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Adult Education; Foreign Countries; Lifelong Learning; Religion; Ceremonies; Confucianism; Scholarship; Graduate Students; Professional Identity; Professional Development; Performance Contracts; Universities; Masters Degrees; Courses; Measures (Individuals); Readiness; Undergraduate Students; College Faculty; Administrators; Test Validity; Test Reliability; Study Abroad; Foreign Workers; Andragogy; Educational History; Educational Philosophy; Cognitive Style; Cultural Differences; Cross Cultural Studies; Adult Students; Older Adults; Coping; Theories; Aging (Individuals); Adult Programs; Program Effectiveness; Job Skills; Personnel Selection; Surveys; Research; English Only Movement; Bilingual Education; Labor Force; Productivity; Academic Libraries; Special Libraries; Adult Educators; College Programs; Nonformal Education; Womens Education; Rural Education; Geographic Regions; Differences; Regional Characteristics; Attitudes; Competence; Comparative Analysis; Focus Groups; Interpersonal Competence; Cultural Pluralism; Armed Forces; Measurement

Abstract:
The Commission on International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE) provides a forum for the discussion of international issues related to adult education in general, as well as adult education in various countries around the globe. The following purposes summarize the work of the Commission: (1) To develop linkages with adult education associations in other countries; (2) To encourage exchanges between AAACE and associations from other countries; (3) To invite conference participation and presentations by interested adult educators around the world; and (4) To discuss how adult educators from AAACE and other nations may cooperate on projects of mutual interest and benefit to those served. The Commission holds its annual meeting in conjunction with the AAACE conference. The following papers are presented at the 2012 CIAE Pre-Conference: (1) Religious Rites and Celebrations As Frameworks for Lifelong Learning in Traditional Africa (Mejai B.M. Avoseh); (2) A Confucian Model for Scholarly Development (Elizabeth Anne Erichsen and Qi Sun); (3) The Use of Learning the Contract Within a University Setting in an Italian University (Monica Fedeli, Ettore Felisatti, and Mario Giampaolo); (4) The Cross-Culture Readiness Exposure Scale (CRES) (Emmanuel Jean Francois); (5) International History and Philosophy of Andragogy: Abbreviated for 2012 with Newer Perspective and Insights (John A. Henschke); (6) Exploring Cross-Cultural Learning Styles Differences of African and American Adult Learners (Alex Kumi-Yeboah and Waynne James); (7) An Educational Preparatory Program for Active Aging: Preliminary Results Based on Proactive Coping Theory (Ya-Hui Lee, Hui-Chuan Wei, Yu Fen Hsiao, Liang-Yi Chang, and Chen-Yi Yu); (8) Global Work Competencies and the Identification and Selection of Candidates for Expatriate Assignments (Arthur Ray McCrory); (9) Adult Education/Learning in South Africa: Promises and Challenges (Matata Johannes Mokoele); (10) Cross-Cultural Use of Surveys and Instruments in International Research: Lessons Learned From A Study in Turkey and the United States (Claudette M. Peterson, Anita Welch, Mustafa Cakir, and Chris M. Ray); (11) English Only? English-Only Policies, Multilingual Education and its Ramifications on Global Workforce Productivity (Orlando A. Pizana and Alex Kumi-Yeboah); (12) Reflections On A Research Experience at an International Treasure: The Alexander N. Charters Library of Resources for Educators of Adults (Lori Risley); (13) Bridging Adult Education Between East and West: Critical Reflection and Examination of Western Perspectives on Eastern Reality (Qi Sun and Elizabeth Anne Erichsen); (14) The Challenges and Prospects of Adult Education Programmes in Nigerian Universities (Nneka A. Umezulike); (15) The Perceived Impact of Women for Women International (WFWI) Non-formal Learning Programmes for Rural Women in Nigeria (Loretta C. Ukwuaba and Nneka A. Umezulike); (16) Perceptions of Needed Attitudinal Competencies Compared by Geographical Region (Helena Wallenberg-Lerner and Waynne B. James); (17) Identifying Intercultural Sensitivity Competencies Through Focus Group Research (Melanie L. Wicinski and Arthur Ray McCrory); and (18) Measuring Intercultural Sensitivity at the Army Medical Department Center and School: The IRB Process--Challenges and Lessons Learned (Roberta E. Worsham and Melanie L. Wicinski). Individual papers contain figures, tables, references and footnotes. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Higher Education; Adult Learning; Lifelong Learning; Adult Students; Andragogy; Foreign Countries; Blended Learning; Business Communication; Student Attitudes; Instruction; Teaching Methods; Case Studies; Workplace Learning; Technological Advancement; Student Centered Curriculum; Qualitative Research; Learning Experience; College Students; Barriers; Teacher Education; Interviews

