Barriers to Adult Education Participation, Distance Education, and Adult Learning

2010 ◽  
pp. 1100-1112 ◽  
Author(s):  
E. Paulette Isaac
Keyword(s):  
Distance Education ◽  
Education Research ◽  
Adult Education ◽  
Adult Learning ◽  
The Other ◽  
Other Hand ◽  
Education Participation

Volumes of research exist which explains adults’ participation in adult education. Research suggests that adults participate in adult education for a variety of reasons. Nonetheless, adults also face a variety of barriers to their participation. Whether in a traditional or distance education format, adults may confront barriers to their learning. Now that technology plays such an important role in adult learning, new and returning adults may find additional barriers. Some barriers are within learners’ control. On the other hand, institutions can take measures to eliminate other barriers and enhance learning.

scholarly journals How Do the Timing and Duration of Courses Affect Participation in Adult Learning and Education? A Panel Analysis

2021 ◽  
pp. 074171362110190
Author(s):  
Fabian Rüter ◽  
Andreas Martin
Keyword(s):  
Adult Education ◽  
Adult Learning ◽  
Fixed Effects ◽  
Research Literature ◽  
Temporal Organization ◽  
Educational Institutions ◽  
Positive Effects ◽  
Matching Process ◽  
Education Participation ◽  
The Impact

Participation in adult learning and education requires the availability of, and accessibility to, learning opportunities provided by educational institutions. One fundamental element is time. Adult learning and education participation can only be realized by successfully matching individual time-availabilities with the temporal organization of provided courses. To address this required matching process, this study contributes to research literature as one of the first studies that investigates the impact of timing and course duration on participation counts (longitudinally). For this, we use organizational data from public adult education centers ( Volkshochschulen—VHS; the main adult education providers in Germany) from 2007 to 2017. Methodologically, random- and fixed-effects models are applied. We find significant positive effects on participation counts between increasing program breadth in terms of temporal formats and increasing average course duration.

scholarly journals Does Technology Impact on Teaching Styles or Do Teaching Styles Impact on Technology in the Delivery of Higher Education?

10.28945/2792 ◽  
2004 ◽  
Author(s):  
Tony Jewels ◽  
Carmen de Pablos Heredero ◽  
Marilyn Campbell
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Case Studies ◽  
Teaching Styles ◽  
Interaction Effects ◽  
The Other ◽  
Web Based ◽  
Other Hand ◽  
Practice Teaching ◽  
Institutional Adoption

Although there are many teaching styles in higher education, they can usually be reduced to two: the traditional, on campus attendance, lecturing, student-passive style and the newer, distance education, self-paced, student-active style. It is the contention of this paper, illustrated by two case studies of one Spanish and one Australian university, that the differences in technology seem to have evolved due to these different teaching styles. On the other hand, both institutions seem to be in the same stage of technological implementation, although the technological product appears different. A discussion is provided to consider the interaction effects in practice, teaching styles and institutional adoption stage on web based technologies in these two universities.

Conditions for Web-Based Learning with Real Events

2000 ◽  
pp. 1-31 ◽  
Author(s):  
Theo J. Bastiaens ◽  
Rob L. Martens
Keyword(s):  
Distance Education ◽  
The Other ◽  
Independent Learning ◽  
Web Based ◽  
Distance Training ◽  
Web Based Learning ◽  
Other Hand ◽  
Self Study ◽  
The World ◽  
Professional Context

This chapter presents two converging developments. Traditionally, learning at schools or universities and working in a professional context were relatively separated. Companies often complain that students know a lot ‘facts’ but are not ‘competent.’ On the other hand at schools and universities students often complain that they can’t see the relevance of a certain subject. This chapter deals with the two converging worlds: traditional distance training (such as employed at for instance open universities all over the world) and in company training. ICT and competence-based education are bringing the two together, resulting in a combined working/learning mode, which we will describe as learning with real cases. This leads to more self-study or independent learning. Figure 1 presents an overview of the different facets of the tendency to learn with real cases. This chapter will start with a description of distance education since many things can be learned from this. Then, developments in the business or professional context will be presented. We will stress that there is a convergence leading to ‘learning with real cases’. After a description of this development, learning with real cases, as well as pitfalls and recommendations will be discussed.

Identification of a Distance Education Expert

2015 ◽  
pp. 62-72
Author(s):  
Simber Atay
Keyword(s):  
Distance Education ◽  
Learning Systems ◽  
The Other ◽  
Ideal Model ◽  
Education Systems ◽  
Other Hand ◽  
Education Theory ◽  
Global Capacity

We live in postmodern times and Distance Education is a hybrid assemblage formed by education, communication, and advanced technologic systems. There are many people who work for Distance Education institutions and organizations and there are many participants—the principal ones are naturally students/learners—of Distance Education environments. Thus, we could say that each of them is an expert of Distance Education. On the other hand, Distance Education systems are innovative, modular, popular, and easy to access. Distance Education systems become also inspiration source for conventional learning systems. In this chapter, the authors discuss who is/who could be a Distance Education Expert. Because Distance Education systems need Distance Education Theory to develop themselves, we need sophists to produce theory for Distance Education systems. The proposed expert is a sophist; thus, Plato's Sophist is an ideal model! This chapter aims to show the difficulties of identification and evaluates the innovative character and global capacity of Distance Education.

