Education Commons^™

Adult Learning Theories: The Science Of How Your Students Learn, Melinda Turner

Other Scholarly Works

Before we can discuss the science of how your students learn, we need to discuss how you teach. Do you lecture only? If you engage students in the learning, how do you engage them? We will answer these questions as we dive into adult learning theories and the concept of andragogy (learning outcomes). An understanding of different adult learning theories helped faculty select the best instructional strategies, learning objectives, and assessment approaches (Mukhalalati & Taylor, 2019). Being able to draw on learning theories to explain the impact of individual student differences on their learning outcomes helped faculty understand the student …

Biblical Literacy: An Expositional Christ-Centered Approach To Bible Study, Paula K. Offutt

Doctoral Dissertations and Projects

This action research aimed to examine biblical literacy from an expositional Christ-centered approach to Bible study. Using a triangular curriculum design focusing on scriptural theology, Bible study methodology, and a transformative approach to Christ-centered learning, the action research results revealed that an expositional Christ-centered approach increases biblical literacy. The researcher garnered data by hosting four bi-weekly Bible study sessions employing pre-and-post assessments to capture participants' current and post-state of biblical literacy. The validity and reliability of the pre-and-post assessments were determined by a focus group that reviewed the measurement tools and provided feedback confirming the trustworthiness and dependability of the …

From Diversity To Inclusion: Challenges And Opportunities At An Urban Community College, Vanessa Marie Bing, Jason Hendrickson, Wendy Nicholson

Publications and Research

Diversity is and has been heralded as a cornerstone among high-impact practices within adult education in the United States. It embodies a larger ethos and culture within a campus, including the demography of the student body, staff, and faculty, as well as institutional memory. Yet, diversity is not enough. Inclusion is undervalued, which goes beyond taking solace in bringing together diverse bodies within the room; rather, inclusion requires an institutional response that ensures that these high-impact practices are fully realized. This paper examines the efforts undertaken at an urban community college where the student body reflects racial and cultural diversity …

Attorneys' Experiences With Continuing Legal Education Delivered Online: A Holistic Single Case Study, Kimberly Ann Thomas

Doctoral Dissertations and Projects

The purpose of this qualitative holistic single case study was to describe how practicing attorneys in North Carolina experience continuing legal education (CLE) courses delivered online. The theories guiding the study are Knowles’ adult learning theory and Siemens’ connectivist theory, as they address how adults learn and how the use of technology connects learning. The central research question is as follows: How do practicing attorneys in North Carolina experience online CLE courses? This question leads to three sub-questions: What meaning do practicing attorneys ascribe to CLE? What benefits and concerns do attorneys identify with CLE delivered online? How do attorneys …

A Multiple Case Study Examining Instructional Coaching And Reflective Practices Through Video-Based Feedback Systems, Dennis Dotterer

Doctoral Dissertations and Projects

The purpose of this qualitative multi-case study was to examine the use of video-based instructional feedback models for three primary participants in a rural southern district. This qualitative study built upon the constructivist foundations of Mezirow’s transformative learning theory and Kegan’s constructive developmental theory, specifically connections to “ways of knowing” as it explored how the use of technology in teacher observations enhance adult learning and practice through enhanced reflection. This qualitative multi-case study sought to explain educators use video-based feedback to enhance teacher efficacy within the processes of instructional supervision. The focal participant of this study was one content-based classroom …

Comparing Active Duty And Transitional Military Veteran Students' Evaluation Of Online Distance Higher Education Learning Environments, Sherry Crissman

Doctoral Dissertations and Projects

Active duty service members’ participation in non-traditional higher education designed for veterans and other non-traditional adults can be uniquely impacted by their unpredictable military schedules, geographic instability, and frequently limited access to technology needed to complete course requirements while in remote areas. The purpose of this study was to examine whether active duty undergraduates differed significantly regarding their attitudes toward distance learning and their perceptions of the distance learning environment compared to veterans and non-traditional adults. This causal comparative study examined adult students’ perceptions after participating in 200-level undergraduate education delivered online at a private four-year institution based on their …

Lifelong Learning: A Strategic Analysis Of Education, Iwasan D. Kejawa Ed.D

Department of Teaching, Learning, and Teacher Education: Faculty Publications

Are outdated traditional education, distance education, information technological infrastructure, partnerships and financial resources common problematic issues facing many of the educational institutions in our world today? With this into considerations, are these issues vital in order to stabilize the political and economic embroidery of an institution or organization, and its psychological and sociological awareness? What is it that is to be learned and thought in our institutions and, what really is lifelong education; and how is to be carried out in the society of ours? It is found that education may be the training of the mind to perform desire …

Communities In Action: Lifelong Learning For Sustainable Development, Unesco Institute Of Lifelong Learning, 58 Felbrunnenstr., 20148 Hamburg, Germany

IACE Hall of Fame Repository

This handbook identifies principles and policy mechanisms to advance community-based learning for sustainable development based on the commitments endorsed by the participants of the Kominkan-CLC International Conference on Education for Sustainable Development, which took place in Okayama City, Japan, in October 2014. To inform policymakers and practitioners new to this field, the handbook clarifies the international vision and goals for sustainable development and Education for Sustainable Development, and identifies the potential contributions of community-based learning centres and organizations. It documents both policy and practice from different regions and concludes with a summary of principles and policy support mechanisms.

