Integrating Adult Learning and Technology for Effective Education

2010 ◽  
pp. 189-205 ◽  
Author(s):  
Royce Ann Collins ◽  
James B. Martin
Keyword(s):  
Higher Education ◽  
Community Colleges ◽  
Adult Learning ◽  
Adult Students ◽  
Liberal Arts ◽  
Public Universities ◽  
Traditional Classrooms ◽  
Liberal Arts Institutions ◽  
For Profit ◽  
Education Needs

This chapter is an examination of the influences involved in the integrating of adults into higher education. The chapter begins with an exploration of the increase in the number of adults in higher education since 1969. Comparing the changes in demographics from 1969 to 2007 shows how little large public universities have done to integrate adults into higher education. This examination shows significant participation by three types of institutions; community colleges, small private four year liberal arts institutions, and for-profit institutions created to meet the higher education needs of adults. The chapter defines adult and higher education and discusses how they differ or interact. A discussion of how adult students learn and effective techniques to facilitate learning in adult classrooms follows these definitions. Finally, a discussion identifying how teaching techniques that are effective for adults can be integrated into traditional classrooms in higher education brings the chapter to a close.

Reasons for Student Behavior Codes: A Qualitative Study at Two Christian Liberal Arts Institutions

NASPA Journal ◽  
2005 ◽  
Vol 42 (4) ◽  
Author(s):  
Brad A. Lau
Keyword(s):  
Higher Education ◽  
Qualitative Study ◽  
Liberal Arts ◽  
Student Behavior ◽  
Codes Of Conduct ◽  
Faculty Members ◽  
Christian Higher Education ◽  
Liberal Arts Institutions ◽  
Institutional Values

One of the great challenges facing Christian higher education is the role and impact of student behavior codes in furthering institutional values and inculcating those values in the students served by such institutions. The perspectives of administrators, faculty members, and students regarding the rationale for codes of conduct at their institution are examined. To obtain data, administrators, faculty members, and students at two Christian liberal arts institutions completed questionnaires and participated in follow-up interviews based on individual responses to the questionnaire. The views of all three groups are described as they see behavior codes relating to institutional purpose and the development and implementation of such codes.

The Liberal Arts, the Campus, and the Biosphere

1990 ◽  
Vol 60 (2) ◽  
pp. 205-217 ◽  
Author(s):  
David Orr
Keyword(s):  
Higher Education ◽  
Liberal Arts ◽  
Natural World ◽  
Colleges And Universities ◽  
College Campus ◽  
Environmental Concerns ◽  
Liberal Arts Institutions ◽  
College Youth ◽  
Curricular Innovations ◽  
Allan Bloom

Where does the campus fit into the biosphere? What role should universities play in the struggle to save the environment? Although critics, such as Allan Bloom, have recently accused liberal arts institutions of failing to educate college youth properly, few have addressed the question of how colleges and universities might make students more aware and responsible about their place in the natural world. In this article David Orr offers a rationale for incorporating environmental concerns into the curricula of higher education and suggests examples of curricular innovations, including programs for restructuring the ways colleges procure food, deal with waste, and use energy. Orr shows us how a focus on the ecosystem of the college campus can broaden students' visions of the natural world in which they live.

Borderless Online Degrees

2020 ◽  
pp. 52-80
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Community Colleges ◽  
Public Universities ◽  
Technical Colleges ◽  
Online Pedagogy ◽  
Entry Level ◽  
Democratic Community ◽  
Online Degrees ◽  
The World

Higher education training, once an option, is now a requirement to qualify for entry-level jobs. In much of the world, accessible and affordable education needed to qualify for work is not available. Countries with limited economies cannot afford to build campuses and train the teachers. International campuses have been tried, but they are expensive and of limited value. Borderless online degrees are an affordable solution to quickly deliver this training anywhere in the world. In contrast to start of online learning, which was which was dominated by a few large universities, borderless online degrees will be democratic. Community colleges, technical colleges, public universities, private universities, and the for-profits will participate, and providers will be from all countries. Borderless online degrees will present challenges, require innovative synchronous online pedagogy, and necessitate enhanced student services.

scholarly journals Leveraging Collaboration and Peer Support to Initiate and Sustain a Faculty Development Program

2021 ◽  
Vol 40 (2) ◽  
Author(s):  
Anneris Coria-Navia ◽  
Scott Moncrieff
Keyword(s):  
Higher Education ◽  
Liberal Arts ◽  
Teaching And Learning ◽  
Development Program ◽  
Strong Component ◽  
Faculty Development Program ◽  
Liberal Arts Institutions ◽  
Formal Systems ◽  
Consulting Services ◽  
Adequate Funding

