Towards the Design of a Conceptual Model of an Intelligent Tutorial Device for Adult Training: Analytical Approach

March 14, 2020


The development of all online adult learning devices must draw its conceptual and methodological foundations from the theories, principles and models of adult learning. Our research work lies in this synergistic alignment of learning strategies and adult learning strategies. In a hypothetical deductive approach, and adopting the method of meta-analysis of data from the literature specialized in adult learning, we propose a conceptual model of intelligent tutorial device (DTI) that brings into interaction dynamic adult learner, Learning situation and computer and multimedia environment. This work constitutes a draft of a doctoral project for scientific and andragogical reflection on the integration of new information and communication technologies into adult lifelong learning, including in literacy situations.


Design, adult education, conceptual model, intelligent tutorial, analytical approach.


DE Ketele, J, M. (2018). The transformation of education over time, a long walk. International review of education of Sèvre, 79.

Bourgeois, É. & Nizet, J. (2005). First chapter. Adult learning. Towards a new epistemology. In:, É. Bourgeois & J. Nizet (Dir), Adult learning and training (pp. 9-23). Paris cedex 14, France: Presses Universitaires de France.

Monville, M. & Léonard, D. (2008). Continuing professional training. CRISP weekly mail, 1987-1988 (2), 7-67. doi: 10.3917 / cris.1987.0007.

Depover, C. & Marchand, L. (2002). Chapter 1 Lifelong learning and the adult learner. In:, C. Depover & L. Marchand (Dir), e-learning and adult training in a professional context (pp. 15-28). Louvain-la-Neuve, Belgium: De Boeck Supérieur.

World Declaration on Higher Education for the 21st Century: Vision and Actions and Priority Action Framework for the Change and Development of Higher Education. World Conference on HigherEducation: Higher Education in the Twenty-first Century, Vision and Action, Paris, 1998;

Henschke, John A. EdD. (2013). "A 2013 Update of Research in Andragogy Has RevealedSome New Dimensions and AnotherEra As WeLookedtowardAndragogy's Future". IACE Hall of Fame Repository.

Tusting, K & Barton, D. (2003). Models of adultlearning: aliteraturereview. National Research and Development Center for Adult Literacy and Numeracy. Institute of education. London.

Sharan, B, M. (2008); Adultlearningtheory for the twenty-first century. Chap 3. New directions for adult and continuingeducation, 119. WileyInter Science Periodicals.INC.

Henschke, J, A. (2013). Update of research in andragogy Has revealedsome new dimensions and anothererawelockedtowardandragogy’s futur, IACE hall of Fame Repository.

Sharan, B, M. (2017). Adultlearningtheory: Evolution and futur directions, PAACE, Journal of lifelonglearning, 26: 21-37.

McCall, R, C. Padron, K & Andrews, C. (2018). A review of the literature. Codex (2150-086X), 4 (4): 29-47.

Bekisheva, T, G. Kovalenko, N, A & Gasparyan, G, A. e-learning and a model of lifelongeducation for oldadults. The EuropianProceedings of social and behavioral Sciences.

Ferreira, D McLean, G. (2017). Andragogy in 21st Century: applying the assumptions of adultlearning online, Languageresearch bulletin, 32, ICU, Tokyo.

ENissen, E. (2011). Analyze the roles of the tutor in a hybrid training: distinguish verbal interactions from a distance and face to face. Ellug: 147-166.

Gounon, P. Leroux, P & Dubourg, X. (2004). Proposal of a tutoring model for the design of online training support devices. International journal of technologies in university pedagogy, 1 (3).

Andrew Dillon, A & Gabbard, R. (1998). Hypermedia as an EducationalTechnology: A Review of the Quantitative ResearchLiterature on LearnerComprehension, Control, and Style. Review of EducationalResearchFall, 68 (3): 322-349.

Marchand, L. (1997). Lifelong learning: the practice of adult education and andragogy. Montreal: Chenelière McGraw Hill.

Gueguen, N.Lourel, M, Pascual, A. (2007). Meta-analysis in social psychology: principles, methods and illustrations. Psychological practices. 13 (2): 197-212.

Dani, C and Tremblay, N, A. (1985). Principles of adult self-study. Education Science Journal, 11 (3): 421-440.

Maubant, P. (2004). Chapter 1. Adult pedagogies, what specificities? In: P. Maubant, Pedagogues and pedagogies in adult education (pp. 7-38). Paris cedex 14, France: Presses Universitaires de France.

Loeng, S. (2017). Alexander Kapp - the first known user of the andragogy concept. International Journal of Lifelong Education, 36 (6).

