A successful introduction to information and communications technologies requires a nonthreatening location, confidence-building experiences, a foundation for independent learning, adequate resources, and instructor support. (SK)

A creative writing project for adults with such mental difficulties as depression, anxiety, and schizophrenia resulted in increased self-confidence, self-awareness, group skills, creativity, and responsibility for ideas. The project was intended to serve as a bridge to further education. (SK)

Defines global self-esteem (sense of efficacy, purpose, responsibility, self-acceptance) and trait self-esteem (confidence in specific abilities or talents). Gives examples of how low self-esteem impedes participation in learning and how learning can raise self-esteem. (SK)

Absence or dropout in adult education has many explanations: life crises, safety issues, dissatisfaction, personal issues with instructors or fellow students. Adult educators should explore the issue without accusation, defensiveness, or labeling and consider how to remove barriers. (SK)

Thinking dialectically involves perceiving and understanding reality in terms of relationships and convergences of its interactions. Helping adults become critical thinkers means destabilizing their thinking and cultivating a sense of uncertainty. (SK)

Considers how characteristics of adult learners (self-direction, experience as a learning resource, need for learning, motivation, and orientation to learning) in Knowles' model of andragogy apply to adults with learning difficulties. Concludes that these adults may need both prescriptive and facilitative teaching. (SK)

Survey responses from 22 of 100 British adult education institutions found adult students had a variety of motivations, both vocational and nonvocational, for participating in metal working courses. Access to resources and adequate course offerings was sometimes difficult for part-time students. (SK)

Interviews of adults with learning difficulties in continuing education revealed that teachers and students had very different definitions of "adult" and of the appropriateness of instructional materials, teaching methods, and classroom management techniques. (SK)

British research on adult student retention/noncompletion reached the following conclusions: clear, reliable data are lacking; funding models ignore nontraditional students; and reasons for withdrawal are complex and interrelated. Keys to better retention are good student-staff relations and personal and academic support for learners. (SK)

Survey responses from 665 adults attending classes in Boston, England, indicated that 80% attend 1 class per week; many were willing to travel reasonable distances; 32% were aged between 16 and 24, the largest age group; and 40% had earned no additional qualifications since leaving school. (SK)

Test anxiety manifests itself through physiological, emotional, and psychological processes. Teachers can help adult learners by emphasizing cooperation, not competition; continuous assessment, not end-of-course exams; ongoing profiles, not summative reports; and feedback rather than grades. (SK)

Educational guidance and learner support should be fully integrated into the learning experience for community learners who may not have higher education experience. Student feedback is an essential element. (SK)

Mature students may experience dislocation from familiar circumstances, vulnerability, or overconfidence. Some learn nothing from experience or simply enjoy the experience of learning. Humility to learn and the excitement of new learning are needed by both learners and educators. (SK)

Raises questions about the nature of human relationships and education in online learning. Suggests that preference for electronic learning is highly individual. Discusses issues related to image versus reality, trust, tone, subtlety, spontaneity, and authenticity in computer-mediated communication. (SK)

The Adult Returners Key Skills project uses a series of teaching/learning packs to develop key skills (information technology, communications, numeracy, active citizenship). The packs help reentry students become aware of their existing abilities and prior learning experiences. (SK)