Moderators of the Effectiveness of Adult Learning Method Practices

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.

Mental health training programmes for non-mental health trained professionals coming into contact with people with mental ill health: a systematic review of effectiveness

“…Likewise, the non-comparative studies all included role play and all reported improvement in at least one outcome [29–31]. There are a large number of reviews on adult learning practices and methods [33–36]. Dunst and Trivette (2012) reviewed 58 RCTs and found that training using a variety of presentation methods in groups of less than 40, in applied settings, over 20 h on multiple occasions was optimum for acquiring new knowledge or skills [36].…”

“…There are a large number of reviews on adult learning practices and methods [33–36]. Dunst and Trivette (2012) reviewed 58 RCTs and found that training using a variety of presentation methods in groups of less than 40, in applied settings, over 20 h on multiple occasions was optimum for acquiring new knowledge or skills [36]. Where details were reported, most of the interventions included in this review were delivered in line with evidence based best practice.…”

An Implementation Science Framework for Conceptualizing and Operationalizing Fidelity in Early Childhood Intervention Studies

“…Key features of the implementation practice included active learner involvement in using an evidence-based intervention practice; coach feedback, guidance, and support; coach-guided learner reflection on and self-assessment of mastery of the practice; and frequent and distributed opportunities to use the intervention practice (Dunst & Trivette, 2012b). The particular evidence-based instructional practice that the Head Start staff were taught to use was responsive teaching ).…”

Parents’ Experiences of Completing Home Practice for Speech Sound Disorders

“…Early intervention practitioners are thus encouraged to ensure that parents are well coached to deliver home practice (e.g. Dunst & Trivette, 2012) and provided with sufficient resources and instructions to complete practice at home.…”