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Showing 1 to 15 of 97 results Save | Export
Imel, Susan – 2002
Electronic learning, also known as e-learning, is generally defined as instruction and learning experiences that are delivered via electronic technology such as the Internet, audiotape and videotape, satellite broadcast, interactive television, and CD-ROM. Web-based learning, computer-based learning, and virtual classrooms are some of the…
Descriptors: Academic Achievement, Academic Standards, Access to Education, Adult Education
Imel, Susan – 2003
Tacit knowledge, the knowledge that workers possess but do not articulate, is associated with terms such as "skill,""know-how,""working knowledge," and "expertise" that are used to describe knowledge about and ability to perform work. Learning that takes place through apprenticeships draws heavily on tacit…
Descriptors: Adult Education, Apprenticeships, Educational Environment, Employer Employee Relationship
Imel, Susan – 1997
To develop adult learning groups in formal educational settings, the educator must understand the nature of learning in groups. Three types of group learning are instrumental, communicative, and emancipatory. The type of learning that occurs in groups varies according to the learning tasks and goals. Group learning that has as its goal the…
Descriptors: Adult Education, Adult Learning, Cooperative Learning, Group Dynamics
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Imel, Susan; Zengler, Cynthia J. – New Directions for Adult and Continuing Education, 2002
Ohio's For the Common Good project illustrates the key role of learning in the development of interagency collaborative teams. The learning appeared to be constructivist in nature, with connections to communities of practice and learning communities. (Contains 17 references.) (SK)
Descriptors: Adult Education, Adult Learning, Agency Cooperation, Human Services
Imel, Susan – 2003
The Internet seems an ideal medium for fostering and supporting informal adult learning because it allows adults to seek out and use resources independently, control the pace and direction of learning, and talk to and consult others. Because it provides access to information, encourages meaningful interaction with information or material, and…
Descriptors: Access to Education, Adult Education, Adult Learning, Computer Mediated Communication
Imel, Susan – 2001
Research on various facets of adult learners' experiences in postsecondary education has established the following facts: (1) instructors who help adult learners connect their real-world experiences and what they already know to what they are learning in the classroom are perceived as most helpful and motivating; (2) adult undergraduates generally…
Descriptors: Adult Educators, Adult Learning, Adult Students, Blacks
Imel, Susan – 1994
Even though the economy is recovering, recession and restructuring have permanently changed the way successful job searchers approach the task of finding employment. Many individuals who have been successful in their job search have adjusted the process to accommodate the recent recession and the continuing restructuring. Informal, external…
Descriptors: Adult Education, Career Education, Career Information Systems, Career Planning
Imel, Susan – 2000
Contextual learning is rooted in a constructivist approach to teaching and learning. According to constructivist theory, individuals learn by constructing meaning through interacting with and interpreting their environments. Current perspectives on what it means for learning to be contextualized include the following: situated cognition, social…
Descriptors: Adjustment (to Environment), Adult Education, Adult Learning, Adult Literacy
Imel, Susan – 1992
The use of small groups in adult literacy and basic education has been stimulated by a desire to provide a more learner-centered and collaborative learning environment. Another set of factors promoting their use is related to increased use of language experience or whole language as instructional approaches in adult literacy and basic education.…
Descriptors: Adult Basic Education, Adult Learning, Adult Literacy, Cooperative Learning
Imel, Susan – 2002
In adult education, the term "accelerated learning" (AL) is usually associated with programs designed to meet the needs of adult learners whose many commitments prevent them from participating in traditional programs. Within the field of training and development, however, AL identifies an approach to learning that is multidimensional in…
Descriptors: Academic Achievement, Academic Persistence, Acceleration (Education), Adoption (Ideas)
Cho, DaeYeon; Imel, Susan – 2003
The question of what the future of work in the United States will be is examined in this publication using current information on trends and issues related to work, the economy, and the labor force. The compilation intended to give an overview of selected aspects of the topic and provide information about other resources. In the first section,…
Descriptors: Adult Education, Demand Occupations, Economic Change, Education Work Relationship
Imel, Susan – 2003
The objectives of adult civic education were examined, and recommendations for its effective practice were offered to educators. The following purposes of adult civic education were discussed: inform learners of the rights and responsibilities of citizenship; explain how citizens participate in building a society by making informed decisions; and…
Descriptors: Adult Education, Adult Learning, Adult Programs, Citizenship Education
Imel, Susan – 1988
Between 1969 and 1984, the number of adults participating in educational programs increased 79 percent and the number of adult education activities doubled. The following facts should be considered when developing instructional programs for adult learners: individuals can learn throughout their lives, adult life cycles influence learning, adults…
Descriptors: Adult Education, Adult Educators, Adult Students, Classroom Environment
Imel, Susan – 1982
Quality circles are part of the movement to provide workers with increased autonomy, responsibility, and authority. Key elements of quality circles are the characteristics of their members, volunteer participation, regular meetings, training, problem identification, and solution implementation. The theoretical bases of quality circles include:…
Descriptors: Employee Responsibility, Employer Employee Relationship, Organizational Development, Organizational Theories
Imel, Susan – 1992
Reflective practice is a mode that integrates thought and action with reflection. Learning is dependent upon the integration of experience with reflection and of theory with practice. Experience is a basis for learning but reflection is the essential part of the learning process because it results in making sense or extracting meaning from the…
Descriptors: Adult Education, Adult Educators, Cognitive Processes, Educational Philosophy
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