In today’s impoverished higher education fiscal climate, especially considering the enormous financial implications to higher education of accommodating the changes required by the coronavirus pandemic, “nonessential” though highly important programs, such as centers for teaching and learning (CTLs), are very likely to be underfunded. In this study, we illustrate how underfunded programs can leverage peer collaboration and support to initiate productive, formal systems of assistance for faculty by describing a number of such programs developed by and/or coordinated by our CTL. Moreover, we propose that sustainable programs, especially at small liberal arts institutions, must include a strong component of peer networking and in-house expertise rather than relying on outside consulting services. In a climate of shrinking dollars, CTLs can still perform some key roles effectively while continuing to advocate for more adequate funding.

scholarly journals Community College Gerontology Programs: Revisiting and Re-Visioning Workforce, Career Pathways, and Transfer

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 146-146
Author(s):  
Jennifer (Jenny) Sasser ◽  
Roger Anunsen ◽  
Michael Faber
Keyword(s):  
Higher Education ◽  
Community College ◽  
Community Colleges ◽  
Interest Groups ◽  
Career Pathways ◽  
Aging Workforce ◽  
Continuing Higher Education ◽  
College And University ◽  
Education Needs ◽  
Workforce Needs

Abstract The session will focus on new and existing innovative ways that Community Colleges are effectively addressing workforce needs resulting from a rapidly aging population; the ever-expanding career pathways available to students in the field of gerontology; as well as the continuing higher education needs of students transferring to bachelor’s and graduate-level gerontology programs. A panel of Community College and University gerontology professionals, representing both the GSA Community College and Aging Workforce Interest Groups, will share the innovative ways that they are working to address the three focus areas of this symposium. We will also include opportunities for discussion with participants about their experiences with and ideas for addressing these issues.

Online Learning for the Adult Learners Using Andragogy

2021 ◽  
pp. 37-58
Author(s):  
Pamela A. Lemoine ◽  
Christopher J. Garretson ◽  
Robert E. Waller ◽  
Evan G. Mense ◽  
Michael D. Richardson
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Adult Learners ◽  
Adult Learning ◽  
Adult Students ◽  
Online Programs ◽  
Job Competencies ◽  
Active Involvement ◽  
The World ◽  
E Learning

The world of higher education is now global with online learning a driving force in much of the world. Globalization of higher education has created vast new opportunities for e-learning, particularly for adult students. However, adult learning online is different from online for traditionally aged students. Global universities are increasing their online programs to take advantage of economic considerations, particularly as a result of the COVID-19 pandemic and its implications for learning online. Using online learning for adult education is essential in the changing global world. Connotations of adult learning theory for professors using online learning are many and varied. Traditional pedagogical styles will not work effectively with adult learners who desire concrete, hands-on, practical information with learning activities characterized by active involvement, task-orientation, flexibility, and creativity. Online students often want opportunities to acquire skills directly applicable to job competencies for current employment or preparation for a future job.

Using ethnography to understand twenty-first century college life

Human Affairs ◽  
2014 ◽  
Vol 24 (1) ◽  
Author(s):  
Constance Iloh ◽  
William Tierney
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Adult Students ◽  
Postsecondary Education ◽  
First Century ◽  
Student Life ◽  
University Culture ◽  
College Life ◽  
For Profit ◽  
And Shifts

AbstractEthnography in the field of postsecondary education has served as a magnifying glass bringing into focus university culture and student life. This paper highlights the ways in which ethnography is especially useful for understanding more recent dynamics and shifts in higher education. The authors utilize existing literature to uphold the relevancy of ethnography, while exploring its opportunities for research on adult students, online education, and for-profit colleges in particular. They conclude with methodological recommendations and directions for both qualitative research and higher education scholarship.

From passing the exam to self-actualisation: different ways of conceptualising success among students in online higher education

2021 ◽  
Author(s):  
Olga Rotar
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Data Analysis ◽  
Adult Learning ◽  
Adult Students ◽  
Professional Practice ◽  
Growth And Development ◽  
Analysis Process ◽  
Online Higher Education ◽  
Second Chance

This article discusses the results of phenomenographic research on online students’ conceptualisations of success in two online programmes. Through in-depth conversations, fifteen adult students were able to express their voices on success. I applied the eight-step data analysis process to uncover in-depth variations that existed among participants. The students articulated qualitatively different perspectives on success, ranging from the formal perspective on success as obtaining satisfactory exam results and gaining a degree, understanding, improvement in their professional practice, an opportunity to open more doors, and, finally, self-actualisation. The discussion of the findings problematises the simplistic understanding of success based on accounts of adult students and oppose a predominant, functional view on adult learning as a “second chance”. Furthermore, this article provides empirical evidence on “soft” outcomes of online learning that are valued and sought by adult students, such as meaningful learning, growth and development, and self-realisation.

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