Abstract:
Globally, blended learning (BL) technologies have been increasingly applied in a variety of fields, both public and private sectors. In recent years, universities, public and private businesses and organizations are among those employing blended learning methods and technologies in training and re-training of professionals in the workforce. In Malaysia, the increasing use of blended learning to enhance learning and enriching of soft skills among professionals and individuals in the work place is evident. The advancement of technology is an onset to many new avenues and tool for learning and teaching, and it is the coalescing of these various technologies with particular pedagogy or andragogy has helped to popularize BL. However, when an institution makes the critical choice of delivery methods, it is pertinent that the university needs to consider various success factors. One in particular is "student-centered" approach that entails the need to understand the students as the beneficiary of learning, and the support system they need to help them learn. This qualitative study reports in detail the experience of a small group of students undertaking Executive Diplomas at Executive Development Centre (EDC), Universiti Utara Malaysia as they progress through their Executive program. This paper looks at learning experiences as described by the learners--it is "their story", "their experience", and "their perspective". This study suggests that BL offered a comfortable middle ground, and has lots of potential in higher education in Malaysia. It is a pedagogical alternative that could play a significant role not only for teaching Business Communication, but has the potential to promote lifelong learning initiatives in Malaysia in a much meaningful and inviting way. Although this study shows that BL contributed a significant and meaningful learning particularly for adult learners, it needs more definitive studies. Such information can be used to guide policy makers and educators as they plan national, regional, state, and local trainings and higher education programs for working professionals in Malaysia. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Policy; Adult Education; Adult Educators; Teacher Qualifications; Foreign Countries; Professional Development; Educational Research; Professional Identity; Learning Processes; Faculty Development; Adult Students; Teaching (Occupation); Interviews; Personal Narratives

Abstract:
The qualification of adult educators is a central aspect of the quality of adult education. However, within current policy discourses and adult education research on the professional development of prospective adult educators, little attention is paid to teacher qualification when compared to other fields of education and training. In this study, we analyse the qualification paths, or learning trajectories, of prospective adult educators in Sweden and Denmark. The analysis is based on narrative interviews with 29 students in training to become adult educators. The career paths of adult educators are often long and winding roads. Becoming an adult educator could be their primary desire, but it could also be their "Plan B", a second choice. Individual motives and external demands interact in the professionalisation process. A shift in focus from teaching subject and methods to teaching context and the relation to the learners is part of the professional development. Finally, we argue that both academic studies and hands-on work in the adult education community are crucial parts of the adult educator's qualification path. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Electronic Learning; Story Telling; Adult Basic Education; Adult Learning; Adult Students; Adult Educators; Literature Reviews; Instructional Effectiveness; Case Studies; Role Playing; Learning Experience; Andragogy; Educational Practices; Teaching Methods; Workplace Learning

Abstract:
Purpose: As two doctoral students and adult learners, the authors strongly believe that story telling can be a great tool for educators working with adult learners. The purpose of this paper is to increase awareness of how effective storytelling can be for adult learners. Design/methodology/approach: The approach of this paper is one of gathering information from literature written on storytelling and adult learning. The paper is designed to introduce storytelling as an effective tool for adult educators while also pointing out the different types of storytelling and its implications on e-learning. Findings: The findings from the literature review completed confirmed the authors' view that storytelling is effective for adult learners. Research limitations/implications: Because of the chosen research approach, a more comprehensive qualitative study should be completed to enhance the research on the effectiveness of storytelling on adult learning. Practical implications: The paper gives insight as to how some organizations are using storytelling, types of effective storytelling for educators and also the implications of storytelling on e-learning. Originality/value: This paper provides resources and information for adult educators and organizations to enhance or implement another way of instructing adult learners. The focus of the paper is to get adult educators and organizations to use storytelling as part of the learning process. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Adult Basic Education; Adult Education; Adult Learning; Adult Students; Teacher Student Relationship; Correctional Rehabilitation; Law Enforcement; Supervision; Values; Beliefs; Student Characteristics; World Views; Teacher Role; Role Models; Time; Locus of Control; Resistance (Psychology); Attendance; Compliance (Legal); Nontraditional Students; Nontraditional Education; Partnerships in Education; Therapeutic Environment; Teacher Characteristics; Caring

