mature and more professionally oriented.

Introduction; Purpose of Self-Directed Learning
Literature Review
Discussion
Factors to Consider in the Process of Designing Self-Directed Learning Environments
Recommendations for Effective Self-Directed Learning
Conclusion

From the Paper
"Yet the factor of confusion still exists when it comes to self-directed learning in adulthood. One of the main reasons for such confusion is the absence of a coherent theory of self-directed learning. This type of learning is a term recognizing outside factors that prompt the learner to take primary responsibility. At the same time, the importance of internal factors should not be ignored, as they relate to the responsibility that the adult takes for learning-related thoughts and actions (Grow, 1991). A starting point for comprehending self-direction in learning is considering individual personality characteristics as well as the social context in which learning activities are created. "

Tags:adult education, self-directed learning, innovation, creativity, goals, professional development

Abstract
The paper defines the current state of Web-based training and learning systems, including computer-assisted instruction. The paper further analyzes the coverage of distance learning, which is experiencing significant growth worldwide. The research presented in this paper discusses the market dynamics driving the significant adoption of Web-based learning on a global scale. The paper examines a study from Stanford University that underscores the effectiveness of using Web-based learning globally to increase skill levels, marketability of students, and the accomplishment of personal and professional objectives on the part of students.

Table of Contents:
Introduction
Distance Learning Explained
Global Reach of Web-Based Learning
Key Companies and Universities in Web-Based Learning
Web-Based Curriculum Development
Web-Based Learning Results and Outcomes
Summary and Conclusions

From the Paper
"In defining distance learning its' best to look at what industry experts have to share in terms of insight. Sloan Consortium (2005) in its landmark report, Growing By Degrees: Online Education in the United States, 2005 explored the definition of distance learning. In its definition the Sloan Consortium created a table showing the progression of distance learning by the proportion of content delivered online. Table 1 provides the Sloan Consortiums' key insights in the definition of distance learning."

Tags:interactive, cirriculum, learning, materials

Abstract
This research paper examines the introduction of cooperative learning strategies in the primary classroom and how cooperative learning enables students to become actively engaged in a collaborative student-centered learning process that develops both their academic and their social skills. The paper concludes that cooperative learning assisted students not only in their learning but also in their development of social skills and social interactions with others. The paper also recommends that more research should be vested in studying cooperative learning and cooperative learning techniques for further future application in the classroom.

Outline:
Introduction
Purpose Of The Study
Significance Of The Study
Rationale
Research Questions
Methodology
Literature Review
Summary Of Literature Reviewed
Findings
Conclusions
Recommendations

From the Paper
"Sub Question six in this study asked if pupils social skills develop when they are encouraged to participate in group and class building activities? The task in this part of the study involved pupils carrying out various team and class building activities at the beginning of each day to develop social skills and peer interaction over a period of approximately 10 weeks. Observation of the researcher in this study indicates that pupils were introduced to one social skill for the week and that social skill was developed through a series of 5 different team or class building activities for the week. Pupils had never had a social skill target before, only academic targets but their familiarity with academic targets made the introduction of a social target straightforward."

Tags:learning, process, classroom, organization, layout, lesson, structure

Abstract
This paper assesses the behaviorist's perspective on learning and its capacity to explain the human learning process within the workplace setting. The paper starts by introducing the development of the perspective of behaviorism on learning, comparing it with three other equally important theories of learning, namely, cognitivism, humanism and constructivism. Next, the paper critically assesses the learning theories of behaviorism and its application to current workplace settings and explains the shortcomings of behaviorism revealed by this study.

Table of Contents
Introduction
Behaviorism and Cognitivism
Behaviorism and Constructivism
Behaviorism and Humanism
Critically Analysis of Behaviorism to Current Workplace Learning
Classical Conditioning
Connectionism
Contiguity Theory
Contingency Schedule
Disequilibrium Hypothesis
Habit Family Hierarchy
Summary
Summary and Conclusion

From the Paper
"The school of Behaviorism primarily has two agents, that is, the teacher and the student. The teacher is obliged to set the path of learning by identifying, calculating and perceiving the objectives, while the student is compelled to achieve these objectives and also produce reactions derived from external/internal motivation. The assumption set forth by the behavioral scientists is that if the humans are given a particular controlled-environment, they can be trained to behave in a particular way, on a consistent basis. This theory had been initially tested with mice and the positive results of those studies motivated the researchers to enhance and broaden their theory to include humans. The outcome of the relationship between the teacher and the student has produced positive outcomes (David C. Leonard, 2002)."

Tags:thought, behavioral, goals, teacher, achieved, student, learning, assignments, easier, difficult

Abstract
The paper explains that the difference between instructional theory and learning theory is that instructional theory focuses on the elements of the instruction process, while learning theory focuses on the manner in which students learn. The paper discusses however, how instructional and learning theory connect to one another within the classroom because it is instruction that prompts learning and learning styles that determine how instruction is offered to the students. Additionally, the paper discusses how instruction must motivate the learner to transfer the knowledge that is acquired to other parts of learning within the subject area or throughout the curriculum.

