Teaching Adult Learners in Online Career and Technical Education

2009 ◽  
Vol 4 (4) ◽  
pp. 32-49 ◽  
Author(s):  
Victor M. Hernández-Gantes
Keyword(s):  
Adult Learners ◽  
Adult Learning ◽  
Online Education ◽  
Career And Technical Education ◽  
Adult Development ◽  
Curriculum Design ◽  
Technical Education ◽  
Career And Technical ◽  
Use Of Technology ◽  
The Status

Online education is becoming an important component of career and technical education (CTE) in teacher preparation and at the graduate level. In the midst of such growth, and in response to questions about quality compared with traditional learning, there is a consensus that online courses and programs should be designed based on the needs of adult learners. However, much of the literature in online CTE lacks implicit connections to emerging notions of adult development and learning. This article provides an overview of the status of online education in CTE at the postsecondary level, discusses related issues and current research focus, and highlights adult learning developments and the implications for curriculum design, instruction, and use of technology. The article concludes with an outline of emerging trends bridging adult learning and online education relevant to career and technical education.

Teaching Adult Learners in Online Career and Technical Education

2010 ◽  
pp. 144-162
Author(s):  
Victor M. Hernández-Gantes
Keyword(s):  
Adult Learners ◽  
Adult Learning ◽  
Online Education ◽  
Career And Technical Education ◽  
Curriculum Design ◽  
Technical Education ◽  
Traditional Learning ◽  
Career And Technical ◽  
Emerging Trends ◽  
The Status

Online education is becoming an important component ofcareer and technical education (CTE) in teacher preparationand at the graduate level. In the midst of such growth, andin response to questions about quality compared with traditional learning, there is a consensus that onlinecourses and programs should be designed based on the needs of adult learners. However, much of the literature inonline CTE lacks implicit connections to emerging notions ofadult development and learning. This article provides an overview of the status of online education in CTE at the postsecondary level, discusses related issues and current research focus, and highlights adult learning developmentsand the implications for curriculum design, instruction, anduse of technology. The article concludes with an outline of emerging trends bridging adult learning and onlineeducation relevant to career and technical education.

The Role of Adult Education in Online Delivery of Career and Technical Education

2011 ◽  
pp. 280-298
Author(s):  
Victor M. Hernández-Gantes
Keyword(s):  
Adult Learning ◽  
Online Education ◽  
Career And Technical Education ◽  
Adult Development ◽  
Curriculum Design ◽  
Technical Education ◽  
Career And Technical ◽  
Emerging Trends ◽  
The Status ◽  
Learning Development

As online education continues to grow, there is a consensus that online courses and programs should be designed based on the needs of adult learners. This premise is also relevant to growing career and technical education (CTE) programs offered online. However, much of the literature in online CTE lacks implicit connections to emerging notions of adult development and learning. This article provides an overview of the status of online education in CTE offered in higher education, and discusses adult learning development as a means to inform curriculum design and instruction. The article concludes with an outline of emerging trends bridging adult learning and online education relevant to career and technical education.

Teaching Adult Learners in Online Career and Technical Education

2010 ◽  
pp. 101-119
Author(s):  
Victor M. Hernández-Gantes
Keyword(s):  
Adult Learners ◽  
Adult Learning ◽  
Online Education ◽  
Career And Technical Education ◽  
Curriculum Design ◽  
Technical Education ◽  
Traditional Learning ◽  
Career And Technical ◽  
Emerging Trends ◽  
The Status

Online education is becoming an important component ofcareer and technical education (CTE) in teacher preparationand at the graduate level. In the midst of such growth, andin response to questions about quality compared with traditional learning, there is a consensus that onlinecourses and programs should be designed based on the needs of adult learners. However, much of the literature inonline CTE lacks implicit connections to emerging notions ofadult development and learning. This article provides an overview of the status of online education in CTE at the postsecondary level, discusses related issues and current research focus, and highlights adult learning developmentsand the implications for curriculum design, instruction, anduse of technology. The article concludes with an outline of emerging trends bridging adult learning and onlineeducation relevant to career and technical education.

Curriculum Development for Adult Learners in Career and Technical Education

2009 ◽  
pp. 617-627
Author(s):  
Victor X. Wang
Keyword(s):  
Adult Learners ◽  
Adult Learning ◽  
Curriculum Development ◽  
Vocational Education ◽  
Career And Technical Education ◽  
Technical Education ◽  
Adult Learning Theory ◽  
Career And Technical ◽  
Foreign Countries ◽  
Competency Based

This chapter addresses pertinent issues concerning the development of meaningful curricula for adult learners in career and technical education. Although developing a curriculum or a course in adult vocational education depends on a competency-based model which has been borrowed from foreign countries, adult learning theory promotes a humanistic orientation for the development of self-actualizing persons. The chapter discusses how the two different models contribute to curriculum development in career and technical 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.

