DUE ON WEDNESDAY AUGUST 1ST 2018.

  USING THE ANNOTATED BIBLIOGRAPHY AND OUTLINE I HAVE DONE IN PREVIOUS WEEKS, WHICH I WILL BE ATTACHING TO THIS ASSIGNMENT TO THE TUTOR WHO TAKES IT, THE TUTOR WILL WORK ON AND DEVELOP THE FOLLOWING, 

1. BACKGROUND/ HISTORY OF ADULT LEARNING THEORIES

2. WHY DO THEY MATTER/ WHY ARE THEY IMPORTANT ?

3. HOW DO THEY APPLY TO HEALTH INFORMATICS ?

Format

· Minimum of 7 pages, double-spaced, not including title and reference pages

· Times New Roman, 12-point font

· Left-justified only with 1 1/2 inch margins on the left side

· One-inch margins on the top, right, and bottom

· Current APA format

· Numbered pages

· 7 scholarly articles from peer-reviewed journals. Must be less than 10 years old.

· Use block quotations for more than 40 words:

o Single-spaced with a double space separating quotes

o Indented 5 spaces from left margin

o No quotation marks

· Reference page in current APA format including active URL links (not included in page total)

· Single-space between references and double-space within the reference

Content

· A title page that includes:

o Running head and page number (right aligned)

o Course number and name

o Case name

o Group # and all group member names

o Date submitted

o “Respectfully submitted to: (Instructor’s Name)”

· Abstract (block formatted)

· Content of your topic and/or paper (review the associated grading rubric)

Concepts from the textbook that are related to your topic, including page numbers where the concepts may be found. Credit will only be earned for concepts supported by text page numbers (essentially, this is accomplished through integration of the relevant course content using properly formatted, current APA citations).

o Use current APA in-text citations to credit sources listed in the reference list as needed

· SEVEN References LESS THAN 10 YEARS OLD

Running head: ANNOTATED BIBLIOGRAPHY

1

ANNOTATED BIBLIOGRAPHY

6

Annotated Bibliography

Tolu Lawal

Liberty University

Statement of Topic

Adult learners are characterized by their maturity, autonomy, self-confidence, and decision-making. However, different adult learners have different needs and they rely on the educator to help them achieve their goals. For this process to be successful, there are different adult learning theories which are used as approaches to impact adult learning positively. This report examines different resources which have analyzed how adult learning theories can be used to develop teaching models and approaches that will help the learners achieve their academic goals.

Arghode, V., Brieger, E. W., & Mclean, G. N. (2017). Adult learning theories: Implications

for online instruction. European Journal of Training and Development,41(7), 593-

609. doi:10.1108/ejtd-02-2017-0014

The authors use their respective work experience in learning, leadership, and consulting to produce a paper that analyzes how adult learning theories are applied in web-based scenarios. This paper is relevant to the topic as it serves to highlight the critical statement that “no single theory encompasses the entirety of online instruction for adult learning” and that “each theory explains some portion of adult online learning” (Arghode, Brieger, & Mclean, 2017). The article discusses learning theories as they apply specifically in online environments, which is an increasingly important component of health informatics because technology is becoming more widely integrated and more technological systems are being implemented. These integrations create a need for education and instruction for all intended users.

Bates, L. (2017). Practitioner Perspective. Journal of Research and Practice for Adult

Literacy, Secondary, and Basic Education, Volume 6.

Lisa Bates is an expert in mathematics who worked in the statistical analysis industry for 20 years. Her decision to teach math to adult learners introduced her to different experiences which she analyzes in the journal as she tries to define the most effective teaching approach for adult learners. This article is relevant to the topic when addressing the approaches which are necessary to help learners understand, especially when faced with a difficulty. I would cite Lisa’s quote that “it is important to try new teaching styles in the class without giving up on the learners” when explaining the collaborative learning approach (Bates, 2017).

