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Zeitschriftenartikel zum Thema "Education, Adult and Continuing|Education, Technology of|Education, Higher":
1
Korshunov, Ilya A., Natalia N. Shirkova und Maxim S. Miroshnikov. „Export of Continuing Education Programs: Skills and Technology (Case Study of Agricultural Universities)“. Integration of Education 23, Nr. 4 (31.12.2019): 518–40. http://dx.doi.org/10.15507/1991-9468.097.023.201904.518-540.
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Introduction. Development of the economy via the introduction of new technologies stimulates the transfer of competencies through the expansion of exports of educational services in various professional sectors. The study of current skills and competences in the agricultural complex was carried out to identify the most competitive educational programs for adults’/continuing education on regional labor markets, which could be successfully exported by Russia to other countries. We also identified innovative educational products required by the agricultural sector in Russia. The purpose of this article is to study the process of implementation of adult/continuing education and training in Russian agricultural universities in international educational markets. Materials and Methods. Results of a questionnaire survey of higher education institutions under the Ministry of Agriculture of the Russian Federation concerning the implementation of short-term continuing educational programs exported to other countries were used here. Content analysis of popular skills was carried out to determine the most competitive strategies of exports to international educational markets (the case of Kazakhstan, Russia, and USA). The study was conducted on regional job search databases. The sampling scope involved above 3,000 current vacancies. Results. Theoretical and empirical results showed that countries purchase more complex skills if there is a demand for them in the country, and their own continuing education programs are not available. The acquisition of such skills is in demand in countries using a similar model of development of this industry. The increase in exports of Russian life-long education programs to international markets can be achieved by the transfer of high technologies in the agro-industrial sector. Potential countries for the export of continuing/ life-long education include those building cultural, political and socio-economical relationships with the Russian Federation. Discussion and Conclusion. This article is useful for heads of adult education departments of universities to determine the most perspective strategies for exporting continuing education services to international markets.
2
Saal, Leah Katherine, Takashi Yamashita, Donita M. Shaw und Kristen H. Perry. „An exploration of U.S. adults’ information processing skills and political efficacy“. Journal of Adult and Continuing Education 26, Nr. 2 (04.06.2019): 178–202. http://dx.doi.org/10.1177/1477971419852750.
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As recent debates about the role of social media in election outcomes suggest, understanding the association between information processing skills and political efficacy in the U.S. is a significant inquiry for adult and continuing education. Data from the Programme for the International Assessment of Adult Competencies were used to explore relationships between U.S. participants’ information processing skills and political efficacy. Given the impact of certain demographic characteristics on political efficacy, the study also analyzed whether the relationship between information processing skills and self-reported political efficacy varied across levels of cultural engagement, formal educational attainment, or immigrant status. The results illustrate that higher levels of literacy, numeracy, and problem solving in technology-rich environments are associated with higher political efficacy for U.S. participants. Our research is framed in both cognitive and critical lenses, and we provide implications for practice in adult and continuing education settings.
3
Hannon, Paul D. „Philosophies of Enterprise and Entrepreneurship Education and Challenges for Higher Education in the UK“. International Journal of Entrepreneurship and Innovation 6, Nr. 2 (Mai 2005): 105–14. http://dx.doi.org/10.5367/0000000053966876.
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This conceptual paper presents critical thoughts and observations on the recent phenomenon of entrepreneurship education in higher education in the UK. The key challenge the paper emphasizes is the need for greater insight into the conceptual and theoretical development of that phenomenon and a more robust locating of the philosophical foundations of entrepreneurship education within a higher education institution (HEI) adult-learning context. Although concepts and models of entrepreneurship abound, it is difficult to find related concepts and models of entrepreneurship education and, in particular, their underpinning philosophical foundations. Philosophies of adult education have emerged, but there appears to have been no attempt to locate entrepreneurship education within these contextual theoretical paradigms. This is somewhat surprising, as the underpinning philosophy of an educational programme will partially determine the outcomes of the educational process and influence the educational experience. However, this insight may help to explain why, conceptually, entrepreneurship education has mixed meanings and a conflicting discourse. The paper introduces a framework of adult-learning philosophies as a foundation for reflecting and analysing current approaches against philosophical beliefs. The application of the framework leads to a discussion about the potential contrasts and conflicts between underpinning foundations and purpose-in-action. The paper concludes with various perspectives on the building of an emerging robust concept of entrepreneurship education within an HEI adult-learning context.
4
Henderson, Richard A., Robert Groves und Sundus Henderson. „The genesis of an Adult Education programme in science“. New Directions in the Teaching of Physical Sciences, Nr. 2 (01.12.2006): 41–44. http://dx.doi.org/10.29311/ndtps.v0i2.432.
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Science and technology are now part of our everyday lives, and their impact will undoubtedly continue to grow in ever more sophisticated and subtle ways. Inevitably, this will lead to debates and controversy about the ethics and risks that science brings with it; debates in which the general public should be fully engaged. But many adults inevitably feel alienated from any involvement in such a debate because of their lack of scientific knowledge. There is a very urgent need to engage not only young people but also more mature adults in scientific discussion at levels that are both meaningful and serious. In Newcastle we are developing an adult science education programme which brings together local adult education providers, universities and industry to supply a cohesive series of short events which not only allow adults to learn and engage with contemporary science (and how it impacts on their everyday lives), but also offers the opportunity to progress to more advanced courses leading to formal qualifications. In this article we outline the development of this programme which was greatly assisted by the appointment of an ‘Adult Education Fellow’ (funded by The Higher Education Academy Physical Science Centre). Over the course of one year the Fellow established the consortium, identified what the detailed demand was, prepared the course and raised funds ready for its start in 2006.
