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A Trauma-Informed Inquiry Of Covid-19’S Initial Impact On Students In Adult Education Programs In The United States, David A. Housel
A Trauma-Informed Inquiry Of Covid-19’S Initial Impact On Students In Adult Education Programs In The United States, David A. Housel
Publications and Research
The COVID-19 pandemic has had a profound impact on adult education programs throughout the world, abruptly transforming in-person instruction to distance teaching/learning. Can the lessons learned from adult students, especially related to the “digital divide,” be leveraged to enhance adult education and create more inclusive policies and practices moving forward? To grapple with this question, this exploratory qualitative study sought the insights of adult learners in the northeastern United States through an online survey of primarily open-ended questions. Through multiple rounds of coding using a trauma-informed lens, the following themes emerged: (a) anxiety and loss; (b) distractions, adjustments, and balance; …
Evidence-Based Instructional Strategies For Adult Learners: A Review Of The Literature, Rebecca Carlson Mccall, Kristy Padron, Carl Andrews
Evidence-Based Instructional Strategies For Adult Learners: A Review Of The Literature, Rebecca Carlson Mccall, Kristy Padron, Carl Andrews
Publications and Research
Students who are older than age 25 are increasingly becoming a higher portion of enrollments in higher education. These students, known as adult learners, have different educational needs, expectations, and interests than traditional college students because they enter college with life and work experiences as well as responsibilities. Andragogy is the main theory of adult learning that addresses ways to teach adult learners. While the construct of andragogy is subject to debate, the education field draws on its findings to create learning environments for adult learners. Academic libraries can apply andragogy in their library and information literacy instructional practices. This …