Adult and Continuing Education: Concepts, Methodologies, Tools, and Applications

Editor: Information Resources Management Association
Publication Year: 2014
Publisher: IGI Global

Single-User Purchase Price: $1950.00
Unlimited-User Purchase Price: $2925.00
ISBN: 978-1-4666-5780-9
Category: Social Sciences - Education
Image Count: 168
Book Status: Available
Table of Contents

Adult and Continuing Education: Concepts, Methodologies, Tools, and Applications investigates some of the most promising trends in furthering education and professional development in a variety of settings and industries. With an extensive array of chapters on topics ranging from non-traditional students to online and distance education for adult learners, this multi-volume reference book will provide students, educators, and industry professionals with the tools necessary to make the most of their return to the classroom.

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Table of Contents

  • Editorial Advisory Board and List of Reviewers
  • Preface
  • Section 1: Fundamental Concepts and Theories
  • Preface to Fundamental Concepts and Theories
  • Chapter 1: Historical Evolution of Adult Education in America
  • Chapter 2: Adult Learners Online
  • Chapter 3: A Qualitative Research Approach for the Investigation and Evaluation of Adult Users' Participation Factors through Collaborative E-Learning Activities in the Virtual World of “Second Life”
  • Chapter 4: Electronic Education and Lifelong Learning
  • Chapter 5: Best Practices of Teaching Cross-Cultural Adults in Online Format
  • Chapter 6: Participatory Barriers to the Informal Learning of Older Australians using the Internet and Web 2.0 Technologies
  • Chapter 7: Millennial Adult Learners in the 21st Century
  • Chapter 8: Adult Millennials
  • Chapter 9: Social Justice and Adult Education
  • Chapter 10: Open Access Web Resources for Library Continuing Education and Training
  • Chapter 11: Professional Development Opportunities for Academic Subject Librarians
  • Chapter 12: Definition and History of Online Professional Development
  • Chapter 13: Professional Development with Graduate Teaching Assistants (TAs) Teaching Online
  • Chapter 14: Key Factors for Maximizing the Effectiveness of Blended E-Learning
  • Chapter 15: Assessment Processes for Online Professional Development
  • Section 2: Tools and Technologies
  • Preface to Tools and Technologies
  • Chapter 16: Enabling Creative Blended Learning for Adults through Learning Design
  • Chapter 17: Engaging Adult Learners with Innovative Technologies
  • Chapter 18: Technology as Integral to a New Paradigm of Adult Education
  • Chapter 19: Twitter-Based Knowledge Sharing in Professional Networks
  • Chapter 20: Teachers' Use of Social Networking Sites for Continuing Professional Development
  • Chapter 21: Assessment and Learning Partnerships in an Online Environment
  • Chapter 22: Defining Professional Development for Technology
  • Chapter 23: Online Professional Development for Adults
  • Chapter 24: Professional Development in a Virtual World
  • Chapter 25: From Basic Participation to Transformation
  • Chapter 26: 3D Virtual Classroom Simulations for Supporting School Teachers' Continuing Professional Development
  • Chapter 27: The Use of Digital Resources to Support Elementary School Teachers' Implementation of the Common Core State Standards
  • Chapter 28: Teacher Professional Development Using Mobile Technologies in a Large-Scale Project
  • Chapter 29: Professional Development for Online Educators
  • Chapter 30: Enabling Professional Development with E-Portfolios
  • Chapter 31: ARTI
  • Section 3: Development and Design Methodologies
  • Preface to Development and Design Methodologies
  • Chapter 32: Design of an Online Continuing Education Module
  • Chapter 33: Towards an Adult Learning Architecture of Participation
  • Chapter 34: The Single Most Popular Theory
  • Chapter 35: Design Guidelines for Self-Assessment Support for Adult Academic Distance Learning
  • Chapter 36: Designing a Professional Development Program
  • Chapter 37: Theoretical Rationale for Designing a Blended Learning Teachers' Professional Development Program
  • Chapter 38: Designing District-Wide Technology-Rich Professional Development
  • Chapter 39: Multi-Faceted Professional Development Models Designed to Enhance Teaching and Learning within Universities
  • Chapter 40: A Framework for Developing Robust Online Professional Development Materials to Support Teacher Practice under the Common Core
  • Chapter 41: Designing Effective Online Instructor Training and Professional Development
  • Chapter 42: Designing Simulations for Professional Skill Development in Distance Education
  • Chapter 43: An Activity Theoretical Approach to Examining Virtual Professional Development and Informal Learning via Social Networks
  • Chapter 44: A Model for Online Instructor Training, Support, and Professional Development
  • Chapter 45: Developing ITV Best Teaching Practices and Effective Professional Development Programs
  • Chapter 46: Project Management Methods for the Implementation of an Online Faculty Development Course
  • Section 4: Utilization and Application
  • Preface to Utilization and Application
  • Chapter 47: Digital Literacy in a Lifelong Learning Programme for Adults
  • Chapter 48: Lifelong Learning in Europe
  • Chapter 49: The Public Library in an Aging Society
  • Chapter 50: Adult Education and Sustainable Learning Outcome of Rural Widows of Central Northern Nigeria
  • Chapter 51: Shifting to a Needs-Based Continuing Education Model
  • Chapter 52: Online Mentoring as a Tool for Professional Development and Change of Novice and Experienced Teachers