Beard, C. B. (2017). Connecting Spiritual Formation and Adult Learning Theory: An

Examination of Common Principles. CEJ: Series 3, Vol 14, No. 2

Christopher Beard is an affiliate of Johnson University who seeks to demonstrate the relationship between spiritual formation and adult learning. This article is relevant to the topic since it analyzes how principles of the spiritual formation such as discipleship can be used to fill the void which exists when using andragogy and transformative learning theories. I would cite Christopher’s comparisons between the two approaches that “educators need to consider the whole aspects of a person in order to transform that person” (Beard, 2017).

Breese, U., & French, R. (2012). Adult learning theory and patient education for low back

pain: A national survey of physical therapists. Journal of Allied Health,41(4), 198-

203. Retrieved from https://search-proquest-com.ezproxy.liberty.edu/d ocview/1 34

7609782?pq-origsite=summon&accountid=12085.

Breese, a Ph.D. and a licensed physical therapist, works with French, also a Ph.D., to author a paper that uses study results to analyze adult learning theories in patient education. The study focused on the patient education that is provided by physical therapists to individuals with lower back pain. The study that was analyzed in this paper “incorporated concepts from learning theories/adult learning, self-efficacy, and research/scientific evidence” (Breese & French, 2012). This is relevant to the topic because it discusses the ways in which adult learning theories affect not only health care providers, but also patients

Chen, J. C. (2014). Teaching nontraditional adult students: adult learning theories in

practice. Teaching In Higher Education, 19(4), 406-418.

doi:10.1080/13562517.2013.860101

Joseph Chen is a clinical psychologist who uses this article to discuss the consideration of age as a factor in developing successful strategies for adult learning. This article provides an abundance of information that is relevant to the topic in that it analyzes how age can affect numerous factors within adult learning. The article notes that “most higher education in the USA is often focused on the younger, adolescent students, and these institutions may not be prepared to most effectively meet the needs of nontraditional, adult students” (Chen, 2014). This is important because it is a concept that can often be overlooked in developing learning techniques for adults. The term ‘adult’ encompasses an immense age range; as such, it is imperative to consider all parts of the spectrum when attempting to develop successful strategies for adult learning, keeping in mind that different types of learning can be present among individuals of different ages in addition to other factors that contribute to styles of learning.

Clapper, T. C. (2010). Beyond Knowles: What those conducting simulation need to know

about adult learning theory. Clinical Simulation in Nursing,6(1).

doi:10.1016/j.ecns.2009.07.003

Timothy Clapper is a director and assistant professor in education who has worked in a number of settings. As such, he provides an experienced-based opinion on the ways in which adult learning theories can be used to aid individuals in the most effective manner possible. Clapper suggests that if teaching is not efficient and successful, the number of available professionals will decline which will result in a decrease in the quality of health care for everyone. He proposes that “educators will need to know what brings the adult learner to the simulation experience and what can be done to make the learning experience the best they ever had,” theorizing that these improved experiences will improve real-world health outcomes (Clapper, 2010). This is relevant to the topic in that the ultimate goal of health informatics is to create a better flow of information and improve the quality of health care, and this article provides insight into possible ways to make improvements in this area.

Cox, E. (2015). Coaching and adult learning: Theory and practice. New Directions for Adult

and Continuing Education,2015(148), 27-38. doi:10.1002/ace.20149

Elaine Cox, a well-established leader and director of doctoral leadership and coaching programs at Oxford Brookes University, discusses how andragogy links the concepts of coaching and adult learning theory. She lists Knowles’s six characteristics of adult learners and provides discussions for each concept, highlighting a relationship between learning concepts and coaching. This is relevant to the topic in that it serves as an example of the breakdown of andragogy and provides expansion on each specific concept within adult learning. An important notation from the article is that “it is not until there is a disjunction between expectation and actuality and some form of disorienting dilemma occurs that the learner becomes ‘coachable’ and the potential for some form of change or transformation becomes apparent,” highlighting the fact that learners may be initially unresponsive to being taught as they may not feel as though they need it, and it is not until they realize that they need help that they can really be taught (Shrivastava & Shrivastava, 2017). It is important to consider factors like these when developing an educational program for adult learners.