5
Manuel, Alzira, Domingos Buque und Rosário Quive. „STUDENTS’ PERCEPTIONS ON DISTANCE EDUCATION: A CASE STUDY IN MOZAMBIQUE“. Problems of Education in the 21st Century 79, Nr. 2 (10.04.2021): 229–40. http://dx.doi.org/10.33225/pec/21.79.229.
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Education in all societies is one of the requisites for changes and development, particularly in the current context influenced by globalization and rapid changes in which knowledge and technology became essential tools for life. In this context, Mozambique has been and continues promoting education, including Classroom Teaching Adult Education and Distance Adult Education (DAE) to satisfy people’s learning needs and improve their capacities towards changes. DAE is considered a way to open opportunities of education for youth and adults who by different reasons cannot participate in classroom teaching. This study seeks to explore the perceptions of youth and adult students in DAE at Eduardo Mondlane University (EMU), about their learning process. The study applied qualitative approach, based on semi-structured interview administrated to twelve students from the 3rd and 4th years of the undergraduate program in Organization and Management of Education in Distance Education (DE) modality. The findings of this study point out that DAE is perceived as a relevant and useful modality of education, particularly for adult learners. However, the study identifies contextual challenges associated to individual and professional issues, pedagogical and organizational issues as well as gender division of labor within the families, impacting the student’s performance in DE in the selected higher education institution. Keywords: adult education, distance education, lifelong learning, qualitative research
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Biney, Isaac Kofi. „Experiences of adult learners on using the Sakai Learning Management System for learning in Ghana“. Journal of Adult and Continuing Education 26, Nr. 2 (26.07.2019): 262–82. http://dx.doi.org/10.1177/1477971419864372.
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The advancement in information and communication technology and its application in teaching and learning tools have taken learning to a higher level. Innovations in information and communication technology and its deployment in teaching and learning aid adult learning through the distance education mode. Accra Learning Centre hosts the biggest student population pursuing degree programmes through the distance education mode in Ghana. Simple descriptive statistics were adopted to help build a case for using the qualitative data. A descriptive narrative design was employed for conducting the study which tilts towards the qualitative case study approach to investigate the meanings and experiences adult learners have had when using the Sakai Learning Management System platform. In-depth interviews and focus group discussions were used to collect data from 50 adult learners who participated in the study. Most (80%) of the learners indicated that they faced difficulties, including accessing computers, course materials online, weak link, poor network interface and connectivity, as well as power fluctuations when they started learning with the Sakai Learning Management System, which changed with time. The information and communication technology platform created greater access to self-learning. The study concludes that the information and communication technology laboratories should be refurbished – and equipped with new computer accessories – for an increased access to the Sakai Learning Management System.
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Qaisrani, Ayesha, und Ather Maqsood Ahmed. „Exploring New Pathways to Gender Equality in Education: Does Information and Communication Technology Matter?“ NUST Journal of Social Sciences and Humanities 1, Nr. 1 (19.01.2021): 26–55. http://dx.doi.org/10.51732/njssh.v1i1.2.
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Through the use of the System Generalized Method of Moments Technique, this study aims to establish links between Information and Communication Technologies (ICTs), gender equality in education and economic growth, for segregated levels of education. The study focuses on the decade of 2000-2010 for the case of Lower Middle Income countries. Through simultaneous solution of the models, it is concluded that ICTs do have some potential to promote gender equality but the relationship is not strong enough, either due to lack of relevant statistical data or due to inefficient integration of ICTs into the society. It is, however, deduced that the strongest factor promoting gender equality is the average schooling of adult population. Furthermore, the study finds out that for lower middle income countries, gender equality at lower levels of education plays an important role in economic growth than gender equality in higher education.
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Leedahl, Skye. „Older Learners in Higher Education: Age-Friendly University Models in and Beyond the Classroom (A Collaborative Symposium between the AFU and Intergenerational Learning, Research and Community Engagement Interest Groups)“. Innovation in Aging 4, Supplement_1 (01.12.2020): 553. http://dx.doi.org/10.1093/geroni/igaa057.1814.
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Abstract The Age-Friendly University (AFU) movement is specifically targeting one group of adult learners who are less represented within higher education -- individuals considered “older adults,” with five of the ten principles focused on promoting educational opportunities for older adult learners. However, there is less understanding within higher education for how to ensure inclusivity of this group. Importantly, some universities across the country have identified promising strategies for engaging older adult learners within higher education classrooms and supporting them beyond the classroom. As this intergenerational learning model continues to grow, there is much to learn from those who have begun efforts to appropriately utilize and engage older adult learners. This symposium will highlight examples from universities that have identified ways to create age-diverse programs within the university setting. The first paper will begin by discussing intergenerational learning opportunities for utilizing older adult learners in innovative ways to enhance university student experiences, and the second paper will specifically highlight successful activities used in a university class to engage older and younger adult learners. The third paper will examine ways in which a university and Osher Lifelong Learning Institute work together and promote research opportunities for both generations. The fourth paper will discuss research conducted to investigate how intergenerational classroom experiences are shaped by older adults. The fifth paper will describe the use of technology training workshops to promote service learning for university students and those in a retirement community. This would be a collaborative symposium between the AFU and ILRCE Interest Groups.
9
Imathiu, Samuel. „Use of Web 2.0 technologies as mediation tools in higher education with focus on YouTube“. Current Research Journal of Social Sciences and Humanities 1, Nr. 1 (25.06.2018): 21–28. http://dx.doi.org/10.12944/crjssh.1.1.03.
