Case studies of two female literacy learners depict how their caregiving roles at home and work influenced their literacy practices and persistence. Through participation they sought community and relationships. There was a gap between the program's skills-based computer-assisted literacy education and their holistic needs. (Contains 91…

Developed and tested an online survey to assess Web-based learning (WBL) educational programs, extending theoretical work on the Demand Driven Learning Model. Data from 93 adult learners from 3 WBL programs found high internal reliability and adequate construct validity for the 5 scales of the online measure. (SLD)

Case studies of six adult literacy students revealed factors that had influenced them to stop and restart formal education: family conditions, traumatic events, initial schooling experiences, social networks, personal motivations, and informal learning experiences. The influence of contextual factors on literacy learning and characteristics of…

Adult literacy students (n=344) read, retold, and answered questions about two narrative and/or expository passages. Miscue analysis revealed few differences across nine reading levels. Results of the three tasks indicate adults at all stages of literacy development make effective use of their knowledge as they read. An integrated, spiral…

High-quality learning in intensive courses is associated with instructors who are enthusiastic, experienced, good communicators, co-learners, and student oriented. They use active and experiential learning and discussion and create good learning environments. With these characteristics, intensive courses can result in focused learning, in-depth…

Critical questions for measuring quality in accelerated learning include the following: Does it require learners' active involvement? Use their life and work experiences? Allow time for reflection? Individualize instruction? (Contains 13 references.) (SK)

Accelerated learning fills a much-needed role for nontraditional learners. Its popularity and success suggest models for more effective and less costly reforms in higher education. It also requires close monitoring of quality, student outcomes, and the potential for commercialization. (SK)

Describes the condition of the adult returning student. Lists the factors that make for good positive socialization for these students. Describes the University of Rhode Island's College of Continuing Education's entry course for new adult students, which facilitates their successful socialization into the educational community. (JS)

Psychodrama as a therapeutic exercise and a format for understanding emotional and cognitive development is a form of experiential learning that can help adults practice inner reflection and imagine change. (SK)

Focus group interviews with 18 adults in a weekend degree program produced metaphoric themes. Adult education was compared to "blessing" or "penance"; the primary difference between traditional and adult education was seen as a "juggling act"; and "addiction to learning" appeared to be a motivator. The…

Career development programs must identify occupational needs of adults. A model based on Maslow's hierarchy develops occupational questions related to individual motivations (physiology, safety, love, esteem, and self-actualization). Individual needs are then compared with characteristics and benefits of proposed jobs, companies, or careers. (SK)

Critiques the current debate on adult education. Discusses adult education as an academic discipline, the function of theory in adult education, the clientele, and questions of professionalization in the field. (RW)

Madison (Wisconsin) Area Technical College uses an individualized, multisensory, sequential approach to helping dyslexic people learn to read. Based on the Orton-Gillingham method, the approach emphasizes tactile/kinesthetic learning, helping students feel how sounds are made before reading and spelling them. (SK)

A British education council compared services for older adults with learners' needs and found a gap between intent and practice. Three areas for improvement were charted: communication, interagency collaboration, and promotion of equal opportunities. (SK)

More adults are enrolling in colleges and universities using prior experience to earn college credits. Supporters say the portfolio programs are rigorous and encourage pursuit of degrees. Critics say the practice dilutes the significance of a college degree, and students do not study the theories behind concepts or question their own assumptions.…