Curran, M. K. (2014). Examination of the teaching styles of nursing professional

development specialists, part I: Best practices in adult learning theory, curriculum

development, and knowledge transfer. The Journal of Continuing Education in

Nursing,45(5), 233-240. doi:10.3928/00220124-20140417-04

Mary Curran is an established author that has published many articles in various nursing journals. In this article, Curran discusses how adult learning theories are a necessary component of education for nursing professional development specialists. In the article, Curran points out that a lack of understanding when it comes to adult learning theories results in a decline in “educational practices, learning outcomes, organizational knowledge transfer, and subsequently, the professional development of the nurses they serve and quality of nursing care” (Curran, 2014). This relates to the topic in that it provides a relevant example of how adult learning theories are crucial in health care. If the educators do not understand adult learning theories, the educational programs will not be as successful; as such, the nurses that graduate from these programs will have substandard knowledge, resulting in diminished quality of care.

Halpern, R. & Tucker, C. (2014). Leveraging adult learning theory with online tutorials.

Emerald Group Publishing Limited. Retrieved from www.emeraldinsight.com/0090-

7324.htm

Halpern and Tucker are affiliates of the University of Southern California. The article focuses on methods of information accessibility, sharing, and collaboration such as the use of a library and online sources. I would use this source to cite the principles of Knowles’ theory of andragogy to explain how adult and traditional learners can benefit from using online information sources to improve their learning.

Hutchins, H. M. & Bierema, L. (2013). Media analysis as critical reflexology in exploring

adult learning theories. 2013 Wiley Periodicals, Inc., A Wiley Company

The authors of this article are affiliates of the University of Huston who demonstrate the relationship between media artifacts and adult education. This article is relevant to the topic since it analyses how different media sources such as films impact adult learning theories and how they can be effective in impacting learning. I would cite the perspectives shared by the authors which include social cognitive learning, indigenous learning, and transformational learning to show the relevance of media in an adult learning culture.

Kenner, C. & Weinerman, J. (n. d). Adult Learning Theory: Applications to Non-

Traditional College Students. JCRL FORUM

Cari Kenner and Jason Weinerman are professionals in adult education who examine the real-life experiences of adult learners to identify the challenges they face as well as provide amicable solutions. This article is relevant to the topic since it explains how adult learners differ from each other. As such, it outlines how each type of leaner can be assisted to enhance their learning experience. From this article, I would quote that “adult learners beginning their post-secondary education are likely to have a gap in their academic development process,” to emphasize that the adoption of adult learning theories should ensure it addresses the concerns of Non-Traditional College Students (Kenner & Weinerman, n.d.).

Malik, M. (2016). Assessment of a professional development program on adult learning

theory. Portal: Libraries and the Academy,16(1), 47-70. doi:10.1353/pla.2016.0007

Melinda Malik, a Master of Higher Education, authors this article to demonstrate adult learning theories in a modern setting. The article provides an alternative perspective on the success of adult learning theories. Malik used study results to pose new questions concerning the validity of the adult learning theories proposed by Knowles. The article notes the alternative opinion that none of the previously considered theories “directly addressed the extent to which educational software, instructional technologies, and online learning have changed how adults learn” (Malik, 2016). This article is relevant to the topic because it provides an expansion on the perspectives with which we consider the success of adult learning theories.

Matics, D. (n. d). Implementing Simulation in Air Medical Training: Integration of

Adult Learning Theory. Air Medical Journal 34:5. Retrieved from

http://dx.doi.org/10.1016/j.amj.2015.04.006

David Matics is a Certified Flight Paramedic and Simulation Education Integration Specialist at Healthnet Aeromedical Services in Charleston. He explains the Kolb’s Learning Cycle, pointing out how adult learners can be actively engaged in the learning process to result in positive outcomes. I would cite the six principles shared by the article since they provide the perfect guidelines to be used to influence effective teaching for adult learners.

