Online and Distance Education Commons^™

Efficacy Of Community Building In Adult Online Learning Environments, Meghan Jennifer Gwin Anson M.Ed.

Masters of Arts in Education Action Research Papers

This qualitative research study was conducted during synchronous class sessions with adult learners enrolled in an online Montessori teacher education program. The aim was to determine which techniques were being used to facilitate adult learning in an online learning environment. The research collected data through data tools designed to record the observed behaviors of participants engaged in online synchronous class sessions. The data revealed the use of learning techniques beneficial to developing self-confidence, community building, and knowledge acquisition by utilizing qualitative and quantitative research methods. This study can serve as a framework for future research projects focusing on adult learning …

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 …

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 …

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 …