Evaluation of An Adult Education Technology Program

International Journal of Health Sciences (IJHS), 2022

Adult learning has been ubiquitous not only in the institutions of higher learning but in the lower learning institutions. As shown by many authors, adult learners often bring with them a high level of experience and higher expectations that positively reflect their performance in their classroom-based activity. This study is done explicitly on educational technology applied in adult learning to enhance the learning activities and increase the level of enrollment in adult learners. Also, the study brings to light how significant technological advancement in education is to adult learners since a higher percentage of students are busy people with different sets of commitments. The study suggests that faculty members' attitudes toward instructional technology, particularly those geared at adults, need to be re-evaluated to serve their students better. Instructors need to think about how technology might affect the development and use of andragogy in the classroom to help adult learners.

1998

Issues and Trends in Educational Technology, 2014

Adult learners are becoming more common in institutions of higher education. These learners often bring with them experiences and expectations that can significantly affect their educational needs, progress and activity in the classroom. A review of the literature suggests instructors in higher educational settings need to review their current teaching methodologies in light of the increase in enrollment of these types of students. Specifically, pedagogical, or instructor-centered, approaches tend to be less effective in meeting the needs of adult learners. Additionally, faculty must change their perceptions about the presence and utilization of instructional technologies in meeting student needs, especially those of adults. Instructors must consider how technology can influence the development and application of andragogy in the classroom to assist adult learners.

Abstract The proliferation of technology and online learning has created a wealth of learning opportunities for educational institutions, businesses and adult learners. As more and more adult learners seek to gain knowledge through formal and informal training delivered through self-paced distance learning, barriers to successful learning continue to crop up and have to be dealt with by instructional designers. Because computer-based learning involves learning both a the system of content delivery and the content itself, many adult learners are stymied and frustrated by the learning system due to a lack of prior experience with technology and assistance from course instructors. This paper outlines the factors that cause “technophobia” or computer anxiety in adult learners, and suggests several methods of coping with that anxiety so that it does not cripple the adult learner. Preparing them to utilize the technology involved in a non-threatening context that will allow them to succeed is critical to foster positive attitudes in adults towards technology and learning.

Assessing and Evaluating Adult Learning in Career and Technical Education

This guide builds on the framework for evaluating technology effectiveness in K-12 schools as described in the Council for Educational Development and Research's publication, "Plugging In: Choosing and Using Educational Technology." The revised framework is designed to provide encouragement and some rudimentary guidelines for critical thinking about applications of technology for lifelong learning. Section 1 describes the link to "Plugging In." Section 2 discusses the nature of adult (as opposed to childhood) learning and the potential roles that technology can play in helping to create learning environments ideally suited to adult learners' needs and interests. Section 3 explains the revisions of the "Plugging In" indicators of engaged learning and high performance technology. A table categorizes indicators (with their definitions) of engaged adult learning into eight variables: vision of learning, tasks, assessment, instructional model, learni...

ABSTRACT This study aimed at examining the impact of information and communication technology on adult education delivery in Lagos State. Information and communication technology (ICT) at present are influencing every aspect of human life. They are playing salient roles and making impact in work places, business, education and entertainment. Moreover, many people recognize ICTs as catalysts for change; change in working conditions, handling and exchanging information, teaching methods, learning approaches, scientific research and accessing information. This study attempts in answering the following questions (1) what are the usefulness of ICT on adult education delivery? (2) How efficient and effective is the use of ICT resources on adult education? (3) What are the factors militating against the application of ICT in adult education delivery? (4) To what extent is ICT utilized in the delivery of adult education in Lagos State? Survey design was employed to collect data from professional and paraprofessional cadre of University of Lagos Adult Education department using questionnaire. Cluster sampling technique was used in selecting the data collected during the study. For the purpose of data collection, twenty items questionnaire was designed to gather information from a total of hundred respondents. The data collected were analyzed with the use of frequency distribution and simple percentages. The findings reveal some factors acting as impediments to the impacts of ICT on adult education delivery which are inadequate and unreliable ICT infrastructures, lack of training facilities, inadequate personnel, automation at infancy level, lack of technical know-how etc. The study concludes that information and communication technology has contributed immensely to the delivery of adult education programmes regardless of all the limitations characterizing its application. The result of findings and their implications on adult education delivery are discussed and recommendations suggested.

Prof. Dr. Iwasan D. Kejawa

Is there a relationship between time spent learning using technology and fatigue or boredom diminishing the learning experience and Adult education? The societal factors of using technology are an important area of the education system in the world. Who really are learning? Does technology provide the necessary ingredients or proper ways for education of all in the society? A look into what constitute the means and how adult education can be improved is explored and emphasized in this work. The justification predicaments are discussed accordingly. The presumption as to who really are adults is also confirmed.

2000

Focusing on interactions between theory and practice in adult education, this proceedings of refereed papers (45), symposia (3) and roundtable summaries (21) include the following: "Adult Literacy Classroom as a Social System" (Beder); "Documenting Outcomes for Learners and Their Communities" (Bingman, Mincey); "Essence of Leadership: Looking Through the Eyes of Black Protestant Pastors" (Brown-Haywood); "Simulating the Impact of Web-Based Learning on the University" (Carr-Chellman, et al.); "Relationship of Teaching Style, Personality Profile, and Level of Burnout with Adult Educator Effectiveness" (Cason); "Faculty Perceptions of Accelerated and ar)

This chapter argues that the technology implemented for teaching and learning in the higher education setting should serve a specific set of purposes in order to increase student engagement and to maximize learning outcomes. The practice of using technology alone to increase student engagement is ineffective. Before deciding which tools to implement, faculty need to first consider how the technology will meet the needs of the students. The same is true at higher levels of organizations. Before requiring faculty to implement technologies across a school, administrators should research the effectiveness of the technologies, specifically to determine whether the technology will increase student achievement and have an overall positive impact on the organization. Time is perhaps the most important factor in this scenario. Leaders must weigh the pros and cons of using time, a valuable resource, to teach new technologies to faculty, and, further down the line, for faculty to teach to students. In short, it is not effective to implement a new technology simply because we can.