McCray, K. H. (2016). Gallery Educators as Adult Learners: The Active Application of

Adult Learning Theory. Journal of Museum Education, 41:1, 10-21, DOI:

10.1080/10598650.2015.1126058

Kimberly has specialized in museum education practice and seeks to investigate how different adult learning theories can be applied to help educators and learners improve the learning experience in museums. This article is relevant to the topic since it analyzes how the theories of andragogy, self-directed learning, and transformative learning can be implemented in museum education for adult learners. I would cite Kimberly’s experience as a museum educator to show the practical application of the approaches proposed in the article.

Nelson, A. (2018). Diagnostic testing for (non-)dummies: Applying adult learning theory to

teach statistics-based interpretation of clinical test results. Academic

Pediatrics,18(5). doi:10.1016/j.acap.2018.04.079

Adin Nelson uses his experience as a licensed Doctor of Medicine to analyze how learning theories could be used to improve health care overall. He notes that “sensitivity, specificity, and predictive value —the basic statistics behind using and interpreting clinical tests—are taught in all medical schools, yet studies have shown that a majority of physicians cannot correctly define and apply these concepts” (Nelson, 2018). He then goes on to provide more background information as an example of this statement and then provide study results to show that the use of adult learning theories can aid in fixing this problem. This is relevant to the topic because it demonstrates how adult learning theories can be used to approach different subjects within the field of health care and can eventually become beneficial in optimizing health care and thus health outcomes.

Rashid, P. (2017). Surgical education and adult learning: Integrating theory into

practice. F1000Research,6, 143. doi:10.12688/f1000research.10870.1

Rashid has written a number of books and articles concerning the field of health care. In this article, Rashid discusses adult learning theories as they relate to surgical education. The author points out several components that demonstrate how crucial a high-quality educational program based on adult learning theories is in medicine. He states that “current concepts within adult learning have a lot to offer when considering how to better deliver surgical education and training,” and that “surgical units need to rethink their paradigms and consider how each individual can contribute to the education experience” (Rashid, 2017). These statements are the basis of the well-supported arguments in the paper that serve as proof of the need for a firm understanding of adult learning theories. This paper is relevant to the topic in that it illustrates the ways in which adult learning theories can be applied in a medical education setting.

Sandlin, J. A., Wright, R. R., & Clark, C. (2011). Reexamining Theories of Adult Learning

and Adult Development through the Lenses of Public Pedagogy. American

Association for Adult and Continuing Education. DOI: 10.1177/0741713611415836

The authors are affiliates of three different universities who share their knowledge concerning traditional adult learning and development theories. This article is relevant to the topic since it offers a critical evaluation of the different experiences and observations made by the authors concerning modernist theories. I would cite the different effects of popular adult education culture in the essay as an approach to examine the impact they have on adults’ worldviews.

Shrivastava, S. R., & Shrivastava, P. S. (2017). Employing adult learning theories in

designing a module. Research and Development in Medical Education,6(2), 64-65.

doi:10.15171/rdme.2017.014

Shrivastava and Shrivastava use their knowledge in medicine and medicine-related research to provide an analysis of the ways in which adult learning theories can be useful in designing educational modules. The authors note that the road to success in the field of health care requires the adaptation to new environments and thus the need for greater knowledge and new skill sets. Because these qualities are necessary of aspiring health care professionals, it is important to recognize that “a scientifically designed module can play an important role in enabling them to become a part of the professional community” (Shrivastava & Shrivastava, 2017). This discussion is relevant to the topic in that it emphasizes the need for the consideration of various adult learning theories to produce optimal success rates in systems integration and acceptance by health care professionals.

