Context: It is the educator's responsibility to prepare the students to be clinicians who think and reason critically while integrating research evidence into practice. Those new to the role of faculty member, who lack clinical and teaching experience, face challenges in the classroom application of those concepts. Objective: To discuss the…

In this article, learning how to learn for non traditional adult students is discussed with a focus on police officers and firefighters. Learning how to learn is particularly relevant for all returning non-traditional adults; however in the era of terrorism it is critical for the public safety officers returning to college after years of absence…

Explores some issues of adult learning, concentrating on three areas: (1) the conditions under which adults are most likely to learn; (2) strategies that trainers can adopt to enable this to take place; and (3) implications for the training organization sponsor. (Author/JOW)

Discussion boards have the unique capacity to support higher-order constructivist learning and the development of a learning community, This chapter provides ten conditions that support the effective use of an online discussion.

This article provides a synthesis of viewpoints expressed in the preceding articles, with particular regard for the three principal uses of the personal computer in continuing education. The author looks at concepts of teaching and learning, learner autonomy, and the diverse opportunities the personal computer provides for continuing education.…

Traditional teaching methods are not appropriate for adults who have a bank of existing knowledge. Nonformal education must begin by finding out what people need to know and prepare materials and programs that are relevant to perceived needs. Improving adults' understanding of science and mathematics must proceed upon these principles. (SK)

An important issue for adult education teachers is the capability of the instructor to choose appropriate methodology to suit both the student and situation. A review of research dealing with adult learners is presented along with implications for adult preparation programs. (DF)

People learn to learn as they develop their concept of knowledge. The heart of the learning process is self-awareness, self-monitoring, and active reflection. Teaching and learning should be an interactive process, which should involve both learning and learning how to learn. (SK)

Reviews current empirical data on the effectiveness of animation in computer-based instruction. Research on static visuals and learning is examined; animation research is described that includes studies with elementary school children, high school students, and adult learners; and implications for current instructional design are suggested. (56…

Describes the use of audiographic teleconferencing for distance education courses for adult higher education at the Universiti Sains Malaysia. Telecommunications is discussed, and a collaborative learning strategy is explained that emphasizes the student-teacher relationship. (Contains 18 references.) (LRW)

The Atkinson-Shiffrin model of memory has three components: sensory, short term, and long term. Each memory process (such as encoding, storage, and retrieval) can be linked to specific teaching and learning strategies. (SK)

Explores the primary strategies for using personal computers in continuing education. It provides a cursory review of several major developments in computer technology, continuing education's response, and several observations about the possibilities for adult learners equipped with personal computers. (CT)

Discussion of the field of adult education and its implications for practice and research in distance education focuses on general characteristics of adult learners. Highlights include individual change and development in adulthood; the impact of life experiences; the significance of the social context; and effective instructional practices for…

This paper presents an overview of research on adult learning and suggests strategies for helping adult students to learn. In the first section of the paper, learning and memory are discussed and factors needed for adults to learn the hows and whys of adult motivation are then discussed. The paper next covers the setting of adult learning and the…

Five authors relate principles of learning to learn to adult education: "Self-Esteem" (Krupp); "Labor Education" (Nesbit); "Telecommunications Courses and the Distant Learner" (Takemoto); "Learning Techniques" (Rosenthal); and "ABE: Taking Control" (Spring). (SK)