Learning Families: Intergenerational Approach To Literacy Teaching And Learning, Unesco Institute Of Lifelong Learning, 58 Felbrunnenstr., 20148 Hamburg, Germany

IACE Hall of Fame Repository

Within a learning family, every member is a lifelong learner. A family literacy and learning approach is more likely to break the intergenerational cycle of low education and inadequate literacy skills, particularly among disadvantaged families and communities. The selection of case studies presented in this compilation show that for an intergenerational approach to literacy to be successful and foster a culture of learning, it is necessary to provide sustained teacher training, develop a culture of collaboration among institutions, teachers and parents, and secure sustained funding through longer-term policy support. The examples from twenty-two different countries also provide evidence of the …

Global Perspectives On Recognising Non-Formal And Informal Learning:Why Recognition Matters, Unesco Institute Of Lifelong Learning, 58 Felbrunnenstr., 20148 Hamburg, Germany

IACE Hall of Fame Repository

This book deals with the relevance of recognition, validation and accreditation (RVA) of non-formal and informal learning in education and training, the workplace and society. It examines RVA’s strategic policy objectives and best practice features as well as the challenges faced and ways forward as reported by Member States. Special attention is paid to the analysis of institutional and political requirements that give genuine value to the recognition of non-formal and informal learning; the role played by RVA in education, working life, voluntary work and social inclusion; and the interests and motivations of all stakeholders, as well as the importance …

Transforming Our World:Literacy For Sustainable Development, Unesco Institute Of Lifelong Learning, 58 Felbrunnenstr., 20148 Hamburg, Germany

IACE Hall of Fame Repository

This compilation offers global examples of innovative and promising literacy and numeracy programmes that link the teaching and learning of literacy to sustainable development challenges such as health, social equality, economic empowerment and environmental sustainability. This publication is a timely contribution to the 2030 Agenda for Sustainable Development, which promotes the engagement of stakeholders to ‘ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.’

Being There: Establishing Instructor Presence In An Online Learning Environment, Ozgur Ekmekci

Clinical Research and Leadership Faculty Publications

The purpose of this essay is to critically examine course structure and the role it may play in improving teaching presence in an asynchronous online learning environment. The examination is grounded in experiential learning; adult learning principles; case-based and problem-based learning methods; and peer reviews. The discussion is concluded with a proposed course structure and a learning intervention model that might be used to enhance and strengthen teaching presence for instructors engaged in asynchronous online education.

2nd Global Report On Adult Learning And Education:Rethinking Literacy, Unesco Institute Of Lifelong Learning, 58 Felbrunnenstr., 20148 Hamburg, Germany

IACE Hall of Fame Repository

Drawing on data gathered from 141 countries, the second Global Report on Adult

Learning and Education reviews progress in implementing the Belém Framework for Action, the set of recommendations made by governments at the Sixth

International Conference on Adult Education (CONFINTEA VI) in Belém in December

2009. The report adopts a global perspective, describing the commonalities and differences of Member States as they work to improve their adult education

sectors.

This second Global Report has as its special theme ‘Rethinking Literacy’. UNESCO

hopes that this will help to position literacy as the foundation for lifelong learning. The report …

Global Report On Adult Learning And Education, Unesco Institute Of Lifelong Learning, 58 Felbrunnenstr., 20148 Hamburg, Germany

IACE Hall of Fame Repository

The first-ever Global Report on Adult Learning and Education is based on 154 National Reports submitted by UNESCO Member States on the state of adult learning and education as well as five regional synthesis reports and secondary literature. Its purpose is to provide an overview of trends in adult learning and education as well as to identify key challenges. It is an important reference document and an advocacy tool, and served as input to CONFINTEA VI.

Chapter 1 examines how adult education is considered in the international educational and development policy agenda, Chapter 2 presents developments in policy and governance, …

Evaluation Of An Adult Education Technology Program, Iwasan D. Kejawa Ed.D

Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research

The purpose of this study was to evaluate the adult education technology program at a chartered alternative adult education center in Florida. The adult education center had a low rate of students passing the Florida Comprehensive Assessment Test (FCAT). This study examined the impact of the use of computer technology in an effort to improve student learning in mathematics, reading, and science. Computers at the institution were used by all students for tutorials to prepare them for the FCAT and to obtain a high school diploma. The research questions for this study were as follows: 1. Is the education technology …