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Although the curricula content for similar study disciplines may differ from one higher education institution to another and from one country and/or region to another, it is without any doubt that for all, they promote active learning rather than passive learning. A recent shift has been observed where emphasis is placed on student-centered, collaborative and practical participation of learners in knowledge creation in a learning environment which is more engaging and stimulating. This has particularly been made possible by emerging educational technology mediation tools that does not only promote hands-on learning but also make the whole learning experience fun. Most of these technological tools have been effectively used by More Knowledgeable Other (MKO) in scaffolding the learners, and they have also been directly used by learners themselves as their MKO in addressing Vygotsky’s concept of Zone of Proximal Development (ZPD) which is defined by Vygotsky1 as ‘the distance between the actual developmental level as determined by independent problem-solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers’. This literature reviews how YouTube as an example of Web 2.0 technology has been used as a mediation tool to facilitate teaching and learning in higher education.
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Sufirmansyah, Sufirmansyah. „Actualization of Andragogical Learning Strategies for Higher Education in Disruption Era“. Didaktika Religia 6, Nr. 2 (15.02.2019): 351–70. http://dx.doi.org/10.30762/didaktika.v6i2.1111.
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This article examines the actualization of andragogical learning strategies for higher education in disruption era. Disruption era as an effect of globalization demands optimal integrity of an individual so that they can live their lives well. College students as adult learners are expected to be able to interpret and work around so that the learning they do can run effectively for their future. The library research qualitative approach is chosen in order to compile various relevant references related to andragogical learning strategies in a holistic manner. Based on studies from several references, it can be concluded that andragogy is very relevant to the needs of college students as adult learners. Desire to learn, ability to learn, means to learn, and need to learn become the consideration of the relevance of the concept of andragogy to the needs of college students. On the other hand, the principle of andragogy is also very synergistic with the development of learning independence from a learner. The development of a very rapid disruption era led to changes in learning patterns, from teacher centered to student centered. The andragogical learning process must consider the learner's needs and some aspects of individuality as uniqueness and potential that must be developed. The assumptions that underlie andagoogical learning strategies in tertiary institutions are that students must understand their learning orientation, have a responsible self-concept, learn their life experiences, realize their readiness to learn, learn in concrete, and strengthen their intrinsic motivation. The actualization of andragogical learning strategies can be maximized by studying the learning process contextually, increasing participation in learning, and utilizing the advancement of science and technology. The internet must be optimized as a learning aid so that college students can understand the current conditions of the environment that they will face in the real world. Thus, the demands of the disruption era can be overcome through the actualization of andragogical learning strategies.
تبحث هذه المقالة في تفعيل استراتيجيات التعلم الاندروجرافية للتعليم العالي في عصر الاضطراب. إن عصر الاضطراب كأثر للعولمة يتطلب سلامة مثالية للفرد حتى يتمكنوا من عيش حياتهم بشكل جيد. من المتوقع أن يتمكن الطلاب والمتعلمون فى الجامعة من التأويل والعمل حتى يتمكنوا من التعلم بفعالية من أجل مستقبلهم. يتم اختيار نهج نوعية البحث المكتبية من أجل تجميع مختلف المراجع ذات الصلة المتعلقة باستراتيجيات التعلم الاندروجرافية andragogical بطريقة شاملة. استنادًا إلى دراسات من عدة مراجع ، يمكن استنتاج أن الاندروجرافية وثيقة الصلة باحتياجات الطلاب كمتعلمين بالغين. الرغبة في التعلم ، والقدرة على التعلم ، ووسائل التعلم ، والحاجة إلى التعلم تصبح النظر في أهمية مفهوم الاندروجرافية andragogy لاحتياجات الطلاب. من ناحية أخرى ، فإن مبدأ الاندروجرافية هو أيضا تآزري للغاية مع تطوير استقلالية التعلم من المتعلم. أدى تطور عصر سريع للغاية من الاضطراب إلى تغييرات في أنماط التعلم ، من المعلم الذي يركز على الطلاب. يجب أن تؤخذ عملية التعلم الاندروجرافية بعين الاعتبار عن احتياجات المتعلم وبعض جوانب الفردية كالتفرد والإمكانات التي يجب تطويرها. إن الافتراضات التي تكمن وراء استراتيجيات التعلم الاندروجرافية في مؤسسات التعليم العالي هي أن الطلاب يجب أن يفهموا توجههم التعلمي ، وأن يكون لديهم مفهوم ذاتي عن المسؤول ، وأن يتعلموا خبرات حياتهم ، وأن يدركوا استعدادهم للتعلم ، والتعلم بشكل ملموس ، وتعزيز دافعهم الداخلي. يمكن تعظيم الاستفادة من استراتيجيات التعلم الاندروجرافية من خلال دراسة عملية التعلم في السياق ، وزيادة المشاركة في التعلم ، والاستفادة من تقدم العلوم والتكنولوجيا. يجب تحسين الإنترنت كمساعدات تعليمية حتى يتمكن الطلاب من فهم الظروف الحالية للبيئة التي سيواجهونها في العالم الحقيقي. وبالتالي ، يمكن التغلب على متطلبات عصر الاضطراب من خلال تفعيل استراتيجيات التعلم الاندروجرافية.
