Integrating Adult Learning and Technology for Effective Education

Abstract

This chapter is an examination of the influences involved in the integrating of adults into higher education. The chapter begins with an exploration of the increase in the number of adults in higher education since 1969. Comparing the changes in demographics from 1969 to 2007 shows how little large public universities have done to integrate adults into higher education. This examination shows significant participation by three types of institutions; community colleges, small private four year liberal arts institutions, and for-profit institutions created to meet the higher education needs of adults. The chapter defines adult and higher education and discusses how they differ or interact. A discussion of how adult students learn and effective techniques to facilitate learning in adult classrooms follows these definitions. Finally, a discussion identifying how teaching techniques that are effective for adults can be integrated into traditional classrooms in higher education brings the chapter to a close.

Time for change? Bringing SCPHN Practice Assessment Documentation into the digital era

“…Spies et al (2015) suggested that the facility for reflection in association with the achievement of set goals not only helps to construct new meaning and identify future learning needs making the learning experience more meaningful, but it 'satisfies the adult learner'. Spies et al (2015) conclusions corresponded to earlier findings as their suggestions were consistent with the principle that adult learners need immediate and frequent feedback as they progress through learning events (Collins & Martin 2010).…”

Adult learning: What nurse educators need to know about mature students

“…From the suggestions in our second category, it seemed that the participants appreciated the debriefing sessions. Apart from revealing some self-directedness, their suggestions corresponded with the principle that adult learners need immediate and frequent feedback as they progress through learning events (Collins & Martin 2010 :199). The participants valued the reflective discussions as it inspired them to work out how to improve their performance in upcoming simulation events.…”

“…Thereafter, students reflect on and discuss what went well in the simulation and which aspects need to improve. A discussion of the simulation experience not only serves to identify learning needs, but also satisfies adult learners’ need to learn through dialogue (Collins & Martin 2010 :198). In addition, feedback provided by the facilitator helps students to evaluate whether they have attained the set outcomes.…”