From the Paper
"The difference between instructional theory and learning theory is that instructional theory focuses on the elements of the instruction process, while learning theory focuses on the manner in which students learn. Instructional and learning theory, however, do connect to one another within the classroom because it is instruction that prompts learning and learning styles that determine how instruction is offered to the students. Additionally, instruction must motivate the learner to transfer the knowledge that is acquired to other parts of learning within the subject area or throughout the curriculum."

Tags:education, learning, theory

Abstract
This paper focuses on the necessary ingredients for schools to become effective, successful learning organizations. The paper references Wayne Hoy and Cecil Miskel's book, "Educational Administration," which highlights nine vital qualities a school must possess; schools must: (1) continuously support teaching and learning; (2) develop organizational cultures and climates that are open, collaborative, and self-regulating; (3) attract individuals who are secure, efficacious and open to change; (4) prevent illegitimate politics from interfering with learning; (5) possess transformational leadership; (6) possess open and continuous communication; (7) encourage and support decision-making; (8) enhance organizational learning; and (9) be able to respond effectively to new and emerging issues on school effectiveness. The paper concludes that overall Hoy and Miskel's view of how schools can become effective learning organizations is promising because it is possible; in addition to the direct benefits to the students' academic learning, the dedication and discipline demonstrated by the school will provide a positive example for the students on collaboration, cooperation, and open communication.

From the Paper
"Transformational leadership, which is the fifth factor of an effective learning organization, "starts with the development of a vision, a view of the future that will excite and convert potential followers," and turns into a mission (Changing Minds 2010). Being an effective learning organization involves all members having a commitment to what they see as the result of their hard work and dedication. In the situation of a school, this means the increased graduation and the success of the students who then able to move on and contribute to the world around them in positive ways. Transformational leadership most often starts with a transformational leader, which is one who can inspire people and create enthusiasm (Changing Minds 2010). It could be argued that transformational leadership is not required for a school to become a learning organization. If a particular school has had the long standing commitment to education, then the status as a learning organization is simply part of the organizational culture and does not require additional inspiration. However, for a school that has been struggling and hopes to take on the role of a learning organization, it will require a transformational leader to make all those involved embrace the new goal and willingly make changes."

Tags:organizational, learning, theory

Abstract
This paper discusses a series of three personal learning experiences that are then linked to behavioral, cognitive, and constructivist/contextual learning theories. The paper asserts that it is important, from the perspective of the instructor as well as the learning theorist, to determine these relationships between personal learning experiences and learning theory in order to better apply the techniques of each.

From the Paper
"This document discusses a series of three personal learning experiences. This series of personal learning experiences are then linked to behavioral, cognitive, and constructivist/contextual learning theories. It is important, from the perspective of the instructor as well as the learning theorist, to determine these relationships between personal learning experiences and learning theory in order to better apply the techniques of each.
"The public education system as well as many higher education systems,..."

Tags:personal, learning, theories

Abstract
This paper examines how, based on the studies that have been done to date regarding the best time for learning an academic subject, such as science, it is recognized that more research on the relationship between time of day and student learning is clearly needed to help each student maximize his/her potential. It looks at how the studies already completed do indicate that, rather than trying to find a consistent time of learning for all children of a certain age, it may be necessary to adapt by developing programs that meet the preferred learning time and learning style; this would include new approaches, such as nontraditional and flexible school hours, off-school web-based learning, and readjusting the student's time-of-day preferences with his/her more challenging subjects.

From the Paper
"Another study (Klein, 2001 ) looked at the hours of optimal attention in older pupils who appeared to vary in their mathematical ability. A sample of 204 fifth graders and 202 tenth graders were divided into three groups (high, average and low ability) on the basis of their mean yearly mathematics achievement scores. They were asked to report on their attention levels throughout the day. Findings showed that fifth graders' attention levels were especially high in the afternoon, and tenth graders reported increased concentration during the morning. Tenth, but not fifth graders, showed significant interaction between mathematics achievement and attention levels at various times of day."

Tags:web-based, learning, mathematics, school, scores

Abstract
This paper discusses the advantages and disadvantages of cooperative learning, an educational method that aims to let the student experience learning not only with the teacher, but with other students as well. The paper describes the goals of cooperative learning, including the very positive aspects of this approach. Additionally, the negative aspects of cooperative learning, which can become impediments to student learning and the teacher's role, are also presented. The author concludes that these conflicting findings in the literature suggest that as a new technique in teaching, cooperative learning still has a long way to go in making a significant improvement to a student's educational development.

From the Paper
"Defined as an "instructional method in which students work in small groups to accomplish a common learning goal under the guidance of the teacher," cooperative learning has been applied to educational institutions for its advantages, such as increased interaction among students, collaborative learning, and development of students' interpersonal and group skills as they accomplish a particular task or activity (Lin, 2006:34-5). In the texts that follow, the researcher provides an in-depth discussion and analysis of the advantages and disadvantages that cooperative learning has with regards to student learning and as a teaching method."

Tags:cooperative, learning, education, students, group, work, comptetition