Artikel ini mengkaji aktualisasi strategi pembelajaran andragogis bagi pendidikan tinggi di era disrupsi. Era disrupsi sebagai efek globalisasi menuntut integritas optimal dari seorang individu agar mereka dapat menjalani kehidupan dengan baik. Mahasiswa sebagai pembelajar dewasa diharapkan mampu memaknai sekaligus menyiasati agar pembelajaran yang mereka lakukan dapat berjalan secara efektif demi masa depan mereka. Pendekatan kualitatif berjenis library research dipilih dalam rangka merangkai berbagai referensi yang relevan terkait dengan strategi pembelajaran andragogis secara holistik. Berdasarkan kajian dari beberapa referensi, dapat disimpulkan bahwa andragogi sangat relevan dengan kebutuhan mahasiswa sebagai pembelajar dewasa. Desire to learn, ability to learn, means to learn, serta need to learn menjadi pertimbangan relevansi konsep andragogi dengan kebutuhan mahasiswa. Di sisi lain, prinsip andragogi juga sangat sinergis dengan pengembangan kemandirian belajar dari seorang pembelajar. Perkembangan era disrupsi yang sangat pesat mendorong perubahan pola pembelajaran, dari teacher centered menju student centered. Proses pembelajaran andragogis harus mempertimbangkan kebutuhan pembelajar serta beberapa aspek individualitasnya sebagai keunikan dan potensi yang harus dikembangkan. Asumsi yang mendasari strategi pembelajaran andragoogis di perguruan tinggi diantaranaya yaitu mahasiswa harus memahami orientasi belajarnya, memiliki konsep diri yang bertanggung jawab, mempelajari pengalaman hidupnya, menyadari kesiapan belajarnya, belajar secara konkret, serta menguatkan motivasi intrinsiknya. Adapun aktualisasi strategi pembelajaran andragogis dapat dimaksimalkan dengan cara mengkaji proses pembelajaran secara kontekstual, meningkatkan partisipasi dalam pembelajaran, serta memanfaatkan kemajuan ilmu pengetahuan dan teknologi. Internet harus dioptimalkan sebagai alat bantu pembelajaran agar mahasiswa dapat memahami kondisi terkini dari lingkungan yang ia akan hadapi di dunia nyata. Dengan demikian, tuntutan era disrupsi dapat diatasi melalui aktualisasi strategi pembelajaran andragogis.
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Dissertationen zum Thema "Education, Adult and Continuing|Education, Technology of|Education, Higher":
1
Li, Jiexiu. „An Assessment of Technology Classroom Environments in Chinese Universities“. Digital Commons @ East Tennessee State University, 1999. https://dc.etsu.edu/etd/2939.
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The purpose of this study was to investigate the characteristics of graduate classroom environments as perceived by the graduate students and faculty in technology courses, at Chinese universities. Relationships between the different dimensions of the social environment of the graduate technology classrooms were examined. The Adult Classroom Environment Scale (ACES) was used to measure the actual and ideal classroom environments on seven dimensions. The research was conducted during Fall 1998. Participants in this study included 317 graduate students and 8 teachers in 8 classes from 6 universities in Beijing, China. The results of data analysis showed that there were significant differences in graduate students' perceptions of the actual and ideal classroom environment. Perceptions of teachers and graduate students in each class differed in their views of the actual classroom environment. Students felt that courses were well-organized, clearly-delivered, and task-focused. Students felt they needed more influence in the classroom, and that instructors should focus on individual development. Teachers perceived Organization and Clarity and Teacher Support as more characteristic of their classrooms but did not see Student Influence and Personal Goal Attainment as important. There were few significant differences on most of dimensions of the actual classroom environment, when contrasted according to age, major, and work experience. Males and females did, however, see Organization and Clarity, Personal Goal Attainment, Affiliation, and Involvement differently. When contrasted with the results of other studies conducted with American students, ratings of the Chinese students were consistently lower. These findings indicate that graduate technology classrooms in Chinese universities are still quite teacher-centered.
2
Moreillon, Judith. „A case study of university faculty development utilizing technology: People, place and process“. Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/289918.
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The purpose of this case study is to describe the faculty development workshop experiences of the participants and facilitators of the Laptop Workshop, a workshop designed to support the reform of undergraduate teaching and learning at a Research I institution in the Southwest. In this case study, I utilize a qualitative research paradigm and take an interpretative approach. The research study includes in-depth interviews with the workshop's designers and facilitators, beginning and ending workshop surveys administered to the participants in three 2001 workshops, an online questionnaire administered to 150 of 165 participants, a field study of one faculty participant, and interviews with seven faculty participants. This study was nested in four timely areas of scholarly research, namely post-secondary faculty development, technology-centered faculty development, the diffusion of innovations, and educational reform. Through the research questions, I sought to understand the workshop from the perspectives of the facilitators and faculty participants. Their perceptions illuminated the ways in which this instructional intervention impacted their behaviors and beliefs about integrating technology tools and teaching strategies in their courses. The qualitative data reported and analyzed in this study are shared in the form of profiles and vignettes constructed from the study participants' own words. This faculty development initiative contributed to the success of another educational reform effort on this campus. It effectively addressed the participants' learning needs and helped to diffuse technology-enabled teaching methodologies. The findings suggest a unique convergence of people, place and process created an effective learning environment that supported 21st-century university faculty development.
3
Lucey, Kevin. „The Effect of Motivation on Student Persistence in Online Higher Education| A Phenomenological Study of How Adult Learners Experience Motivation in a Web-Based Distance Learning Environment“. Thesis, Duquesne University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10750789.
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The purpose of this study was to investigate the role of motivation in the persistence of adults enrolled in online higher education. Since the 1990’s, online courses and programs have proliferated across higher education, with adults (ages 25 and over) currently making up the largest portion of online enrollments. Online courses, however, suffer from a higher rate of student attrition than their hybrid and face-to-face counterparts. Although it is difficult to attribute the high rate of attrition in online education to any one factor, research has identified a lack of motivation as a primary cause of student dropout. Likewise, studies have shown that when motivation is present, learners are more likely to persist in their coursework. In order to develop a deeper understanding of this issue, a phenomenological approach was chosen as the most appropriate method for this study.
