Houle adult learning











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If you have the appropriate software installed, you can download article citation data to the citation manager of your choice. More specifically, adults wanted "to obtain a practical benefit," "to feed an appetite for knowledge," "to satisfy an intellectual curiosity," and "to satisfy an inquiring mind. Abstract The purpose of the study reported here was to develop a better understanding of adult participation in the Master Gardener Program in Putnam County, Tennessee. Respondents tended to rate the four items associated with the External Routine construct as having no influence.

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The Design Of Education

The findings imply the Master Gardeners were not seeking social relationships or to provide community service from their participation. Houle said the differences in adults are the heart of his typology. Respondents tended to rate the four items associated with the Escape from Routine construct as having little influence. The differences in adults are the focal point of Houle's Typology. Adults who are learning-oriented perceive continued learning as a duty and believe pursuing education will enhance their lives. Purpose and Objective The purpose of the study reported here was to develop a better understanding of adult participation in the MG Program.

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What is an adult lerner

Send me a copy Cancel. Request Permissions View permissions information for this article. Adult Education Association of the U. Houle said the differences in adults are the heart of his typology. Volunteer leader inventory. The purpose of the study reported here was to develop a better understanding of adult participation in the MG Program. The three classifications were goal-oriented, activity-oriented, and learning-oriented Houle,

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Description: Center for the Study of Liberal Education for Adults, A summary of the means and standard deviations for each construct is illustrated in Table 1. Respondents tended to rate the five items associated with the Competence-related Curiosity construct as having much influence. The categories of self-education and continuing education suggested by Verner and others were used to analyze learning activities. The tailored design method 3rd ed. The factor named "learning orientation" was clearly related to participation both in self-education and continuing education, but there was a mixed pattern of relationships with respect to the other learning orientations.
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