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dc.contributor.authorHowie, Peter
dc.contributor.authorBagnall, Richard
dc.date.accessioned2019-04-17T01:30:29Z
dc.date.available2019-04-17T01:30:29Z
dc.date.issued2015
dc.identifier.issn1464519X
dc.identifier.doi10.1080/02601370.2014.1000409
dc.identifier.urihttp://hdl.handle.net/10072/110494
dc.description.abstractThis paper reports a critical comparative analysis of two popular and significant theories of adult learning: the transformation and the deep approach theories of learning. These theories are operative in different educational sectors, are significant, respectively, in each, and they may be seen as both touching on similar concerns with learning that is profound in its nature and impact on the learner-hence the case for a critical comparison. The critical analysis focused on similarities and differences between the two theories on a set of general criteria. It found that, while there are unacknowledged similarities, the differences are complementary, each theory suggesting a different way of considering the same territory, without excluding the other theory. The analysis strongly suggests the imperative for research findings from each theory to be used to inform practice and research through the other, although the literature reveals a lack of such cross-fertilization.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherRoutledge
dc.publisher.placeUnited Kingdom
dc.relation.ispartofpagefrom348
dc.relation.ispartofpageto365
dc.relation.ispartofissue3
dc.relation.ispartofjournalInternational Journal of Lifelong Education
dc.relation.ispartofvolume34
dc.subject.fieldofresearchEducation systems
dc.subject.fieldofresearchCurriculum and pedagogy theory and development
dc.subject.fieldofresearchcode3903
dc.subject.fieldofresearchcode390102
dc.titleA critical comparison of transformation and deep approach theories of learning
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
dc.description.versionAccepted Manuscript (AM)
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.rights.copyright© 2015 Taylor & Francis (Routledge). This is an Accepted Manuscript of an article published by Taylor & Francis in International Journal of Lifelong Education on 14 Jan 2015, available online: https://doi.org/10.1080/02601370.2014.1000409
gro.hasfulltextFull Text
gro.griffith.authorBagnall, Richard G.


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