Describes three graduate distance education programs: the virtual campus of Walden University, the University of Phoenix Online Campus in San Francisco, and the television-based National Technological University. The programs demonstrate how a wide range of delivery methods satisfy the need for rigor, collaboration, and assisted autodidaxy in…

Adult/continuing education should exploit instructional technologies to provide equity of access to and success in education at a cost equal to or less than that of instruction without media. Technology changes the role of learners, facilitators, and institutions. (SK)

Examined whether perceptions of selected service needs differ among specific age groups of graduate students (n=604). Responses to Graduate Student Services Inventory revealed that traditional age students expressed greater need for and use of most services than did adult students. With few exceptions, need for and use of graduate services…

Conducted College Experiences Study to identify institutional factors and conditions that promote student involvement in out-of-class experiences that complement the educational goals of the institution. Findings from 14 institutions revealed that involving colleges have been systematic and intentional about knowing their students; understanding…

Defines and evaluates alternative or authentic assessment, explores some of the creative options that are available, and provides tips for implementing new evaluation strategies. (Author)

Staff in British further education colleges need training in responding more flexibly to the needs of diverse adult learners. Staff development should focus on four stages of flexible teaching/learning: material and resource preparation, tutorials, study, and assessment, review, and reflection. (SK)

Developmental advising is the process of helping nontraditional students adjust to academic life, seek individual growth, and set goals. Advisors should use all campus and community resources in helping nontraditional students. (SK)

Suggests that a student code of conduct and formal disciplinary and grievance procedures are necessary in adult education programs. (SK)

A process for translating experience into college-level learning involves identifying relevant experiences and types: (1) a single experience leading to a single learning topic; (2) a single experience leading to several topics; or (3) several experiences leading to a single topic. Visual representations of these types help students validate the…

Key elements in providing college services for adults are (1) a comprehensive, integrated approach; (2) commitment of staff and development of appropriate attitudes and practices; (3) a flexible, responsive student-centered approach in which procedures and curricula are tailored to client needs; and (4) a comprehensive student support system. (SK)

Adult part-time students make great efforts to manage competing demands on their time. These efforts can be undermined by lack of institutional processes that ensure efficient, effective, and economical educational services. (SK)

Learning clinics provide opportunities for teachers to diagnose adult-learner needs one-on-one within a learning culture designed to develop independent learners. Critical elements include teacher role and behavior, use and purpose of language used, and method of decision making. (SK)

Study of an adult degree program used enrollment data 1986-96, course progression data 1990-95, and surveys of 140 enrolled and 250 not enrolled students. Three-fourths of those who graduated 1988-94 did so within three years; retention was most difficult in the self-directed and research phases; women's graduation rate was higher. (SK)

ACT College Outcomes Survey data were collected from 27,811 students (63% aged 20-22, 37% over 26). Older students were much less involved in campus activities and more in family responsibilities. Adults reported higher levels of academic and intellectual growth in terms of broadening interests, critical thinking, study skills, career development,…

This case study describes an adult woman whose psychiatric condition causes behavior problems. It follows her and her teacher's progress as her behavior is molded toward that of a productive rather than disruptive learner. (JOW)