Adult Learning and CTE

2010 ◽  
pp. 180-196 ◽  
Author(s):  
Judith Parker
Keyword(s):  
Adult Learning ◽  
Web 2.0 ◽  
Career And Technical Education ◽  
Technical Education ◽  
Printing Press ◽  
Career And Technical ◽  
History Of ◽  
Efficient Learning ◽  
Future Growth

While the fields of adult learning and career and technical education began in isolated silos, as the fields emerged, their histories became entwined and technology had a profound influence on their growth and direction. This chapter will begin by exploring the beginnings of adult learning and CTE as two fields developing in parallel paths and serving two different audiences. However, as the fields developed, there is evidence of their entwinement in both the literature and programs within organizations. In addition, from the Gutenberg printing press to today’s Web 2.0, technology has played an important part in the development and direction of both of these fields This chapter will examine this history of silos and connections and continue to explore the role of technology in the future growth and meshing of these fields to generate even more effective and efficient learning.

Critical and Transformational Perspectives on Career and Technical Education in the Twenty-First Century for Urban Adult Learners

2018 ◽  
pp. 57-71
Author(s):  
Anthony C. Adkisson ◽  
Catherine H. Monaghan
Keyword(s):  
Adult Learners ◽  
Critical Theory ◽  
Transformative Learning ◽  
Career And Technical Education ◽  
Formal Education ◽  
Technical Education ◽  
Approaches To Learning ◽  
Career And Technical ◽  
Alternative Approaches

Critical theory points out that cultural norms do not reflect the experiences of a large portion of adult learners, particularly urban adult learners. As adult educators in this context, are there ways we might improve or change our instruction by developing a critical understanding of the transitional and transformational events in the lives of adult learners entering into career and technical education program? What is the role of alternative approaches to transformative learning for these learners? Specifically, what is the role of alternative approaches to learning for urban adult learners transitioning into a career and technical education classroom, after years of disengagement with formal learning institutions and the need to update their technology skills? In this chapter, the authors discuss the need to use alternative conceptions of transformative learning and critical theory to understand this population of learners as they make the decisions to participate in more formal education programs. They also explore the key issues for adult education practitioner including implications for practice.

Evolution of Adult Education

2009 ◽  
pp. 791-804 ◽  
Author(s):  
Vivian W. Mott
Keyword(s):  
Adult Education ◽  
Adult Learning ◽  
Continuing Education ◽  
Career And Technical Education ◽  
Technical Education ◽  
Adult And Continuing Education ◽  
Career And Technical ◽  
E Learning ◽  
The Impact ◽  
Adult And Continuing

This chapter explores first the evolution of adult learning primarily in a Western context and particularly in terms of career and technical education. The discussion includes not only lifelong and self-directedlearning, but also the various contexts and venues in which career and technical education occurs. The chapter concludes with both the challenge and promise of e-learning in the field of adult and continuing education, asking what the impact of e-learning specifically may be for learners, stake-holders, instructors, and the field itself.

Critical and Transformational Perspectives on Career and Technical Education in the Twenty-First Century for Urban Adult Learners

2021 ◽  
pp. 1537-1551
Author(s):  
Anthony C. Adkisson ◽  
Catherine H. Monaghan
Keyword(s):  
Adult Learners ◽  
Critical Theory ◽  
Transformative Learning ◽  
Career And Technical Education ◽  
Formal Education ◽  
Technical Education ◽  
Approaches To Learning ◽  
Career And Technical ◽  
Alternative Approaches

Critical theory points out that cultural norms do not reflect the experiences of a large portion of adult learners, particularly urban adult learners. As adult educators in this context, are there ways we might improve or change our instruction by developing a critical understanding of the transitional and transformational events in the lives of adult learners entering into career and technical education program? What is the role of alternative approaches to transformative learning for these learners? Specifically, what is the role of alternative approaches to learning for urban adult learners transitioning into a career and technical education classroom, after years of disengagement with formal learning institutions and the need to update their technology skills? In this chapter, the authors discuss the need to use alternative conceptions of transformative learning and critical theory to understand this population of learners as they make the decisions to participate in more formal education programs. They also explore the key issues for adult education practitioner including implications for practice.

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