Participants for this study were at least 25 years of age and were enrolled in an online class at a large public university in the Mid-Atlantic region of the United States. In adhering to the phenomenological method, open-ended, in-depth interviews were used to investigate how adult learners experience motivation in online higher education. Transcendental phenomenological analysis was then used to determine the essence of this experience. During the first stage of this process, twelve distinct themes emerged from the data, including Relevance and Applicability, Communication, Flexibility, and Instructor Presence. During the next stage, three additional structural themes were identified: Relation to Self, Relationship with Others, and Time. During the final stage of analysis, the essence of this experience was revealed as the participants’ Goal Commitment and their Need for Guidance.
Key findings from this study include the confirmation of motivation as a critical component in the persistence of adult online learners. In addition, a number of factors were identified as key facilitators and barriers to persistence in adults learning online. In developing an in-depth understanding of the link between motivation and persistence in this particular sample of learners, the results of this study may potentially contribute to addressing the overall larger problem of high rates of attrition in online higher education.
4
Yalof, Barbara. „Marshaling Resources| A Classic Grounded Theory Study of Online Learners“. Northcentral University, 2013.
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Jurewicz, Edward J. „The integration of interactive strategies in two-way interactive video instruction a case study of instructional thought versus instructional performance /“. [Bloomington, Ind.] : Indiana University, 2005. http://wwwlib.umi.com/dissertations/fullcit/3167793.
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Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technology, 2005. Source: Dissertation Abstracts International, Volume: 66-04, Section: A, page: 1329. Adviser: Thomas Schwen. "Title from dissertation home page (viewed Nov. 9, 2006)."
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Kurita, Gregg. „Searching for my classroom| The importance of humanizing distributed learning for adults“. Thesis, Fielding Graduate University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3680998.
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This autoethnography uses the personal journey of the author through Fielding Graduate University's doctoral program in Educational Leadership for Change to study the influence of peer advising and peer relationships in distributed learning environments on student success and program satisfaction. The study reveals that peer relationships and peer advisement opportunities may be needed to counter the high risks for dropping out, extra time in the program, or discontentment.
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Lewis, Adam Justin. „A case study of modern computing| Importance for tablet computers in higher education“. Thesis, University of Phoenix, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3585972.
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With the rapid growth of technology and a fast pace society, students have discovered tablet computers, a powerful portable useful device for education. Although studies have shown rapid growth of tablet computer adaptation within education, limited research exists regarding how tablet computers are used for classroom performance, communication, and leadership among college students. The purpose of the study was to explore and understand how college students use tablet computers by interviewing undergraduate and graduate students. Interview results of 20 college students are as follows: (a) students reported that tablet computers were more portable, easier to use, and convenient devices over laptop computers; (b) in regard to classroom performance, students expressed that the use of e-text books combined with tablets was a faster method of searching for a specific subject over standard paperback books; (c) in regards to leadership, many students believed that tablets are only a tool for leaders but not an essential tool for leading people; and (d) in regard to communication, students expressed that tablet computers was an essential tool for team projects and communicating with their professors and peers while on the go. The study includes a discussion of future research in leadership’s use of technology in the workplace, college professors’ perceptions of tablet computers in the classroom, and marketing modern tablet computers.
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Su, Bude. „Experiences of and preferences for interactive instructional activities in online learning environment“. [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3215221.
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Thesis (Ph.D.)--Indiana University, Instructional Systems Technology, Dept. of School of Education, 2006. Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1304. Adviser: Curtis J. Bonk. "Title from dissertation home page (viewed June 19, 2007)."
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Ellis, Mark, Leslie Adebonojo und Kathy A. Campbell. „How IT Continuing Education Has Transformed Our Library“. Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/377.
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Excerpt: Having the skills and knowledge to adequately respond to technology-based information demands has never been more important. When the library at East Tennessee State University was opened in 1999, it was the first new academic building that had been constructed on the campus in a number of years.
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Thomas, Antonio Lamar. „The Effect of Textbook Format on Mental Effort and Time on Task“. Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3635935.
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The relatively little amount of time that some college students spend reading their textbooks outside of lectures presents a significant threat to their academic success. One possible solution to this problem is the use of digital games as an alternative to outside-of-class textbook reading, but a review of previous research did not reveal much information on their efficacy when compared to traditional textbooks. Using Astin's theory of student engagement as a framework, the purpose of this quantitative causal-comparative study was to determine whether a significant difference in engagement, as indicated by mental effort and time on task, existed for college students who used a digital game-based textbook versus students who used a traditional print-based textbook. The 54 undergraduate college students in this convenience sample were randomly assigned to one of the two textbook types and completed an activity session at an individual workstation. Time on task was measured with a stopwatch and mental effort with the Mental Effort Scale. The results showed a statistically significant difference in engagement between participants in the digital game-based and traditional print-based textbook groups, Hotelling's T2(2, 52) = 25.11, p < .001, D 2=1.86. In the post hoc analyses, the digital game-based group had significantly higher time on task scores than the traditional print-based textbook group (t = 34.61, p < .001). The mental effort difference was not significant, although the mean mental effort score was higher for the digital game-based group. These results provide evidence of a digital game-based textbook's utility, and may inform college educators in their efforts to support a more diverse group of learners.
