Explores distance learning for adult learners and possible barriers to successful participation in distance education. Highlights include student demographics; student barriers; faculty barriers; organizational barriers; and course considerations, including standards, curriculum development, course content, and pacing. (LRW)

Interviews with 118 rural and urban physicians revealed their belief that pharmaceutical information provided in response to their questions was more credible than that offered spontaneously by sales representatives. Information must satisfy an existing need and must be verified as a possible solution to practice problems. (SK)

Describing incidents of racial tension on college campuses, the author presents the efforts of University of Memphis's Office of Diversity to increase dialog, critical thinking, and a democratic environment among students. Shows how Freire's conscientization and the philosophical perspectives of Mezirow and Lindeman were used in the process. (SK)

Health care organizations with successful internal education programs can expand their offerings through a formal externalization process. The process involves needs assessment, environmental scanning, identification of internal successes, and selection of appropriate topics. (SK)

Responses of students in an adult development course who wrote five chapters of their life stories suggest that autobiographical writing leads adults through a process of self-exploration and meaning making. The result is a transformed view of themselves and their world. (SK)

Investigates the relationship between phonological awareness and spelling in adults. Finds (1) spelling-sound mapping skills to be important; (2) a relationship between phonological awareness and spelling-sound correspondence; and (3) moderate correlation between orthographic tasks and spelling performance. (NH)

Summarizes four theoretical perspectives on transformative learning as consciousness raising, critical reflection, development, and individuation. (SK)

Reviews dissertation and thesis research that explores adult women's perspectives on their own learning. Key themes include personal development, ways of knowing, and marginality. One concern is the lack of any coherent line of research on women's learning. Discusses implications for practice and further research. (EMK)

Depicts older adult learning through a typology with four categories: credentialing, convenience (distance education and programmed instruction), socialization, and personal interests. Describes offerings ranging from credit to noncredit, teacher to learner directed. (SK)

Community-based agencies (extension, women's association, public health department) initiated a health promotion project using adult learning approaches (experiential learning, storytelling, and networking) to enable participants to examine their experiences of health and factors affecting health in their communities. Assessment tools were…

Popular beliefs about women as learners include the significance of relationship or connection and their presumed preference for subjective and affective ways of learning. Understanding gender as a form of social relations is an informative way to identify and question beliefs about gender and learning. (SK)

Interviews with eight adult students who completed portfolios illustrate how the process increased their awareness of professional accomplishments, enabled self-discovery and empowerment, helped them recognize the influence of mentors, and fostered deeper reflection. Results show how portfolios can promote holistic learning by connecting learning,…

The Irish government's white paper on education expresses commitment to equality, partnership, pluralism, accountability, and quality. Especially important for adult education is an integrated approach for education and training agencies. The most serious gap is failure to provide realistic cost estimates or funding commitments. (SK)

Assessment of achievement seemingly conflicts with the adult education principle of the intrinsic value of learning. Assessment and accreditation can support adult learning if the curriculum is based on learner needs and if assessment and accreditation are based on the needs of the curriculum. (SK)

Offers practical strategies to be used by educators of adult student teachers, such as training for mutual support, inviting voluntary collaboration, replacing "knowing everything" with warmth, and celebrating the dissonance. (JOW)