Jump to navigation. NCES projections of higher education enrollment from — suggest that the number of students over twenty-five will remain stable or increase during the current decade Hussar and Bailey These characteristics include. These influences include an aging and increasingly diverse population, the rapid pace of technological change, and the constantly shifting demands of the workplace in this era of a global economy. Adult learners who experience academic success in higher education tend to gain economic and personal benefits, which most likely provide social, political, and economic benefits for the broader society Ritt A key characteristic distinguishing reentry adults from other college students is the high likelihood that they are juggling other life roles while attending school, including those of worker, spouse or partner, parent, caregiver, and community member.
Although lectures are one of the most common methods of knowledge transfer in medicine, their effectiveness has been questioned. Passive formats, lack of relevance and disconnection from the student's needs are some of the arguments supporting this apparent lack of efficacy. However, many authors have suggested that applying adult learning principles i. This paper presents recommendations for applying adult learning principles during planning, creation and development of lectures to make them more effective.
Reproduced from Conference Proceedings, pp. The obvious first question is why we should be concerned to obtain quantifiable data about situations and participants in adult education remembering of course that tutors, organisers, administrators, as well as students, are participants - even Directors of Extra-Mural Departments. The short answer is that the gathering and presentation of information compels us to think about what we are doing and to see the scale of our work in relation to other measurable aspects of society, thereby inducing in us a decent humility. The very act of framing questions to which explicit answers are sought commonly reveals the limitations of habitual assumptions and unsuspected ambiguities in common verbal usages.
This resource is a comprehensive yet concise review of research relevant to adult low-literacy ESL. Adult ELLs who lack print literacy or experience with formal education encounter a unique set of challenges in their lives and their efforts to learn English. Educators and policymakers are similarly challenged by how best to help these adults acquire English literacy. This resource is a comprehensive yet concise review of research relevant to adult low-literacy ESL, and it draws from multiple fields, including:.