Bücher zum Thema "Education, Adult and Continuing|Education, Technology of|Education, Higher":
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Curso de Verano "La sociedad del conocimiento y la educación permanente : retos y riesgos (2006 Casa de Cultura de Ciudad Rodrigo). La sociedad del conocimiento y la educación permanente: Retos y riesgos. Salamanca: Ediciones Universidad de Salamanca, 2007.
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The educational and methodological manual examines interactive methods, the technology of interactive learning as an innovative pedagogical phenomenon, defines the features, content and structure of interactive methods, justifies the classification of interactive teaching methods, reveals the theoretical and methodological foundations of the use of interactive teaching methods in the pedagogical process, provides characteristics of about 70 individual interactive teaching methods, as well as the content of interactive classes, scientific and methodological seminars on pedagogy with students, listeners of the system of additional adult education.
Meets the requirements of the federal state educational standards of higher education of the latest generation.
For teachers and heads of institutions of secondary general education, additional education of children and youth, social educators, practical psychologists, students and teachers of pedagogical specialties of universities, undergraduates, postgraduates of psychological and pedagogical specialties, students of the system of advanced training and retraining of educational specialists, methodologists of educational institutions.
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Leicester, Mal. Race for a change in continuing and higher education. Buckingham [England]: Society for Research into Higher Education & Open University Press, 1993.
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Liu, Ning Rong. Decentralization and marketization: The changing landscape of China's adult and continuing education. Hauppauge, N.Y: Nova Science Publishers, 2009.
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Liu, Ning Rong. Decentralization and marketization: The changing landscape of China's adult and continuing education. New York: Nova Science Publishers, 2010.
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Education, New Brunswick Commission on Excellence in. To live and learn: The challenge of education and training : report of the Commission on Excellence in Education. [Fredericton, N.B.]: The Commission, 1993.
Buchteile zum Thema "Education, Adult and Continuing|Education, Technology of|Education, Higher":
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Polly, Drew, Clif Mims und Brenda McCombs. „Designing District-Wide Technology-Rich Professional Development“. In Adult and Continuing Education, 689–94. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch038.
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This case will focus on the following situation: As the technology coordinator for a school district you receive a state grant to provide technology resources and professional development for every teacher in the intermediate (Grades 5-6), middle (Grades 7-8) and high school (Grades 9-12) classrooms in your district. Your superintendent and school board have asked you to: (a) Design differentiated professional development to meet all teachers' needs; (b) Include some outside consultants but quickly build teacher capacity so future professional development can be facilitated by district employees; (c) Provide educational materials for teachers and parents about internet safety and legal issues; and (d) Determine that the use of technology has positively impacted student learning outcomes. This case study describes the story of how one school district responded to this challenge.
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Lygo-Baker, Simon, und Stylianos Hatzipanagos. „Enabling Professional Development with E-Portfolios“. In Adult and Continuing Education, 545–61. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch030.
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Portfolios have been used for assessment in higher education as an alternative to exams and assignments. E-portfolios offer staff a digital technology that can be both a personalised learning space, owned and controlled by the learner, and a presentation tool which can be used for formal assessment purposes. However, this can result in a tension between process and product, where e-portfolios become electronic repositories of resources that simply tick boxes for career progression. The paper reports on a project that investigated the use of e-portfolios by teaching practitioners developing a critical portfolio of evidence for an award-bearing academic development programme. An e-portfolio had been adopted to address criticisms that conventional assessment fails to take account of the context in which teaching practitioners operate. The project aimed to enable teaching practitioners to access and gain familiarity with pedagogically sound e-portfolio opportunities. In addition, it aimed to foster a reflective approach, promote critical thinking focused on learning and teaching and enhance continuing professional development.
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Deyoe, Meghan Morris, Dianna L. Newman und Kristie Asaro-Saddler. „Moving from Professional Development to Real-Time Use“. In Adult and Continuing Education, 2043–67. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch119.
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This chapter demonstrates the importance of teacher training in the use of technology in literacy instruction by focusing on the need to update current teachers' skills and practice. In the setting described, the emphasis was on the transfer of Technological Pedagogical Content Knowledge (TPACK) strategies, learned via in-service professional development, to program classrooms supplied with twenty-first century technology in a high needs setting for at-risk students in grades 3-9. In addition to the general at-risk setting, specific literacy-related affective and cognitive learning outcomes are noted for students with disabilities and for English language learners. Program findings indicate the benefits of continuous professional development and embedded training along with embedded implementation of technology within pedagogical and content literacy instruction. Positive literacy-related cognitive results are noted for all students enrolled in the program classrooms; data for students with disabilities and English Language Learners (ELLs) also reveals potential benefits.
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Schrader, P. G., Neal Strudler, Loretta Asay, Terra Graves, Shawn L. Pennell und Sara Stewart. „The Pathway to Nevada's Future“. In Adult and Continuing Education, 1073–87. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch061.
