Reviews: Philosophical Foundations of Adult Education, from Teaching to Mentoring: Principle and Practice, Dialogue and Life in Adult Education, Widening Participation in Higher Education: Report to the Scottish Executive, Innovation and E-Learning: E-Business for an Educational Enterprise, Learning for Life in the 21st Century: Sociocultural Perspectives on the Future of Education, Adult Education and Globalisation: Past and Present, Differently Academic? Developing Lifelong Learning for Women in Higher Education, Paradigms of Learning: The Total Literacy Campaign in India, International Encyclopedia of Adult Education

2005 ◽  
Vol 11 (2) ◽  
pp. 213-228
Author(s):  
Ira Papageorgiou ◽  
Keith Hammond ◽  
Dave Beck ◽  
Glenn Finger ◽  
James McGonigal ◽  
...  
Keyword(s):  
Higher Education ◽  
Adult Education ◽  
Widening Participation ◽  
Literacy Campaign ◽  
Philosophical Foundations ◽  
Sociocultural Perspectives ◽  
E Learning ◽  
Education Report ◽  
Future Of Education ◽  
Participation In Higher Education

‘I don’t want to go to a crummy little university’: social class, higher education choice and the paradox of widening participation

2009 ◽  
Vol 12 (3) ◽  
pp. 209-224 ◽  
Author(s):  
Tina Byrom
Keyword(s):  
Higher Education ◽  
Social Class ◽  
Young People ◽  
Working Class ◽  
Summer School ◽  
Widening Participation ◽  
Education Choice ◽  
School Based ◽  
Institutional Habitus ◽  
Participation In Higher Education

Whilst there has been growing attention paid to the imbalance of Higher Education (HE) applications according to social class, insufficient attention has been paid to the successful minority of working-class young people who do secure places in some of the UK’s leading HE institutions. In particular, the influence and nature of pre-university interventions on such students’ choice of institution has been under-explored. Data from an ESRC-funded PhD study of 16 young people who participated in a Sutton Trust Summer School are used to illustrate how the effects of a school-based institutional habitus and directed intervention programmes can be instrumental in guiding student choices and decisions relating to participation in Higher Education.

Online Education Programs for Adult Learners in Higher Education

2014 ◽  
pp. 250-274
Author(s):  
Victor X. Wang ◽  
Valerie A. Storey
Keyword(s):  
Higher Education ◽  
Adult Education ◽  
Adult Learners ◽  
Online Education ◽  
21St Century ◽  
Student Population ◽  
Education Programs ◽  
Future Technology ◽  
E Learning ◽  
Technology Trends

To serve a significant portion of the student population, adult learners, in the academy in the 21st century, this chapter argues that online education (e-learning) has the potential to open wider the door to greater access and advancement for learners across their life spans than the traditional four walled classroom. Some of the major issues revolving around online education and adult learners, such as policy, access, completion, and equity, are addressed in this chapter. The purpose of this chapter is to identify future technology trends, and then show how we can rely on practice and research to harness the great yet untapped potential of online education to promote online education programs, especially among adult learners. Policy, access, completion, and equity must be well addressed if online adult education is to be employed effectively and efficiently.

Implications for E-Learning in Adult Education Curriculum

2018 ◽  
pp. 374-392
Author(s):  
R. Parkavi ◽  
P. Karthikeyan ◽  
Linda Ellington
Keyword(s):  
Higher Education ◽  
Adult Education ◽  
Educational System ◽  
Vital Role ◽  
Education Curriculum ◽  
Embedded Technology ◽  
Higher Education Curriculum ◽  
E Learning

Technology plays a vital role in the field of e-Learning in adult education curriculum. The intent for this chapter is to explore the implications for e-Learning in hopes to stimulate attention as it relates to the acquisition of knowledge and inferences for higher education practitioners and program designers in terms of the contexts of students, embedded technology, and faculty. Conquering the challenges facing technology implications in any educational system is vital and ideally this chapter offers a means of collective literature to increase the quite extensive and potentially overwhelming components of effective curriculum programs within the field of adult education, using embedded technology. This chapter highlights briefly some of the concepts and identifies simple and applicable suggestions for increasing effectiveness of embedded technology into higher education curriculum and adult education teaching.

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