Prior learning assessment (PLA) is the process whereby a student's outside-of-the-classroom learning is evaluated for college-level credit. PLA has been gaining momentum across the United States as part of the efforts to improve institutional completion rates for adult learners. In the present article, we provide an overview of the PLA portfolio…

The history of Prior Learning Assessment (PLA) can be traced back to World War II when the American Council on Education (ACE) began conducting credit evaluations of military training. However, it wasn't until the 1970s with the inception of adult-serving colleges such as Charter Oak State College (COSC) and others, the altering of ACE to expand…

We are working with more culturally diverse adult learner populations than we have ever had in adult and continuing higher education (Merriam & Bierema, 2014). Culture has become one of the most popular discussion topics in adult learning classrooms and both instructors and students are showing great interest in culture's interaction with…

Higher education is now expected to respond to community demands that include fueling economic development and addressing the needs of a wider range of students. Colleges and universities have responded to these demands using a variety of delivery models. A study was conducted by the Ardmore Higher Education Center to identify the advantages and…

A 19-question online survey was administered to all 115 directors of Osher Lifelong Learning Institutes (OLLIs) across the United States to explore the extent to which research is being conducted and for what purposes. A response rate of 87% was attained. Findings revealed that most research focused on issues such as course and instructor…

Adult learners bring a wealth of experience and prior learning to college. Much of this prior learning may, in fact, qualify for college credits, so many adults assemble portfolios and write learning narratives to demonstrate their learning and apply for credits. Despite their many skills and rich knowledge, however, adults are often unsure about…

An increasing number of educators are integrating immersive media into core course offerings. Virtual worlds, serious games, simulations, and augmented reality are enabling students and instructors to connect with content and with one another in novel ways. As a result, many are investigating the new affordances these media provide and the impact…

Current understandings of a knowledge economy have been emerging from two defining forces: the rise in quality and intensity of knowledge as a key commodity for economic development and the increasing globalization through information technology of both knowledge exchange and economic activities. The future of adult higher education is focused on…

Malcolm Knowles' theory of andragogy is best known in the world of adult education as a conceptualization of how and why adults learn. The following practice-based article that has applied Knowles' theories and precepts to an undergraduate program reflects on how those concepts work with people whom Knowles might well have not considered "adults."…

This study examines the dynamics of continuing higher education units within the sociopolitical context of higher education institutions. A qualitative approach to data collection and analysis was the study's design, while the theoretical frame was a postmodern, symbolic, theoretical approach to organizational studies. Results show that continuing…

The marketplace continues to move working adults toward completing their college degrees at an expeditious rate. Prior learning assessment has been shown to aid retention efforts. As with any assessment tool, reliability and validity are key to quality assurance. Given the student-centered nature of prior learning assessment, evaluators have…

While many institutions deliver some classes in blended format, Brandman University transitioned all of its face-to-face classes to blended delivery, using a model tailored to the needs of adult learners. This article provides research supporting the ways that blended learning principles align with key principles of andragogy. The article provides…

Understanding the dynamics of financial support for continuing higher education students requires an understanding of the numerous programs that support adult learners. These include basic and family literacy programs, workforce education programs, programs administered under the auspices of the U.S. Department of Veterans Affairs, Title IV…

Conference contexts are settings where participants often encounter new, unfamiliar information and perspectives. Conference organizers can benefit from understanding how adult learners interact with new ideas and concepts. This study is based on research conducted within a conference focused on the Scholarship of Teaching and Learning. Data…

Adult students (n=12) participated in a computer-based instructional (CBI) design course that integrated adult learning characteristics and preferences. Embedding these aspects empowered students to attain competence in producing CBI projects. They expressed a need for peer feedback and more planning time. (SK)