Program Development in Adult Education

2010 ◽  
pp. 1050-1066
Author(s):  
Victor X. Wang
Keyword(s):  
Adult Education ◽  
Adult Learning ◽  
Program Development ◽  
Growth And Development ◽  
Graduate Programs ◽  
Continuous Growth ◽  
Essential Components ◽  
Survey Results ◽  
Learning Professionals ◽  
And Training

Education and training programs for adults come in all shapes, sizes, and formats (Caffarella, 2002, p. 2). It is the responsibility of adult learning professions to develop sound and meaningful programs for mature learners. Often times these programs are affiliated with certain universities. Any program proposals in adult education require essential components such as program standards, need for the program, mission and goals of the program, curriculum, faculty, assessment methods, external funding and survey results. Depending on institutions’ needs, other components may be required. It is self-explanatory that the purpose of program development in adult education is to encourage continuous growth and development of mature learners. Adult learners should be the center of attention when it comes to the development of sound and meaningful programs. The chapter will provide an exemplary example for adult learning professionals who have just graduated from graduate programs in adult education.

Towards More Socio-Culturally Sensitive Research and Study of Workplace E-Learning

2014 ◽  
pp. 2026-2042
Author(s):  
Karim A. Remtulla
Keyword(s):  
Adult Education ◽  
Adult Learning ◽  
Career And Technical Education ◽  
Technical Education ◽  
Education And Training ◽  
Career And Technical ◽  
Culturally Informed ◽  
E Learning ◽  
Learning Research ◽  
And Training

This article advocates workplace adult education and training researchers and scholar practitioners interested in career and technical education (CTE), adult education and technology, and who are attempting social and cultural critiques of workplace e-learning. The emphasis on the technological and artefactual in workplace e-learning research and study are not producing the expected learning outcomes from workplace adult education and training to the degree anticipated. Given increasingly global and diverse workforces, the research and study of workplace e-learning as a socio-culturally ‘negotiated' space may be an alternate approach toward a more socially and culturally informed understanding of adult learning from workplace e-learning.

Towards More Socio-Culturally Sensitive Research and Study of Workplace E-Learning

2010 ◽  
Vol 1 (3) ◽  
pp. 27-45
Author(s):  
Karim A. Remtulla
Keyword(s):  
Adult Education ◽  
Adult Learning ◽  
Learning Outcomes ◽  
Career And Technical Education ◽  
Education And Training ◽  
Career And Technical ◽  
Culturally Informed ◽  
E Learning ◽  
Learning Research ◽  
And Training

This article advocates workplace adult education and training researchers and scholar practitioners interested in career and technical education (CTE), adult education and technology, and who are attempting social and cultural critiques of workplace e-learning. The emphasis on the technological and artefactual in workplace e-learning research and study are not producing the expected learning outcomes from workplace adult education and training to the degree anticipated. Given increasingly global and diverse workforces, the research and study of workplace e-learning as a socio-culturally ‘negotiated’ space may be an alternate approach toward a more socially and culturally informed understanding of adult learning from workplace e-learning.

Training Pathways for Adult Learning Professionals in Higher Education: Case of Hungary and Serbia

2021 ◽  
pp. 074171362110315
Author(s):  
Viktória Beszédes
Keyword(s):  
Adult Education ◽  
Adult Learning ◽  
Historical Development ◽  
Training System ◽  
Comparative Approach ◽  
High Quality ◽  
National Education ◽  
National Education Policy ◽  
University Level ◽  
Learning Professionals

The topic of the professionalization of adult education is receiving a great deal of attention worldwide. This is justified because the competencies among adult learning professionals have a significant impact on the effectiveness of adult learning. The professional preparedness of adult learning practitioners is therefore a basic condition for the high-quality realization of the adult learning process. Nevertheless, the training system for adult learning professionals varies greatly from country to country. Professionals in adult education are often andragogically unskilled individuals, and national education policy also plays a key role in this. A comparative approach has been used in this study to examine the historical development and content elements of university-level andragogy programs in Hungary and Serbia. The findings show that although Hungary and Serbia are neighbors, the development of adult education as a profession has followed completely different trends in the two countries.