Taylor, D. C. M. & Hamdy, H. (2013). Adult learning theories: Implications for learning

and teaching in medical education: AMEE Guide No. 83. Medical Teacher; 35:

e1561–e1572

David is an affiliate of the University of Liverpool whereas Hossam is an affiliate of the University of Sharjah, United Arab Emirates. Both are experts in the healthcare profession who explain the solutions to adult learning challenge in their respective fields. This article is relevant to the topic since it illustrates how healthcare training can implement the different adult learning theories to lead to positive outcomes. I would quote the authors comments that it is important to identify how each theory and approach impact on the leaner so as to identify a learning model which incorporates the roles of both the learner and the teacher effectively.

Wright, R. R. (2013). Zombies, Cyborgs, and other labor organizers: An introduction to

representations of adult learning theories and HRD in popular culture. New

Horizons in Adult Education & Human Resource Development 25 (1) 5-17. Wiley

Periodicals, Inc., A Wiley Company

Robin Redmon Wright, a professor in Pennsylvania State University examines the role played by adult educators and human resource development (HRD) professionals in impacting the culture practiced in adult education. This article is relevant to the topic since it provides insight into what approaches can be used both in the classroom set up and professional practice to impact effective learning. I would cite Robin’s considerations as recommendations on how to improve adult learning.

Running head: OUTLINE

1

OUTLINE

5

Outline

Course number and name

Case name

Group member names

Date submitted

Instructor’s name

Outline

Adult Learning Theories

I) THESIS STATEMENT

· Adult learners and educators have different roles in ensuring the success of various adult learning theories including andragogy, self-directed learning, and transformative learning.

· Issues being addressed:

1. The success of adult learning theories is dependent on the teaching models and approaches adopted by adult educators.

2. Adult learners impact on different learning theories through their participation and collaboration with their teachers.

II) INTRODUCTION

1. The significance of the topic to;

i. Adult learners.

ii. Educators.

2. Practical application and evidence-based research on the topic.

i. The adoption of Kolb’s Learning Cycle in Air Medica Training (Matics, n. d).

ii. How to connect adult learning theories to the spiritual formation by considering

the whole aspects of a person in order to fully transform an adult learner (Beard, 2017).

III) WHAT ARE ADULT LEARNING THEORIES?

1. Andragogy

i. Description and importance of the theory.

ii. Basing the Andragogy theory of adult learning on characteristics of adult learners. I.e. The impact of maturity, autonomy, self-confidence, and decision-making in adult learning theories (Sandlin, Wright, & Clark, 2011).

iii. Using the principles of Knowles’ theory of andragogy to explain how adult and traditional learners can benefit from using online information sources to improve their learning (Halpern & Tucker, 2014).

2. Transformative Learning

i. Description and importance of the theory (McCray, 2016).

ii. The application of transformative learning in different learning experiences – analyzing the impact of principles of the spiritual formation such as discipleship in transformative learning theories (Beard, 2017).

3. Experiential Learning

i. Description and importance of the theory.

ii. How observation, experiences, conceptualization, and active experimentation leads to the success of adult learning experiences – “It is important to try new teaching styles in the class without giving up on the learners.” (Bates, 2017).

IV) BACKGROUND/ HISTORY OF ADULT LEARNING THEORIES

1. Literature review

2. The relevance of adult learning theories to traditional adult learning, modernist, and development learning approaches (Hutchins, & Bierema, 2003).

V) WHY DO THEY MATTER/ WHY ARE THEY IMPORTANT?

1. How adult learning theories address the concerns of Non-Traditional College Students who have various gaps in their academic development process (Kenner, & Weinerman, n. d).

2. Impact of adult learning theories in different learning cultures from different experiences and observations such as medical education, use of media sources, learning mathematics and in museum educational practice (Taylor & Hamdy, 2013).

VI) CONCLUSION

· Adult and traditional learners can benefit from using adult learning theories with the help of their educators so as to improve their learning experiences (Halpern & Tucker, 2014).

· Recommendation.

