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.

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