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An online, statewide technology professional development project was implemented for middle school teachers in Nevada. This document reports the preliminary findings associated with the planning, development, and implementation of Module 1 of the Pathway to Nevada's Future project. Baseline data, participant characteristics, findings, and results from participation in Module 1 are reported. Data sources include online surveys, online discussions, and informal interviews of project personnel. During the planning phase, the milestones outlined in the grant proposal were accomplished. In terms of project implementation, Module 1 was designed, developed, and implemented. A schedule for Module 2 was developed for the summer and implemented during June and July 2010. At the beginning of Module 1, base-line data were collected and examined to describe the general profile of Pathway participants. Overall, these data suggested that the population of participants was an appropriate cross section of Nevada teachers. Participants indicated that they held a high opinion of the role of technology in the classroom and reported being moderately skilled in technology use. There were many areas, however, in which they were not skilled and had room to benefit from the planned modules. Overall, the group was well suited to interact with the professional development materials, provide formative feedback for refining the modules, and apply their learning in classrooms across Nevada. Module 1 primarily involved an overview of resources, tools, and strategies intended for a variety of settings. Activities ranged from conceptual readings, webinars, videos, and discussions, to hands-on assignments that exposed participants to a range of tools. Results indicated that participants significantly increased in their knowledge, attitudes, and self-efficacy associated with technology and technology integration. However, analysis of progress, assignments, and online discussions indicated that the amount of material was overwhelming for the majority of participants. As a result, adjustments to the delivery of Module 1 were implemented during the professional development. These modifications were also implemented in subsequent Modules, allowing participants to explore applications of interest at a deeper level.
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Lindberg, J. Oola, und Susanne Sahlin. „A Decade Later“. In Adult and Continuing Education, 1781–90. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch102.
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Today, an increased impact of information and communication technologies (ICT) in the society at large has lead teachers to engage in professional development activities related to the use of ICT. Even though this development has been prominent for more than two decades, its long term effects seem complex to determine. This paper is based on interviews with twelve Swedish teachers who participated in a national program for promoting school development and use of ICT in 2000-2001. The program was aligned with the pedagogical approaches set out in the national Swedish curriculum, such as a shift from teaching to learning and giving pupils more responsibility, introducing interdisciplinary approaches to teaching in teams, and a problem based pupils-oriented pedagogy. The analysis of the interviews show that teachers still feel a high degree of appreciation for the program, and that they share a relative agreement of the importance of the program for their teaching with ICT in the last decade. The general intentions of the program to be more concerned with school development and pedagogy rather than technology and ICT seem also to be present today as a long term effect.
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Collins, Royce Ann, und James B. Martin. „Integrating Adult Learning and Technology for Effective Education“. In Integrating Adult Learning and Technologies for Effective Education, 189–205. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-694-0.ch011.
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This chapter is an examination of the influences involved in the integrating of adults into higher education. The chapter begins with an exploration of the increase in the number of adults in higher education since 1969. Comparing the changes in demographics from 1969 to 2007 shows how little large public universities have done to integrate adults into higher education. This examination shows significant participation by three types of institutions; community colleges, small private four year liberal arts institutions, and for-profit institutions created to meet the higher education needs of adults. The chapter defines adult and higher education and discusses how they differ or interact. A discussion of how adult students learn and effective techniques to facilitate learning in adult classrooms follows these definitions. Finally, a discussion identifying how teaching techniques that are effective for adults can be integrated into traditional classrooms in higher education brings the chapter to a close.
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Wang, Victor X., und Valerie A. Storey. „Online Education Programs for Adult Learners in Higher Education“. In Andragogical and Pedagogical Methods for Curriculum and Program Development, 250–74. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5872-1.ch013.
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To serve a significant portion of the student population, adult learners, in the academy in the 21st century, this chapter argues that online education (e-learning) has the potential to open wider the door to greater access and advancement for learners across their life spans than the traditional four walled classroom. Some of the major issues revolving around online education and adult learners, such as policy, access, completion, and equity, are addressed in this chapter. The purpose of this chapter is to identify future technology trends, and then show how we can rely on practice and research to harness the great yet untapped potential of online education to promote online education programs, especially among adult learners. Policy, access, completion, and equity must be well addressed if online adult education is to be employed effectively and efficiently.
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Wang, Victor, und Geraldine Torrisi-Steele. „Transformation of Higher Education in China“. In Handbook of Research on Challenges and Opportunities in Launching a Technology-Driven International University, 131–60. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6255-9.ch008.
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Facilitated by the explosion of technologies, globalization is the catalyst for many changes in society and its workings. Higher education is no exception. In the present chapter from a teaching methods perspective, the authors consider China's higher education system and the transformations it is undergoing, largely as a response to globalization. Given that the employment capabilities of graduates are influenced by teaching methods they experienced throughout their education, and in turn, once gaining employment graduates' capabilities make some on the nation, it is appropriate and useful to adopt a teaching methods perspective on educational transformation. Thus, to further understanding of the status of teaching methods in China, the chapter reports on a study comparing Chinese adult education methods with Western educational methods. A conceptual framework of the principles of andragogy is used. The study results, consistent with other literature of adult education in China, indicate that some andragogical elements are used by Chinese educators.
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Wu, Jeng-Yang. „Challenges, Issues, and Trends in Adult Education“. In Handbook of Research on Adult Learning in Higher Education, 90–117. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1306-4.ch004.
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This chapter explores how adults think, learn, and apply knowledge in their daily lives to effectively design a curriculum, create activities, and integrate valuable technology into the course design. The chapter summarizes adult learning theories, including self-directed, transformative, and experiential learning, as well as the concept of andragogy. Instructors are provided with practical tools and methodologies which will help them to produce effective adult learning experiences.
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Coulter, Xenia, und Alan Mandell. „Nontraditional Students and Information Technology“. In Information Technology and Constructivism in Higher Education, 90–110. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-654-9.ch007.
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The adult college student, caught between the competing demands of work and home, has recently become a valuable commodity in today’s fast-changing American universities. The authors argue that the response of the university to the personal circumstances and credentialing needs of adult learners, accentuated by the forces of globalization and the availability of new information technologies, particularly the Internet, has been to focus upon the efficient delivery of information deemed important in our post-industrial society. This response, particularly well exemplified by the virtual classroom, is not conducive to the fluid and open-ended inquiry associated with progressive education. In the end, the authors speculate, adult students may taste the true progressive and constructivist approaches to learning better outside the confines of formal higher education.
