An Iowa survey of 351 adult basic education participants uncovered 10 motivations for participation, which were used to develop a cluster-analysis market segmentation. Another Iowa study found 4 basic causes for nonparticipation: low perception of need, perceived difficulty, dislike of school, and situational barriers. (SK)

The Student Ideal form of the Adult Classroom Environment scale was administered to 449 adult students and a factor analysis performed. All but 15 of 49 items loaded clearly with a 5-factor orthogonal solution, partially supporting scale's 7 dimensions. A revised scale was administered to 287 students, and another factor analysis largely confirmed…

A survey assessed the motivations of Chinese adults learning (N=512), living in Canada, English as a Second Language. Results revealed such motives as linguistic needs, basic skills, cultural awareness, social interaction, and resume-writing but found no differences in perceived motivation according to age, education level, or length of stay in…

A survey of 226 private, 4-year institutions in southeastern United States received 175 responses indicating that adult, nontraditional students represent a significant, growing segment of enrollments. A wide range of policies and services, including night and weekend classes, designated offices or centers, waiving of requirements, and peer…

Completed surveys from 81 of 256 institutional members of the Association for Continuing Higher Education found that most are more receptive to offering specific services to nontraditional students than they are to recruitment and incentives. Results showed that attention must be paid to recruiting specific populations and for specific fields and…

Describes some of the daily obstacles faced by adult students, especially literacy students, in Britain: bureaucracy, visas, lack of familiarity with the culture, and anxiety about personal problems. Argues that adult educators must concern themselves with these obstacles in order to defend the rights of adults to education. (SK)

Discusses aberrant, or disruptive, behavior in an industrial/business, classroom-based, instructor-led training setting. Three examples of aberrant behavior are described, typical case studies are provided for each, and preventive (long-term) and corrective (on-the-spot) strategies for dealing with the problems are discussed. (LRW)

Reviews changes in the approach to language learning that have taken place during the past 50 years. A new relationship between cognition and language has led to new ways of researching language learning and indicates the need for new curriculum that meet the needs of the adult second language learner. (76 references) (Author/OD)

As the proportion of older students grows, it will become crucial to develop methods of instruction acknowledging and creatively unifying the varieties of experience to be found in such diverse groups. (JOW)

Reviews research on adult and continuing education in Ireland in the categories of liberal, social, vocational, certification, and interventionist. Examines participation, motivation, characteristics of adult learners, and outcomes. Suggests that the scope of research be widened to encompass ideology, stratification, power, and social control. (SK)

Collected demographic and educational history data from 1,024 adults receiving career counseling from university program. Results suggest that adults who seek help from such a program tend to be female, married, living within 30 miles of campus, and between the ages of 21 and 40. Analysis of age and gender data provided support for specialized…

Surveys at four universities examined the demographic and motivational characteristics of adult learners in health education undergraduate professional preparation programs. Most students were Caucasian females ages 40-45 who wanted to work in the field. Location, convenience of course times, and university reputation were the main reasons for…

Discusses how to design interactive video materials for adult learners. Highlights include capabilities of interactive video; characteristics of adult learners; allowing adults to set their own goals; establishing a need to know; linking new information to prior knowledge; and individual responsibility for learning.(LRW)

Provides suggestions and concerns for integrating open learning and distance education concepts into a course designed for adult lifelong learners. