Search

In a movement toward workforce development as an academic entity, the identity of adult education as projects for inquiry is troubled. In some academic programs, adult education has been termed adult learning in the service of promoting teaching and learning for the workplace. However, adult education's inquiry, its projects, might be more than just teaching adults or researching how adults' learn. This paper presents an argument that adult education projects might have a social justice focus. Adult education might serve as a critique of social, educational, and political policies concerning work and the workplace.

In a movement toward workforce development as an academic entity, the identity of adult education as projects for inquiry is troubled. In some academic programs, adult education has been termed adult learning in the service of promoting teaching and learning for the workplace. However, adult education's inquiry, its projects, might be more than just teaching adults or researching how adults' learn. This paper presents an argument that adult education projects might have a social justice focus. Adult education might serve as a critique of social, educational, and political policies concerning work and the workplace. [Reprinted with the permission of the author and publisher: Stein, D. S. (2006). Establishing Conceptual Boundaries: What Is an Adult Education Project, Promise and Practice? "New Horizons in Adult Education & Human Resource Development," v20 n1 p32-42 Win 2006. Available in ERIC at EJ983775.]

This study identified factors associated with the decision to enroll in a higher education degree program. In the context of predicting enrollment in a workforce development credentialing program, this study identified six variables that are strongly related to the likelihood to enroll: time out of school; possibilities for intellectual, personal, and career opportunities; institutional support; synchronizing learning and earning; reflective learner; and match with an academic reputation. Results suggest that enrollment is the result of an interaction among situational, occupational, and institutional factors rather than primarily a desire or need to acquire knowledge as a commodity. The decision to enroll in a long-term commitment is a negotiated activity in which self-interests are balanced among various other interests, including the employer, family, friends, and identity as a learner. This study contributes to the literature by suggesting that time out of school is strongly related to the decision to enroll. (Contains 1 table and 2 figures.)

This naturalistic inquiry explored the theory of transactional distance by investigating how a novice adult learner experiences an online environment. Three themes that are related to how the novice learner reduces the transactional distance space emerged from an analysis of interview transcripts: creating a voice for learning, connecting in a space for learning, and creating a time for learning. Initially, instructors play a critical role in helping novice learners develop identities as online learners and work in that dialogic space.

Summarizes theme articles on learning communities: place is important, learning content is situated in daily life; knowledge is locally produced; and learning communities may be power structures. (Contains 16 references.) (SK)

Learning in community means creating local knowledge from aspects of community life. Adult educators can help community members become co-creators of knowledge through a process of committing, contracting, campaigning, contributing, communicating, and continuing. (Contains 24 references.) (SK)

Abstract Facilitating meaningful discussions in a blended, inquiry-based course is a challenge for instructors and learners alike. Little is known about the discussion process in blended courses, and learners often [...]

In a movement toward workforce development as an academic entity, the identity of adult education as projects for inquiry is troubled. In some academic programs, adult education has been termed adult learning in the service of promoting teaching and learning for the workplace. However, adult education's inquiry, its projects, might be more than just teaching adults or researching how adults' learn. This paper presents an argument that adult education projects might have a social justice focus. Adult education might serve as a critique of social, educational, and political policies concerning work and the workplace. [ABSTRACT FROM AUTHOR]

The article proposes a decision model for adult enrollment derived from an analysis of the literature. Considerations were posed to the literature collected, such as the factors that describe the decision-making process to enroll in high education for adult learners who delayed or stepped out of college. Themes from the literature are presented, such as the pathway to a better life.

In a movement toward workforce development as an academic entity, the identity of adult education as projects for inquiry is troubled. In some academic programs, adult education has been termed adult learning in the service of promoting teaching and learning for the workplace. However, adult education's inquiry, its projects, might be more than just teaching adults or researching how adults' learn. This paper presents an argument that adult education projects might have a social justice focus. Adult education might serve as a critique of social, educational, and political policies concerning work and the workplace. [ABSTRACT FROM AUTHOR]