Research Article Open Access

Moderators of the Effectiveness of Adult Learning Method Practices

Carl J. Dunst and Carol M. Trivette

Abstract

Problem statement: The purpose of the analyses reported in this study was to identify the moderators of the effectiveness of evidence-based adult learning method practices. Approach: The particular practices that were found most effective in 58 randomized controlled design studies of four adult learning methods were examined to identify the conditions under which learner outcomes were optimized. Results: Thirteen different practices had moderate to large effects on learner outcomes. The particular practices that had positive learner benefits were ones that actively involved learners in acquiring new knowledge or skills. Further analysis showed that optimal learner benefits were realized when 4 or 5 different practices were used in combination with fewer than 40 participants in applied settings and the instruction or training lasted more than 20h and was conducted on multiple occasions. Conclusion: Implications for professional development are described in terms of taking the moderators of adult learning practices (number of adult learning practices, hours of instruction or training, real-life settings and number of learners) into consideration to ensure optimal learner benefits.

Journal of Social Sciences
Volume 8 No. 2, 2012, 143-148

DOI: https://doi.org/10.3844/jssp.2012.143.148

Submitted On: 18 January 2012 Published On: 18 February 2012

How to Cite: Dunst, C. J. & Trivette, C. M. (2012). Moderators of the Effectiveness of Adult Learning Method Practices. Journal of Social Sciences, 8(2), 143-148. https://doi.org/10.3844/jssp.2012.143.148

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Keywords

  • Participatory practices
  • learning methods
  • solution-centered approach
  • influencing learner outcomes
  • professional development