References

Cari Kenner, & Jason Weinerman, (n. d). Adult Learning Theory: Applications to Non-Traditional College Students. JCRL FORUM

Christopher B. Beard, (2017). Connecting Spiritual Formation and Adult Learning Theory: An Examination of Common Principles. CEJ: Series 3, Vol 14, No. 2

David C. M. Taylor & Hossam Hamdy, (2013). Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83. Medical Teacher; 35: e1561–e1572

David Matics, (n. d). Implementing Simulation in Air Medical Training: Integration of Adult Learning Theory. Air Medical Journal 34:5. Retrieved from

http://dx.doi.org/10.1016/j.amj.2015.04.006

Holly M. Hutchins, & Laura Bierema, (2003). Media analysis as critical reflexology in exploring adult learning theories. 2013 Wiley Periodicals, Inc., A Wiley Company

Jennifer A. Sandlin, Robin Redmon Wright, & Carolyn Clark, (2011). Reexamining Theories of Adult Learning and Adult Development through the Lenses of Public Pedagogy. American Association for Adult and Continuing Education. DOI: 10.1177/0741713611415836

Kimberly H. McCray, (2016). Gallery Educators as Adult Learners: The Active Application of Adult Learning Theory. Journal of Museum Education, 41:1, 10-21, DOI: 10.1080/10598650.2015.1126058

Lisa Bates, (2017). Practitioner Perspective. Journal of Research and Practice for Adult Literacy, Secondary, and Basic Education, Volume 6.

Rebecca Halpern & Chimene Tucker, (2014). Leveraging adult learning theory with online tutorials. Emerald Group Publishing Limited. Retrieved from www.emeraldinsight.com/0090-7324.htm

Robin Redmon Wright, (2013). Zombies, Cyborgs, and other labor organizers: An introduction to representations of adult learning theories and HRD in popular culture. New Horizons in Adult Education & Human Resource Development 25 (1) 5-17. Wiley Periodicals, Inc., A Wiley Company

BUSI 505

Research Project – Draft Instructions

TO REY WRITER: USING THE ANNOTATED BIBLIOGRAPHY AND OUTLINE YOU DID FOR ME IN THE LAST TWO WEEKS, YOU WILL WORK ON AND DEVELOP THE FOLLOWING,

1. BACKGROUND/ HISTORY OF ADULT LEARNING THEORIES

2. WHY DO THEY MATTER/ WHY ARE THEY IMPORTANT ?

3. HOW DO THEY APPLY TO HEALTH INFORMATICS ?

Format

· Minimum of 7 pages, double-spaced, not including title and reference pages

· Times New Roman, 12-point font

· Left-justified only with 1 1/2 inch margins on the left side

· One-inch margins on the top, right, and bottom

· Current APA format

· Numbered pages

· 7 scholarly articles from peer-reviewed journals. Must be less than 10 years old.

· Use block quotations for more than 40 words:

· Single-spaced with a double space separating quotes

· Indented 5 spaces from left margin

· No quotation marks

· Reference page in current APA format including active URL links (not included in page total)

· Single-space between references and double-space within the reference

Content

· A title page that includes:

· Running head and page number (right aligned)

· Course number and name

· Case name

· Group # and all group member names

· Date submitted

· “Respectfully submitted to: (Instructor’s Name)”

· Abstract (block formatted)

· Content of your topic and/or paper (review the associated grading rubric)

· Concepts from the textbook that are related to your topic, including page numbers where the concepts may be found. Credit will only be earned for concepts supported by text page numbers (essentially, this is accomplished through integration of the relevant course content using properly formatted, current APA citations).

· Use current APA in-text citations to credit sources listed in the reference list as needed

· References

Plagiarism

Plagiarism will not be tolerated. Plagiarism commonly occurs when the student utilizes an author’s words and does not properly attribute the source. All sources must be referenced. Do not cut and paste or copy unless you are directly quoting a reference. Purchasing papers of any form will result in automatic failure for the course and a recommendation for expulsion.

You may submit an optional draft version of this assignment through SafeAssign to check the originality of your work. One member of your group will submit the final version of this assignment on behalf of the group.

This assignment is due through SafeAssign by 11:59 p.m. On WEDNESDAY AUGUST 1ST 2018

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