Examines some of the characteristics and needs of adult learners contrasted with traditional learners in colleges and universities, and considers distance education as a vehicle to meet these needs. A case study demonstrates possibilities with different communications technologies, including videoconferencing. (LRW)

Examines issues concerning collaborative assessment of adult learners' formal coursework in a networked learning context. Considers how to make assessment a learning event in the context of lifelong learning, especially in the field of continuing professional development. (LRW)

Interviews with adults experienced in foreign language self-instruction generated profiles of language experience at learner and self-instructed language-token levels. Results showed separations between languages with and without self-instruction. The most effective learning route was starting with classwork. Ab initio self-instruction produced…

Responses from 187 of 350 human resources development (HRD) practitioners identified values in the organizational culture of HRD, including both humanistic and corporatist orientations, high priority on program planning, stronger preference for preclass over in-class skills, and emphasis on trainee reaction in evaluation. (SK)

Traces the origin and early usage of the term andragogy in the 19th and 20th centuries. Reviews the andragogy debate and the viability of the theory. Concludes with reflections on the search for identity in the field of adult education. (SK)

Critically examines British policy statements, asserting there is a gap between participants and nonparticipants in lifelong learning, and learning is an economic imperative. Reviews methods and findings of studies of adult participation, and concludes with the need to bridge the divide between discourses of lifelong learning as defined broadly or…

As the number of Indian educators rises, fewer non-Indian educators are needed. Non-Indian educators can still play a role in educating non-Indian colleagues about the philosophy of Indian education and demonstrate how principles of adult learning are compatible with it. (SK)

Underlying the discourse of lifelong learning are varying agendas and contested concepts. Even in programs designed to facilitate capacity building in community regeneration, some groups remain excluded. Social capital can be both a beneficial force and a means of reproducing inequality. (SK)

How adults change over time is best understood through consideration of three kinds of time: historical time period, chronological age, and culturally specific social timetable of life events. Time provides a context for understanding developmental processes. (SK)

Describes how adult learning theory was used to restructure registered nurse courses for online instruction. Hardware/software needs, technical support, instructional model, teaching-learning considerations, and evaluation are discussed. (SK)

An instructional systems design approach to distance education systematically applies instructional principles based on how people learn in order to create an effective learning environment. A performance-based philosophy and authentic performance assessments, including portfolios, are important elements. (Contains 16 references.) (SK)

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…

This paper explores the use of e-learning technologies for organisational learning within a commercial environment. A model has been developed to represent those factors that determine organisational learning. This model has been embedded within a case study based on the use of an e-learning program that was developed in order to enhance…

The North American Alliance for Popular and Adult Education (NAAPE) was a 21-year attempt to create a "civil society" organisation--an alliance--to connect North American adult and popular educators with each other, and also to be part of the International Council for Adult Education (ICAE), the main transnational non-governmental…

Superintendents are uniquely positioned to establish workplace condition where on-the-job learning can flourish. Given the myriad duties and responsibilities that consume superintendents' typical workday, it is sometimes difficult for them to devote time and resources necessary to stimulate powerful-on-the-job learning experiences for school…