Abstract:
This conceptual study examines the importance of relationships between teachers and students in court-mandated adult education settings. Although research has been done on the importance of relationships between teachers and incarcerated students, there have been no outstanding studies on the relationships developed between teachers and students who attend court-mandated adult education programs. This research suggests that an educational alliance is formed between teachers and students in community corrections settings, and this relationship is an important aspect in teaching this special population of adult learners. Suggestions for practitioners on forming relationships with court-mandated students are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Tutoring; Open Universities; Preservice Teacher Education; Distance Education; Tutors; Research Tools; Andragogy; Reflection; Skill Analysis; Student Evaluation of Teacher Performance; Teaching Skills; Scaffolding (Teaching Technique); Student Attitudes; Questionnaires; Student Teacher Attitudes; Likert Scales; Interviews; Knowledge Base for Teaching; Participant Satisfaction; Teacher Effectiveness; Online Courses; Foreign Countries; Adult Education; Adult Students

Abstract:
The researcher conducted present study with the objectives to a). evaluate attitude of learners towards academic and tutoring skills of distance education tutors, b). assess the opinion of distance learners about assessment and evaluation skills of their tutors and c). examine reflection of learners on scaffolding skills of distance education tutors. The population of the study consisted of learners of pre-service teacher education (B.Ed semester spring 2010) programme of Allama Iqbal Open University Islamabad. The sample of the study was taken through the convenient sampling technique from three regions of Allama Iqbal Open University situated in the Punjab Province. A questionnaire was designed using a five-point (rating/Likert) scale to elicit the reflection of (600) learners. However, the response rate was 78% (468) of the total sample. Interview schedule was also used as a research tool for collecting qualitative data from (50) respondents in five groups. The researcher analysed data quantitatively and qualitatively. The study concluded that the overall reflection of distance learners on andragogical skills of their tutors was positive. Apparently they were satisfied with andragogical skills of their tutors. They asserted that their tutors had academic and tutoring skills (consisting of encouraging, guiding & facilitating--emboldening and enabling skills), assessment & evaluation skills, and technical and social skills. However, tutors needed training to use social websites, Skype and mobile phone conferences and online discussion. Keeping in view the conclusion of the study, the researcher recommended short and long term training of tutors to use information and communication technologies appropriately. (Contains 7 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Adult Students; Adult Education; Educational Strategies; Postsecondary Education; Access to Education; Educational Quality; Graduation; Adult Basic Education; Institutionalized Persons; Veterans; Immigrants; College Readiness; Career Readiness; Student Financial Aid; Educational Counseling; Teacher Effectiveness; Accountability; Academic Persistence; Partnerships in Education; Technology Uses in Education

Abstract:
This "Adult College Completion Tool Kit" is designed to connect state administrators and local practitioners to the strategies, resources, and technical assistance tools resulting from the Department's work. States can use this information to identify and implement state adult education leadership priorities, supported by federal "Adult Education and Family Literacy Act" ("AEFLA") funds, which encourage and support adult learners transitioning to college. The tool kit focuses on three areas: (1) Access: Academic preparation, financial resources, and other support students need to enroll in postsecondary education programs; (2) Quality: Evidence-based practices used by programs to ensure their services prepare students adequately for postsecondary education; and (3) Completion: Administrative policies and programmatic approaches to encourage student persistence in postsecondary education programs. In each chapter, strategies, resources, and tools relevant to adult education administrators and local adult education practitioners are highlighted. Each chapter also includes state and local examples illustrating how programs can improve the college transition process for their students. The tool kit concludes with a call to action. A summary list of the resources and tools described in the chapters and handouts for four target student populations--adult basic education students, incarcerated individuals, veterans, and high-skill immigrants--are provided in the appendix. Administrators and practitioners can use these handouts to encourage their students to meet the president's challenge and prepare for at least one year of postsecondary education or training. Appended are: (1) Tools and Resources; (2) Adult Learners: Five Steps to Prepare for College; (3) Individuals in Corrections: Five Steps to Prepare for College; (4) Veterans: Five Steps to Prepare for College; and (5) High-Skill Immigrant: Five Steps to Prepare for College. (Contains 2 figures and 4 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Thinking Skills; Teacher Effectiveness; Experiential Learning; Adult Learning; Andragogy; Teaching Methods; Creativity; Best Practices; Critical Thinking; Cognitive Development; Adult Education; Mathematics Anxiety; Adult Students; Curriculum Design; Context Effect; Mathematics Instruction; Student Needs; Learning Motivation; Learning Theories