Konferenzberichte zum Thema "Education, Adult and Continuing|Education, Technology of|Education, Higher":
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Einpaul, Piret, Tauno Õunapuu und Aire Vaigu. „ADULT LEARNERS' EXPECTATIONS OF LEARNING TRANSFERABLE SKILLS IN HIGHER EDUCATION“. In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1383.
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Wu, Mingxin, und Ewei Chu. „Construction of Cooperative Learning Network Mode under Adult Higher Education“. In International Conference on Education, Management and Computing Technology (ICEMCT-15). Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icemct-15.2015.245.
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O'Lawrence, Henry. „A Review of Distance Learning Influences on Adult Learners: Advantages and Disadvantages“. In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2876.
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This paper discussed the advantages and disadvantages of distance learning influences on adult learners. Distance learning has become popular in higher institutions because of its flexibility and availability to learners and teachers at anytime, regardless of geographic location. With so many definitions and phases of distance education, this paper only focuses on the delivery mode of distance education (the use of information technology), background, and its disadvantages and advantages for today’s adult learners. Overall, distance learning is increasingly becoming an alternative in education, industry, large corporation, and various government entities, by and large when students, employees are far and wide spread geographically within and outside that region in which the course has been taken place. As a result of this success, the benefits of distance learning have led many higher educational institutions to implement some distance learning classes, even if on an experimental basis. As a consequence, society in general may benefit from an overall increase in literacy through greater access to education (Belanger & Jordan, 2004). In the United States alone, 62% of public 4-year institutions offered some courses over the Internet in 1995, an increase of 150% over 1992 (National Center for Educational Statistics, 1997).
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Hakala, Ismo, Sanna Laine und Mikko Myllymaki. „Diversification of adult education with the help of video lectures“. In 2010 9th International Conference on Information Technology Based Higher Education and Training (ITHET 2010). IEEE, 2010. http://dx.doi.org/10.1109/ithet.2010.5480099.
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Mete, Ipek, und Yonca Toker. „Relative importance of college success predictors: fluid intelligence, crystallized intelligence, and grit“. In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5568.
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This study aimed to compare the predictive power of grit and two cognitive ability tests of fluid and crystallized intelligence used for university admission on the success of college students in Turkey. Utilizing Cattell’s Investment Theory and Ackerman’s PPIK Theory of Adult Intelligence, we hypothesized that knowledge tests would be a better predictor of academic achievement in college than tests of fluid intelligence. We collected data from 441 students enrolled in engineering, physical sciences, social sciences, and administrative sciences majors in a technical university. Our results based on hierarchical regression and dominance analyses provided support for our hypothesis. For science, technology, engineering and math (STEM) students, the test of crystallized intelligence not only was a better predictor of college GPA compared to the test of fluid intelligence but also explained incremental variance over and above the fluid intelligence test. For social-administrative sciences, the predictive powers of tests were equivalent to each other. We also found that the perseverance of effort dimension of grit was the best predictor of GPA. Our findings support the notions of the adult intelligence theories suggesting that domain knowledge is a better predictor of typical performance in adults.
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Deng, Jiabin, JuanLi Hu, Hehua Chi und Juebo Wu. „A Study of Teaching Evaluation in Adult Higher Education Based on Decision Tree“. In 2010 2nd International Conference on Information Technology and Computer Science (ITCS 2010). IEEE, 2010. http://dx.doi.org/10.1109/itcs.2010.99.
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Aim/Purpose: To inform educational stakeholders about of the emerging digital educational badging technology, the industry, and how it applies to adult learning. Background: An overview of the developing badging system, concepts, key terminology, advantages, challenges, and examples of badge utilization. Methodology: Exploratory study. Contribution: Makes known how the current state of the badging system, its fit with adult learning theories, its features, its issues, and offers avenues for future research. Findings: Digital badges align well with adult learning theories. Badges can improve adult student access to higher education, aid in reducing credential fraud, increase granularity of academic records, and allow for more personalized learning. The challenges include a crowded badging platform market and concerns with the value proposition of badges by employers. Recommendations for Practitioners: Before an organization engages in a badging strategy for adult learners, it needs to understand the badging system to include the advantages and challenges of this rapidly growing practice. Recommendation for Researchers: Understand the badging system, how adult learning theories apply to digital badging, and the research needs associated with this developing credential. Impact on Society: Badging marks a shift in how we think about formal human development; from institution-centric and bounded to learner-centric and unbounded. Future Research: Most current research involves motivational impacts on K-12 learners. This article highlights the need for more research regarding impact of badges on adult learning is needed.
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Seo, Akishi, und Koichiro Ochimizu. „Learning support framework for adult graduate students of information science“. In 2012 11th International Conference on Information Technology Based Higher Education and Training (ITHET). IEEE, 2012. http://dx.doi.org/10.1109/ithet.2012.6246034.
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Bashir, Ghulam Mustafa, und Habib Ullah Khan. „Factors affecting learning capacity of information technology concepts in a classroom environment of adult learner“. In 2016 15th International Conference on Information Technology Based Higher Education and Training (ITHET). IEEE, 2016. http://dx.doi.org/10.1109/ithet.2016.7760729.
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Gao, Huimin, Hongwu Zuo und Jian Duan. „An empirical study of the contribution of adult higher education to economic growth in Yunnan Province of China“. In International conference on Management Innovation and Information Technology. Southampton, UK: WIT Press, 2014. http://dx.doi.org/10.2495/miit131522.