Transforming Chemistry Curricula and Courses to Support Adult Learners

2020 ◽  
pp. 419-445
Author(s):  
Lisa J. Nogaj
Keyword(s):  
Distance Education ◽  
Education Research ◽  
Adult Learners ◽  
Adult Learning ◽  
Learning Theories ◽  
Instructional Designers ◽  
Unique Challenge ◽  
Chemical Education Research ◽  
Post Secondary ◽  
Adult Learning Theories

This chapter presents a compilation of best practices for preparing chemistry curricula and courses that consider the cognitive needs of adult learners. Chemistry instructors at the post-secondary level may receive little guidance on how to meet the needs of adult learners, members of a diverse undergraduate STEM student population. The author illustrates how adult learning theories and chemical education research can be applied to support reentry learners. Some aspects of distance education for adult learners in the sciences are examined, especially the unique challenge of offering laboratory coursework in this setting. The author makes recommendations for supporting faculty who engage in course revision with adult chemistry learners in mind. This chapter is relevant for university-level chemistry faculty, administrators and instructional designers.

Adult Learning in Relation To Prior Adult Education Participation

1968 ◽  
Vol 19 (1) ◽  
pp. 3-10 ◽  
Author(s):  
Douglas D. Sjogren ◽  
Alan B. Knox ◽  
Arden Grotelueschen
Keyword(s):  
Adult Education ◽  
Adult Learning ◽  
Education Participation

The Boshier's Education Participation Scale Factors Reflected in History

2014 ◽  
pp. 1151-1160
Author(s):  
Dennis Keefe
Keyword(s):  
Factor Analysis ◽  
Adult Education ◽  
Adult Learners ◽  
Adult Learning ◽  
Adult Participation ◽  
Scale Factors ◽  
Underlying Causes ◽  
Education Participation ◽  
Item Scale ◽  
Education Participation Scale

In the literature of andragogy and adult learning numerous authors have attempted to explain why adult learners decide to enroll in courses. Houle in 1961 started this line of research classifying adult motivations to learn into 3 categories. Later researchers, attempting to refine Houle's work, began using factor analysis to determine additional underlying causes of adult participation. Boshier, with his 6-factor, 42-item scale, is central in these later studies. This chapter takes another look at the EPS (Education Participation Scale) of Boshier but this time through the lens of history. Specifically, this chapter delves into the largest of the adult education phenomena in America in the latter 1800s, the Chautauquan Movement. Comments from adult learners who participated in Chautauqua are compared to the 7 factors and the 42 items of Boshier's Education Participation Scale, Form-F. Results of this study show a good fit between historical and modern motivations of learners.

Organizational Code of Cyber Transparency in E-Learning Environments

2016 ◽  
pp. 286-300
Author(s):  
Tulay Goru Dogan
Keyword(s):  
Distance Education ◽  
Learning Environments ◽  
Two Dimensions ◽  
The Other ◽  
Information Share ◽  
Amount Of Information ◽  
Other Hand ◽  
E Learning

The purpose of this chapter is to develop a framework for distance education institutions focusing on organizational code of cyber transparency in e-learning environments. The background of the study is based on the transparency concept as cyber transparency concept is derived from concepts of the cyber and transparency. In this sense, the cyber transparency framework points out two dimensions for distance education institutions as (1) internal transparency and (2) external transparency. The chapter explains these two dimensions in detail in terms of information share with people and amount of information shared. As a consequence, the cyber transparency framework can highlight the promotion of internal and external transparency in e-learning environments. On the other hand, this framework can be developed, customized and updated by the institutions, experts or researchers for different situations.

scholarly journals Postgraduate Distance Education in University of Cape Coast, Ghana: Students’ Perspectives

2020 ◽  
Vol 21 (2) ◽  
pp. 118-135 ◽  
Author(s):  
Raphael Papa Kweku Andoh ◽  
Robert Appiah ◽  
Paul Mensah Agyei
Keyword(s):  
Distance Education ◽  
Support Services ◽  
Student Support Services ◽  
Student Support ◽  
The Other ◽  
Education Students ◽  
Cape Coast ◽  
Other Hand ◽  
Study Centre ◽  
Students Satisfaction

The study explored perceptions of postgraduate distance education students of University of Cape Coast (UCC). Specifically, associations between UCC postgraduate distance students’ characteristics and satisfaction, as well as students’ perceptions of physical facilities, staff-students relationship, facilitator quality, and student support services were examined. Determinants of students’ satisfaction regarding physical facilities, staff-students relationship, facilitator quality, and student support services were also investigated. A census was used for the study, whereby a questionnaire was used to collect data from 125 students. It was revealed that satisfaction was not dependent on age, gender, or programme of study but was significantly related to study centre location and semester of study. The students were generally satisfied with physical facilities, staff-students relationship, and facilitator quality but were unimpressed with student support services. The three domains that students were impressed with were deemed to be determinants of their satisfaction. It was recommended that those aspects of the programme that received satisfactory responses should be maintained but improved on with time. Those aspects with unfavourable responses, on the other hand, were to be critically considered for immediate improvement.

scholarly journals LAS DIFERENCIAS ENTRE LA EDUCACIÓN A DISTANCIA Y VIRTUAL EN COLOMBIA

2021 ◽  
Vol 8 (16) ◽  
pp. 97-107
Author(s):  
SANDRA NARANJO ◽  
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Technological Development ◽  
Regulatory Framework ◽  
The Other ◽  
Other Hand ◽  
Educación A Distancia ◽  
Legal Context

The article presents the conceptual differences around distance and virtual educational modalities in Colombia, analyzing the legal context under Law 30 of 1992 and Decree 1295 of 2010 that established two modalities in distance education: traditional distance and distance education. In addition, Decree 1075 of 2015 and 1280 of 2018 as a regulatory framework for higher education and its modalities, on the other hand, a historical journey is made highlighting the incidence of technological development, the use of ICT, offer of programs and indicators evaluation of the quality of both modalities.

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