Towards More Socio-Culturally Sensitive Research and Study of Workplace E-Learning

2012 ◽  
pp. 99-115
Author(s):  
Karim A. Remtulla
Keyword(s):  
Adult Education ◽  
Adult Learning ◽  
Career And Technical Education ◽  
Technical Education ◽  
Education And Training ◽  
Career And Technical ◽  
Culturally Informed ◽  
E Learning ◽  
Learning Research ◽  
And Training

This article advocates workplace adult education and training researchers and scholar practitioners interested in career and technical education (CTE), adult education and technology, and who are attempting social and cultural critiques of workplace e-learning. The emphasis on the technological and artefactual in workplace e-learning research and study are not producing the expected learning outcomes from workplace adult education and training to the degree anticipated. Given increasingly global and diverse workforces, the research and study of workplace e-learning as a socio-culturally ‘negotiated’ space may be an alternate approach toward a more socially and culturally informed understanding of adult learning from workplace e-learning.

Adapting Adult Learning Theories for Online Learning

2010 ◽  
pp. 135-153 ◽  
Author(s):  
Ernest W. Brewer ◽  
Nancy S. Headlee
Keyword(s):  
Adult Education ◽  
Adult Learners ◽  
Adult Learning ◽  
Growth And Development ◽  
Educational Leaders ◽  
Communication Technologies ◽  
Learning Theories ◽  
Information Communication Technologies ◽  
Information Communication ◽  
Adult Learning Theories

This chapter explores prominent adult learning theories and their contributions to the understanding and the delivery of adult education. Such theories define and identify characteristics commonly found among adult learners and provide insight regarding factors that can enhance the integration of adult education and information communication technologies. These theories in adult education emanate from educational leaders representing varied perspectives based upon a broad range of activities and interests. However, the commonality among them is to support the unique needs of the adult learner and to contribute to the continual growth and development of the field toward the inevitable incorporation of information communication technologies.

Digital Games for Online Adult Education

2010 ◽  
pp. 212-222 ◽  
Author(s):  
Muhammet Demirbilek
Keyword(s):  
Adult Education ◽  
Adult Learners ◽  
Adult Learning ◽  
Digital Games ◽  
Adult Educators ◽  
Game Based Learning ◽  
Effective Use ◽  
Electronic Games ◽  
And Training ◽  
Pedagogical Approaches

Digital games are a strong motivating and engaging factor in adult learning. When students are engaged in the learning process, they learn and retain more. Engagement can come though emotion, relaxation, and especially through fun. This chapter provides guidance to online adult educators searching for ways to use digital games more effectively in their practice and give an overview of pedagogical approaches to digital games in online training and learning. In addition, benefits and pitfalls associated with using digital games in online adult education and general attributes of digital games are provided. The purpose of this chapter is to highlight the potential of digital games in online Adult education. Therefore, it will be a useful reference for teachers with an interest in the use of digital game based learning for online Adult teaching and training. It is expected that this chapter helps educators make the most effective use of the electronic games available today, offering expert guidance on digital games to serve the needs of all Adult learners.

Development and validation of the Global Competency Scale(GCS)

2012 ◽  
Vol 25 (4) ◽  
pp. 801-831
Author(s):  
Sangchoong Roh ◽  
Hongsik Jung ◽  
Youngwon Suh
Keyword(s):  
Training System ◽  
Global Competency ◽  
Human Resource Department ◽  
Survey Results ◽  
Systematic Selection ◽  
Gcs Score ◽  
The Right ◽  
Development And Validation ◽  
Criterion Variables ◽  
And Training

As the world economy is becoming globalized, more domestic businesses are branching to overseas. Thereupon the number of expatriate workers who are getting assigned to overseas are increasing, and needs for systematic selection and training system for overseas expatriate workers are in dire needs. Nevertheless researches in this area are not enough and still inadequate level domestically. Therefore we developed the Global Competency Scale (GCS) with the purpose of the local businesses to use it to predict the possibility of successful overseas job performance and to select and train the right overseas expatriate workers. To develop the scale we conducted researches on documentations and interviews with former overseas expatriate workers and expatriate program managers in human resource department(HRD). Based on these results we developed 14 initial factors with 138 items. Using theses items we conducted both on & offline survey to people who work at global and multinational companies in Korea. With the 381 people's survey results, we implemented the cross validity. After cross validating we generated final 6 factors with 24 items. The GCS score we developed in this research shows that the degree of their goal achievement during past overseas experience and level of their satisfaction was significantly high in those criterion variables proving the criterion-related validity. Especially the GCS we developed in this research shows that after controlling the effect of English skills, still appear to have significant effect on criterion variables. Finally based on research results we discussed academical and operational implication and limitations for the further researches.

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