  • Chapter 53: Digital Media Literacy Practices for 5th Year Pre-Service Teachers in a PDS Model
  • Chapter 54: Multi-Modal Professional Development for Faculty
  • Chapter 55: Changing the Face of ELA Classrooms
  • Chapter 56: Using an Observation Cycle for Helping Teachers Integrate Technology
  • Chapter 57: Professional Development with and for Emerging Technologies
  • Chapter 58: Ernst & Young Leadership and Professional Development Center
  • Chapter 59: The Pacific Open Learning Health Net
  • Chapter 60: Leveling the Professional Development Playing Field
  • Chapter 61: The Pathway to Nevada's Future
  • Chapter 62: Transformative Learning in the Workplace
  • Section 5: Organizational and Social Implications
  • Preface to Organizational and Social Implications
  • Chapter 63: Transformative Learning and Technology in Adult and Vocational Education
  • Chapter 64: Literacy Level and Vocational Training for Substance-Using Hispanic Adults
  • Chapter 65: Facilitating Learning with Adult Students in the Transcultural Classroom
  • Chapter 66: Nation Building through Andragogy and Lifelong Learning
  • Chapter 67: An Exploratory Study of the Experiences of Older Non-Traditional Students in an Online Learning Environment
  • Chapter 68: Differentiating Instruction for Adult Learners in an Online Environment
  • Chapter 69: Developing Self-Regulation Skills in Virtual Worlds
  • Chapter 70: Lifelong Tools for the Learner, Educator, and Worker
  • Chapter 71: Adapting Adult Educators' Teaching Philosophies to Foster Adult Learners' Transformation and Emancipation
  • Chapter 72: Adult Learning Influence on Faculty Learning Cycle
  • Chapter 73: More than Changing Classrooms
  • Chapter 74: Reflections on Personal Experiences of Staff Training and Continuing Professional Development for Academic Staff in the Development of High Quality Support for Disabled Students in Higher Education
  • Chapter 75: Adding the “Digital Layer”
  • Chapter 76: Professional Development through Web 2.0 Collaborative Applications
  • Chapter 77: Implementing the Professional Development Program
  • Chapter 78: School Librarians as Significant Other
  • Section 6: Managerial Impact
  • Preface to Managerial Impact
  • Chapter 79: No Adult Left Behind
  • Chapter 80: The Art and Science of Designing and Developing an Online English Language Training Module for Adult Learners
  • Chapter 81: Partnerships between University and Adult Education Providers
  • Chapter 82: Partnerships between Business and Adult Education Providers
  • Chapter 83: Moving from Corporate Training to Corporate Education
  • Chapter 84: Professional Development Opportunities Provided by Consortia
  • Chapter 85: Providing Professional Development Opportunities to Staff in Tough Economic Times
  • Chapter 86: Improving Teachers' Self-Confidence in Learning Technology Skills and Math Education through Professional Development
  • Chapter 87: The Development and Change of Teachers' Strategic Knowledge in Teachers' Online Community of Practice
  • Chapter 88: Benefits of Internal Professional Development for Academic Librarians
  • Chapter 89: Teacher Leadership
  • Section 7: Critical Issues
  • Preface to Critical Issues
  • Chapter 90: Interests as a Component of Adult Course Preferences
  • Chapter 91: Profiling and Supporting Adult Learners
  • Chapter 92: Teaching Computers to Adults
  • Chapter 93: Chinese Pedagogy or Western Andragogy?
  • Chapter 94: From Politicized Adult Education to Market Oriented Adult Higher Education
  • Chapter 95: The E-Learning Cycle and Continuous Improvement for E-Entrepreneurs
  • Chapter 96: Moving Beyond the One-Shot for Professional Development
  • Chapter 97: Evaluating and Funding the Professional Development Program
  • Chapter 98: Creating an Authentic Space for a Private and Public Self through E-Portfolios
  • Chapter 99: Library Associations, Conferences, and Professional Development
  • Chapter 100: A Professional Development School Technology Integration and Research Plan
  • Chapter 101: An Intramuscular Approach to Teacher Development in International Collaborative Higher Education
  • Chapter 102: A Decade Later
  • Chapter 103: Online Communities of Practice as Vehicles for Teacher Professional Development
  • Chapter 104: Is Presence of Community of Practice Dimensions Sufficient for Community-Based Teacher Professional Development?
  • Chapter 105: ABCs and PCs
  • Section 8: Emerging Trends
  • Preface to Emerging Trends
  • Chapter 106: Examining Adult Learning Assumptions and Theories in Technology-Infused Communities and Professions
  • Chapter 107: Collective Transformation of Three Generations of Chinese Adult Learners in K-20 Education
  • Chapter 108: Participatory Learning in Formal Adult Education Contexts
  • Chapter 109: Improving Workforce Education and Adult Learning
  • Chapter 110: Story-Based Professional Development
  • Chapter 111: Contrasting Professional Development and Continuing Education Opportunities for Library Professionals
  • Chapter 112: Taking Action Research in Teacher Education Online
  • Chapter 113: Online Learning Community
  • Chapter 114: Teacher Professional Development through Virtual Campuses
  • Chapter 115: The Impact of New Technologies on Professional Development
  • Chapter 116: Developing Professional Competencies through International Peer Learning Communities
  • Chapter 117: Managing Project-Based Workplace Learning at a Distance
  • Chapter 118: Towards More Socio-Culturally Sensitive Research and Study of Workplace E-Learning
  • Chapter 119: Moving from Professional Development to Real-Time Use