Boutinet, J, P. (1995). Psychology of adult life. Paris: PUF, (Coll. What do I know?)

Bourgeois, É. & Nizet, J. (2005). First chapter. Adult learning. Towards a new epistemology. In:, É. Bourgeois & J. Nizet (Dir), Adult learning and training (pp. 9-23). Paris cedex 14, France: Presses Universitaires de France.

Elias, J. and Merriam, S. (1980). Philosophicalfoundations of adulteducation. Translated by A. Chené and É. Ollivier (1983), Thinking adult education. Montreal: Guérin. In Balleux, A. (2000). Evolution of the concept of experiential learning in adult education: twenty-five years of research. Educational science journal, 26 (2).

Manning, G. (2007). Self-DirectedLearning: A Key Component of Adult Learning Theory. Business and Public Administration Studies. Washington Institute of China Studies.

Tough, A (1971). The Adult’s Learning Projects: A FreshApproach to Theory and Practice in Adult Learning (2nd ed.). Toronto, Ontario, Canada: Ontario Institute for Studies in Education. ; In Bin Abdullah, M; Koren, S, F; Muniapan, B & Rathakrishnan, B. (2008). Adult participation in Self-Directed Learning Programs. International Education Studies. 1 (3).

Caffarella, R, S. (1993); In Bin Abdullah, M; Koren, S, F; Muniapan, B & Rathakrishnan, B. (2008). Adult participation in Self-Directed Learning Programs. International Education Studies. 1 (3).

Garrison, D, R. (1997). Self-Directed Learning: toward a comprehensive module. AdulteducationQuarterly. 48 (1), 18-33.

Mezirow,. (1985). “A Critical Theory of Self-Directed Learning”. New Directions for Continuing Education. 25 17-30.

Carre, P.(1993).L'apprentissage autodirigé dans la recherche nord-américaine. Revue française depédagogie, 102, 17-22.

Sagitova, R. (2014). Students’ self-education: learning to learnacross the lifespan. Procedia - Social and Behavioral Sciences. 152 • October.

Howe, M. I. A. (1987). Motivation, cognition, and individualachievements. In Garrison,D,R.(1997). Self-Directed Learning : toward a comprehensive module. AdulteducationQuarterly. 48(1), 18-33.

Cranton, 1994. Understanding and Promoting Transformative Learning: A Guide for Educators of Adults. In Donnelly, R. (2016) Application of Mezirow’s Transformative Pedagogy to Blended Problem-based Learning, Resource Paper.

Mezirow, J. (1991). Transformative Dimensions of Adult Learning. San Francisco , CA: Jossey-Bass.

Seely J, Brown, Collins, A, Duguid, P. (1989). Situated Cognition and the Culture of Learning Educational Researcher; 18(1), 32-42.

P. Cobb, in International Encyclopedia of the Social &Behavioral Sciences, 2001.

Lave, J. (1997). The Culture of Acquisition and the Practice of Understanding. In situated cognition: social, semiotic, and psychological perspectives, edited by D. Kirschner and J. Whitson, pp. 17-35. Mahwah, NJ: Lawrence Erlbaum Associates, 1997.

Illeris, K. (2004). A model of learniong in working life. Journal of workplacelearning ? 16(8) : 431-441.

Mandl, H, G. Reinmann-Rothmeier. (2001). International Encyclopedia of the Social &Behavioral Sciences.

Mucchielli, R.(1991). Les méthodes actives dans la pédagogie des adultes. Collection formation Permanente. ESF Edition, Paris.

Mc Carthy, B. (1985). In, 4MAT-ting for multiples learning styles. CHME-12th Researchconference, Sheffield, 23-24 april (2003).

Kolb, D. (2015). Experientiallearning : experience as the source of learning and development. Second edition, Experiencebasedlearningsystems, INC, New jersey.

Jarvis, P. (1987). Meaningfull and meaningless experience:Towards an analysis of learningfrom life. Adult Education Quarterly, 37(3), 164-172. In André Balleux. Revue des sciences de l'éducation Évolution de la notion d'apprentissage expérientiel en éducation des adultes: vingt-cinq ans de recherche. 26 (2).

Schön, D. (1983). The ReflectivePractitioner: How ProfessionalsThink in Action. New York:Basic Books ; In, Tusting, K & Barton, D. (2003). Models of adultlearning : aliteraturereview. National Research and Development Centre for AdultLiteracy and Numeracy. Institue of education. London.

Author Details

Jamal Barhone

Maha Khaldi

Mohamed Erradi

Abderrahim El Mhouti

Mohamed Khaldi