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Showing 1 to 15 of 360 results Save | Export
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Roumell, Elizabeth Anne – Adult Learning, 2019
In adult education, we have skilled instructional designers, expertise in structuring learning events and delivering content, and we have robust learning theories to draw from, and yet the effective transfer of learning still seems elusive. Recent literature reviews on learning transfer indicate that a large percentage of adult learning does not…
Descriptors: Adult Education, Transfer of Training, Adult Learning, Educational Practices
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Murray-Johnson, Kayon – Adult Learning, 2019
Adult educators in higher education settings often facilitate topics that stir difficult dialogues on race and racism. In the United States, an increased population of racially diverse individuals set against the backdrop of our current sociopolitical climate, suggests the need for authentic conversations surrounding race remain critical. By…
Descriptors: Race, Racial Bias, Adult Education, Discussion (Teaching Technique)
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Morris, Thomas Howard – Adult Learning, 2019
Fostering adult learners' competence to adapt appropriately to our ever-changing world is a primary concern of adult education. The purpose of the present article is novel and examines whether the consideration of "modes of learning" (instruction, performance, and inquiry) could assist in the design of adult education that facilitates…
Descriptors: Adults, Adult Education, Independent Study, Social Change
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Rogers-Shaw, Carol; Carr-Chellman, Davin J.; Choi, Jinhee – Adult Learning, 2018
Universal Design for Learning (UDL) is a framework for the teaching-learning transaction that conceptualizes knowledge through learner-centered foci emphasizing accessibility, collaboration, and community. Given the importance of access to achieving social justice, UDL is a promising approach to meeting all learners' needs more effectively. In…
Descriptors: Access to Education, Guidelines, Adult Students, Online Courses
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Cherrstrom, Catherine A.; Zarestky, Jill; Deer, Shannon – Adult Learning, 2018
Adult learners often experience uncertainty, isolation, and, in graduate school, angst about meeting program requirements. Therefore, graduate students created and facilitated a seminar series and preliminary examination study group. The experience, however, transcended seminars and study meetings to build relevant and meaningful community. The…
Descriptors: Adult Learning, Graduate Students, Qualitative Research, Communities of Practice
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Glowacki-Dudka, Michelle; Mullett, Cathy; Griswold, Wendy; Baize-Ward, Amy; Vetor-Suits, Crissy; Londt, Susan Cole – Adult Learning, 2018
Using a framework of care to design experiences in formal or informal learning does two things. It acknowledges intentions of reflective learning through open communication and meets expectations of scholars seeking knowledge within a learning community. This proposed framework was developed from programs involving popular education, community…
Descriptors: Models, Popular Education, Adult Education, Community Education
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Majeski, Robin A.; Stover, Merrily; Valais, Teresa – Adult Learning, 2018
The community of inquiry (COI) model identifies elements which are fundamental to a successful online learning experience, namely, teaching presence, cognitive presence, and social presence. The model has received empirical support as a useful framework for understanding the online learning experience. A limitation of the model is its…
Descriptors: Emotional Response, Inquiry, Electronic Learning, Models
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Lee, Jung Min; Rogers, Aracelis; Young, William – Adult Learning, 2018
The purpose of this study was to identify selected characteristics of current Osher Lifelong Learning Institute (OLLI) members in Florida and then compare the results between Florida and non-Florida institutes. This study was primarily quantitative and employed the Demographic and Behavioral Trends Survey (DBTS) with the addition of four…
Descriptors: Lifelong Learning, Individual Characteristics, Adult Education, Retirement
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Lapina, Angelina – Adult Learning, 2018
Coping in adult learning-based environments is a relevant phenomenon because stressful experiences are inevitable at times. Three main types of coping strategies are distinguished to either solve the problem (problem-focused coping), avoid the problem (avoidance coping), or reduce anxiety and other negative emotions (emotion-focused coping) in…
Descriptors: Coping, Reflection, Adult Education, Adult Learning
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Wahlgren, Bjarne; Mariager-Anderson, Kristina – Adult Learning, 2017
Dropout is a serious problem within education. This article reports on an intervention project, titled "New Roles for the Teacher--Increased Completion Rates Through Social Responsibility," which sought to reduce nonattendance and drop-out rates in the Danish adult educational system by improving teachers' competences. This goal was…
Descriptors: Adult Education, Social Responsibility, Graduation Rate, Program Improvement
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Goings, Ramon B. – Adult Learning, 2017
Institutions of higher education have witnessed an influx of nontraditional Black college students generally, and males specifically. However, there is limited research that investigates the academic and social experiences of nontraditional Black males. As universities seek to improve the academic retention and graduation rates of Black males,…
Descriptors: Nontraditional Students, African American Students, Undergraduate Students, Males
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Falk-Huzar, Erica – Adult Learning, 2017
Assisted living is dedicated to serving individuals with a wide array of disabilities. Training and education are vital for staff and residents in assisted-living facilities because resident care depends on staff knowledge to provide for their safety and welfare. However, little research has been conducted on assisted-living facilities, let alone…
Descriptors: Caregiver Training, Educational Needs, Disabilities, Quality Assurance
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Karmelita, Courtney – Adult Learning, 2017
Adult learners require supports and services to help them successfully transition into taking on the demands and expectations of college students. Transition programs have grown in popularity as a means to aid adult learners as they transition to higher education. Unfortunately, previous research on adult learner participation in transition…
Descriptors: Transitional Programs, Program Design, Adult Learning, Higher Education
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Grissett, Judy Orton; Kaufmann, Jodi; Greenberg, Daphne; Hilton, Krista – Adult Learning, 2016
Although prior research has indicated a relationship between educational climate and educational outcomes, there is a lack of research in this area in adult literacy programs. The purpose of this qualitative case study was to assess the actual and perceived educational climate for lesbian, gay, bisexual, and transsexual (LGBT) students at an adult…
Descriptors: Educational Environment, Adult Literacy, Adult Education, Case Studies
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Winfrey, Nancy – Adult Learning, 2016
Popular education depends on the embodiment of democratic leadership and a pedagogy for liberation, where dialogue and critical reflection empower adults to become change agents rather than passive participants in disenfranchising practices. Most colleges and universities in this country are organized by hierarchies of power and control. There is…
Descriptors: Popular Education, Power Structure, Adult Education, Higher Education
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