Abstract:
This paper describes application of innovative practice and procedures in relationship to recognized principles and theory of adult education used in college math instruction. Adult learning principles provide the theoretical constructs and foundation of the practice supporting a learner-centered approach to learning. The purpose was to explore the needs of learners and the learning contexts that would help them achieve higher dimensions of critical thinking and cognitive development. Based on Knowles' six assumptions of andragogy, curriculum was designed to provide college math students meaningful learning experiences, critical thinking skills, and application within the context of the classroom. Creativity and hands-on learning proved to be beneficial not only to tactile and kinesthetic learners but to others in the classrooms as well. Additionally, math anxiety is addressed and how such anxiety can and does have a debilitating impact on learning math in the classroom. Using adult learning principles and best practices in undergraduate math education, keys to opening the door for student success are application, recognizing math anxiety in students, creativity, hands on learning, and incorporating characteristics of effective teachers. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Andragogy; Females; Transformative Learning; Adult Education; Lifelong Learning; Adult Learning; World Affairs; Conferences (Gatherings); Professional Development; Moral Values; Indigenous Populations; Older Adults; Program Development; Outreach Programs; Reflection; Study Abroad; Higher Education; Test Construction; Motivation; Educational History; Educational Philosophy; Educational Research; Aging (Individuals); Leadership Training; Social Change; National Surveys; Global Approach; Rural Areas; Entrepreneurship; Hispanic Americans; Social Capital; Social Influences; Cultural Influences; Training

Abstract:
The 2010 International Pre-Conference of the Commission on International Adult Education (CIAE), American Association for Adult & Continuing (AAACE), was successfully conducted from October 24-26, at the Hilton Clearwater Beach Resort, Clearwater Beach, Florida. This publication includes the papers presented during the conference. These are: (1) Challenges for Community Workers' Training and Professional Development: The Nigerian Case (Joshua Olusola Akande); (2) Adult Education and Moral Powers of Women in Indigenous Africa (Mejai B. M. Avoseh); (3) World Affairs Outreach Education: One Piece of the Knowledge Construction Process (Susan Yelich Biniecki); (4) Planning Programs for the Elderly: Examples from the Active Aging Centers (Guan Liang Chen, Peggy Hui-Chuan Wei, and Chin-Yun Huang); (5) Reflexive Design for International Cross-Cultural/Adult and Higher Education: The Case of Short-Term Study Abroad (Joellen E. Coryell); (6) Development of the Motivation for Internationalizing Curriculum Scale (MICS) (Emmanuel Jean Francois); (7) A Capsule of the History and Philosophy of Andragogy to 2010 (John A. Henschke); (8) Toward an Active Aging Society: Value Reconstruction and Performance Evaluation of Professional Workers (Meng-Ching Hu, Chia-Ming Yen, and Chun-Huang Chan); (9) Korean Lifelong Education Research: A Content and Authorship Analysis (Jihyun Kim); (10) Factors that Promote Transformative Learning Experiences Among International Adult Learners from Sub-Saharan Africa (Alex Kumi-Yeboah); (11) A Leadership Development Program for Emerging Social Innovators (Penina Mungania Lam); (12) The Middle and Old-Aged People's Learning Participation in Taiwan: The Results of a National Household Survey (Iris Ai-Tzu Li, Ming-Lieh Wu and Horng-Ji Lai); (13) Transcending the Local: Identifying Effective Technical Executives' Leadership Behaviors and Attributes for the Global Knowledge Era (Linda E. Morris); (14) Who Can Help Us? Challenges of Rural Women Non-Farm Entrepreneurs in Nigeria (Fayomi Abimbola Olugbenga); (15) The Brown Concrete Ceiling: A Literature Review on the Status of Latina Leadership in US Universities and Community Colleges (Tammy L. Rivera); (16) Jamaica's Bleaching Story: Learning to Negotiate Social Capital as an Adult (Petra A. Robinson and Mary V. Alfred); (17) Socio-Cultural Practices and Non-Formal Training of Young Women Towards Entrepreneurship Among the Yoruba of Southwest Nigeria (Simeon-Fayomi Bolanle Clara); and (18) What They Worried About? Voices from Adults at Their Later Life (Peggy Hui-Chuan Wei and Chin-Yun Huang). Individual papers contain tables, figures, footnotes, references and appendices. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Community Colleges; Continuing Education; Teaching Methods; Adult Education; Higher Education; Colleges; Two Year Colleges; Postsecondary Education; Lifelong Learning; Administrators; Prior Learning; Adult Students; Professional Development; Individual Development; Occupational Mobility; Career Development

Abstract:
Commentators in the profession are asking why adult continuing education students seem preoccupied over getting "a good grade" and "finishing school quickly" rather than pausing to consider how the teaching/learning process helps their personal growth and valuing learning for learning's sake. The purpose of this study was to identify, categorize, and analyze attributes used in print advertisements to promote adult continuing education degree programs. We identified the range of attributes used by four-year universities and colleges in their print advertising during a nine-year period, thereby determining a typology of attributes and accounting for the number of times each attribute appeared. The study shows that expediency, flexibility, and convenience are by far the most prominent features attributes used to market adult continuing education degree programs, far outdistancing personal growth and professional development benefits attributes and developing an affinity for learning for learning's sake. Implications for practice are provided. (Contains 2 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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