Focus groups with adult students in noncertificate courses found that, compared to students studying for certificates, they focus on the wider benefits of learning. They want detailed and honest feedback on their progress, but few want written documentation of assessments. (SK)

Interviews with 40 members of an organization providing continuing education for retired professionals explored their sense of self and identity as an older student, the challenges of aging and learning, and the value and use of life experiences in learning. (SK)

Attitudes toward adults aged 40-59 and 60-79 were measured for graduate students in adult education (31 men, 61 women). Attitudes toward older adults were positive but became less so as the age of referents increased. Gender bias toward women over 60 was apparent. Males' attitudes toward both groups of older females and the 60-79 group of males…

Interviews and questionnaires elicited 40 learners' perceptions of collaborative assessment in an Internet course: 94% recognized benefits of self-, peer, and tutor evaluation; 82% thought the online medium appropriate; and 94% viewed collaborative assessment as a learning event and valued access to others' learning. The research shows that a…

Interviews with 169 adult learners in nonaccredited programs indicated that most enrolled because of interest rather than specific learning objectives; they wanted to be consulted about content and were negative about formal assessment. They felt they knew if they were progressing and valued tutor feedback for formative and affirmative purposes.…

Focus groups of distance learners in southeastern England found that learners were reluctant to contact unfamiliar guidance staff; they wanted staff to visit communities and the university to make its presence more visible. Although distance learning was the only option for many, the need for human contact remained strong. (SK)

Interviews with staff of institutions that received an award for meeting quality standards in adult guidance identified the impact on practice and on organizations. Results raised questions about the nature of guidance covered by the standards, the adequacy of assessment procedures, and the need for ownership of standards and related processes by…

Critically reviews the results of recent research evaluating the relationship between the age of college students and various aspects of their career development. On the basis of this review, several implications for career counselors who work with nontraditional college students are discussed, and ideas for future research are presented.…

The opportunities paradigm assumes that participation in lifelong learning is positive and voluntary, yet discourse analysis reveals pervasive pressure to be permanent learners. Recent research suggests that learners may switch between discourses of compulsion and self-realization, and they may combine participant and nonparticipant identities.…

Current models of university continuing education resemble traditional higher education and do not meet the needs of people in or near retirement. Constraints on change include a mindset focused on formal education as career development, the need for programs to be self-sufficient, and a reward structure that does not support programs for older…

The life experiences of an adult learner, aged 62, are analyzed using theories of participation, andragogy, transformative learning, and constructivism. (Contains 26 references.) (SK)

An action research study involving British adults interested in further education opportunities found that the vast majority learned about adult education courses by word of mouth rather than print; supports such as child care, subsidies, and accommodations for people with disabilities are crucial; and follow-up courses are desired. (SK)

Purpose: We describe the development of a 24-hr curriculum for nonclinical direct care workers in elder care that features active-learning strategies and consumer-directed approaches. Design and Methods: Our curricular design was based on adult education theory and a survey of 70% of the community's service providers. Training was completed by 88…

This article is set in the broad context of debates about the nature of professionalism, in particular the professionalism of teachers in the post-compulsory sector. The focus is on teachers of vocational subjects in further education (FE) in England and on their perceptions of their role and work in preparing their learners for employment. In the…

This qualitative study examined how eight adult degree program administrators negotiate power and interest while planning programs in specific higher education settings: small, private, nonprofit, higher education institutions. The conceptual framework was grounded in Cervero and Wilson's program-planning model in combination with Bourdieu's…