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adult learners, Tronto: Wall & Emerson, Inc. Ⅰ. 서론
Ⅱ. 본론
1. 학습동아리란
2. Cranton의 분류 근거에 따라 학습동아리의 유형
1) 협동적 집단(cooperative group)
2) 협력적 집단(collaborative group)
3) 전환적 집단(transformative group)
3. 학습동아리 활성화
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Adult Learners’ Disposition, Learning Participation Characteristics and Application of SNS on Learning Outcome
방선희, 2012, 스마트 러닝 활성화를 위한 자기주도 학습 전략 연구 = A Study on Strategies of Self-directed Learning to Promote Smart Learning
정경연, 박휴용, 2015, 노년층 전
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Adulthood: A Comprehensive Guide. Jossey-Bass Publishers.
Cross, K. P. (1981). Adults as Learners: Increasing Participation and Facilitating Learning. Jossey-Bass Publishers.
Mezirow, J. (1990). Transformative Dimensions of Adult Learning. Jossey-Bass Inc.
Freire, P. (1970). Pedagogy of the Oppresse
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Adults as Learners:Incresing Participation and faciliating learning.”, SanFrancisco, CA:Josset Bass, 1981.
Ⅲ.결론
결론적으로 직장인이 조직 내에서 사용할 수 있는 성인학습이론은 많으나 적용이 어렵다. 그러나, ‘동기모형 이론’ 중 ‘자기결정 이론’을 적용하
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adult German learners of English. Studiesin Second Language Acquisition, 14, 131-158
Blanshe, P. and Merino, B. J.(1989). Self-assessment of foreign language skills. Language Learning, 39, 313-340
Cook, V(1996). Second language learning and language teaching, Edward Arnold Ltd.
Ellis, R. (1997). Sec
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