ERIC Number: EJ1022127
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Reference Count: 40
(Dis)connected in Today's College Classroom? What Faculty Say and Do about Mixed-Age Classes
Donavant, Brian W.; Daniel, Bonnie V.; MacKewn, Angelina S.
Journal of Continuing Higher Education, v61 n3 p132-142 2013
The historically distinct fields of adult and higher education are converging in a dramatic demographic shift from undergraduate classrooms occupied primarily by traditional-age college students to ever-increasing numbers of adults within baccalaureate programs. This study found that while higher education faculty acknowledged that adult students differ from their traditional-age counterparts and enhance the overall educational environment in mixed-age undergraduate classes, they perceived no need to adapt their instructional approach to accommodate this growing postsecondary demographic. These findings reveal a lack of understanding by the professoriate regarding adult learners and adult education methodologies, and they provide valuable insight into an emerging crisis in America's college classrooms where faculty members are increasingly unable to meet the needs of today's learners. Amid the clamor for accountability in higher education, the results and context of this study provide direction for future discussions and implications for adult higher education praxis.
Descriptors: Higher Education, Adult Education, Andragogy, College Students, Nontraditional Students, Student Needs, Accountability, Teacher Surveys, Teacher Attitudes, Online Surveys, Reliability, Educational Attainment, Intellectual Disciplines, Teaching Methods
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education; Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Tennessee