Describes a series of evaluation criteria for self-instructional materials for adult learners that focuses on computer-assisted instruction and interactive video instruction. Five categories are included: (1) content; (2) instructional strategies; (3) instructional presentation; (4) documentation; and (5) technical aspects. (10 references) (LRW)

A suggested list of categories is presented to be used in the evaluation of adult-oriented computer software. These categories include instructional range of the program, program execution time, whether or not ancillary materials are available for the software, identifying software use, self-pacing programs, performance-oriented programs, and…

Describes an alternative approach to retraining courses for unemployed executives--management and professional personnel--in which a more personalized, self-pacing learning structure accounts for the unique difficulties of these students. (MF)

Six papers on various topics of adult education are contained in these proceedings. The following papers are included: (1) "Self-Guided Learning and Change," by Allen Tough--a review of research that shows that nine of ten adults engage in approximately ten hours of informal but purposeful learning per week. (2) "Needs Assessment Strategies and…

This publication shows step-by-step how trainers may use self-organized learning (SOL) to achieve real and lasting change within an organization at all levels. Each of the eight chapters begins with an "agenda board" outlining the contents and ends with a section featuring suggested activities for developing the skills. An introduction…

This guide provides practical information, within a theoretical context, for educators who work with adult learners in formal and informal settings ranging from college and university courses to business and industrial training programs to community and special interest groups. The first two chapters examine the theoretical framework within which…

This guide addresses issues around organizing learning services for students in ways that make sense for them, and what the research says about it. The focus is on the structure and organization of instruction and how practitioners can broaden the range of options that students have so that classes aren't the only option. This guide provides all…

The purpose of this monograph is to serve as a primer for practitioners on the foundational theories of adult learning. It begins with an explanation two lenses through which learning theory is viewed: behaviorism and constructivism. The next section defines andragogy and delineates Knowles's five assumptions about adult learners. This is followed…

The immediate stimulus for this collection of papers was a conference, Self-Access and the Adult Language Learner, organized by the Centre for Information on Language Teaching and Research (CILT) and the Language Centre of the University of Cambridge in December 1992 at Queen's College, Cambridge. Several 1-day conferences on the same theme were…

This handbook, which is based on a self-directed format, is written for adult education specialists, curriculum designers, and learning facilitators who want to help adult workers develop the basic skills needed for improved job performance. Discussed in part 1 are reasons for teaching basic skills in the workplace, considerations in developing…

This planning guide and collection of resources is designed to help higher education faculty become more aware of current research and thinking on adult learning and to participate actively in institutional changes that make campuses, particularly in the California State University system, better able to meet the needs of adult students. Each of…

Courses and programs being delivered at a distance require a unique set of professional competencies. Whether using synchronous or asynchronous methods of instruction, systematic instructional design can help stimulate motivation, increase interaction and social presence, and authenticate learning outcomes. Principles of adult learning, including…

This publication describes the activities, deliberations, and products of a semester-long, graduate-level class dealing with policy development related to self-directed adult learning. The first section of the document provides a brief overview of the scope and content of the course. After a section of definitions of terms relating to…

This publication describes the activities, deliberations, and products of a summer, graduate-level workshop in which students met for five consecutive day-long sessions to build on the state of knowledge regarding self-directed learning in terms of needed facilitation and needed learning resources. The first section of the document provides a…

This book is a step-by-step guide for teachers interested in collaborating with their peers to promote their mutual professional development. The book integrates the principles of self-directed learning, cooperative learning, and critical reflection into a system in which teachers coach one another and collaborate in action research as the primary…