Insuring Self-Direction and Flexibility in Distance Learning for Adults

Distance learning via the internet has become the key to reaching adult learners globally. Adult learners have been shown to benefit from such qualities as: provisions for self-directed learning, flexibility, and frequent communication with the instructor in order to achieve success. Contract learning and contract grading are two innovations popularized during the “individualized instruction” movement of the 1970s which are being used to assist instructors of twenty-first century on-line learning courses in providing for self-direction, flexibility and frequent communication. The chapter which follows will provide an overview of contract learning and contract grading as it can be used with adult learners in distance learning courses (e.g., courses supported by WebCT, Blackboard). The chapter will examine adult learning theories which support contract learning/grading as well as provide information on designing learning contracts and grading contracts which are appropriate for adult learners.

Using Principles of Andragogy to Teach Writing to Graduate Students Online

While online courses may be more convenient and fulfilling for adult learners, they pose an additional challenge because much of the communication between student and instructor is in writing. This is in addition to more formal, traditional written assignments like research papers. The challenge multiplies with graduate students, who may be years or even decades distant from their undergraduate writing courses, while the expectations for their writing are higher. Many graduate programs culminate with a final project, thesis, or dissertation, which often involves extensive research and writing. Many similarities exist between the literature on teaching writing and teaching adult learners; however, teaching writing within the contest of an online graduate course is an area of research that still needs to be expanded.

Program Development in Adult Education

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.

Virtually Onboarding and Supporting Adult Students in College Using Web 2.0 Technologies

The transition to college is a difficult time for most students. Students experience changes in interpersonal and social adjustment, academic and career concerns, as well as personal change (Bishop, Gallagher, & Cohen, 2000). For adult learners this transition can be further complicated by working full-time and family responsibilities. Thus, failure of any student to not successfully adjust and acclimate into his or her new college community can greatly affect the student’s persistence and academic success (Tinto, 1993). While most colleges offer a short term in-person orientation to help new traditional-aged students integrate into a college campus, adult students are often left without an option. Though, an alternative method of orienting, acclimating, and supporting adult learners might be realized through the use of virtual and Web 2.0 technologies. Through this method, college staff and faculty members can onboard adult students to campus by virtually interacting, advising, communicating, and supporting them. Additionally, a virtual onboarding program can encourage adults to socialize with their peers and be acclimated to campus support services and offices, in an effort to increase a student’s social integration and interaction, academic preparation and success, and college adjustment.

Bringing Together Personal Learning, Higher Education Institutional Elements, and Global Support for a Re-Orientation toward a Focus on Lifelong Learning and Education

This extended research study focused on bringing together personal learning, higher educational institutional elements to be considered for helping higher educational institutions and individual learners in various countries to re-orient themselves toward a focus on lifelong learning, and placing this within the support and context of lifelong learning and education around the globe. Research is presented on the background and experiences of various higher educational institutions and individual learners in this regard, developing a tentative policy statement and identification of the elements of a re-orientation toward lifelong learning focus as products of several worldwide conferences. In addition, the support of UNESCO in its global reach encourages this to move forward rapidly into the future.

Future Methods of Adult Education

The purpose of this chapter is to provide a vision of future information and communication technology based methods of adult education informed by recent pedagogical and technological developments. Macro trends that may influence the future of adult education methods are examined, followed by detailed scrutiny of particular methods that are likely to be utilised in the near future. The chapter concludes with a review of the more distant future and suggestions to adult educators.

Age, Race and Gender Issues Related to On-line Learning

Research has shown that demographic factors such as age, race, ethnicity and gender affect one’s communication skills, learning style preference, and consequently, one’s preferences for aspects of on-line learning. This chapter will explore the literature related to these issues (i.e., age, race, gender) as they affect students’ preferences for and success with various styles of on-line learning (e.g., distance learning, hybrid or blended courses, mobile learning technology).

Boundaryless Work and the Role of Mobile ICT

The change of structures of work towards fewer boundaries in time, space and tasks are sometimes referred to as boundaryless work. ICT is pointed out as one cause of this tendency. The aim of this chapter is to discuss the role of mobile ICT in the forming of the borderland between work and non-work and the identities formed in relation to this borderland: how is mobile ICT used in work and non-work, how is this use related to the forming of a borderland between work and non-work, what are the characteristics of the identities formed in this borderland? Narratives of experience of mobile ICT practices are analysed by means of social theories. The results show that mobile ICT is used as a boundary object between work and non-work. In distinguishing between functions and artefacts, between time and space, different identities are formed: extended work identity, border identity and boundaryless identity.

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

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.

Initial Stages to Create Online Graduate Communities

This chapter introduces the authors’ experiences to create three online graduate communities, focusing correspondingly on: (a) conducting program orientation for students enrolled in an online Master’s program, (b) performing program assessment for Master’s students, and (c) providing an environment for doctoral students to communicate and support one another. A logistic prediction model was generated from a pilot assessment on student needs and preference to an online community. Initial steps to design and develop the three online communities are described. The theoretical framework employed in the design consists of three design models: Information Technology Design (ITD) integration model, Analysis, Design, Development, Implementation, Evaluation (ADDIE) design model, and Activity Structure System (ASS) model.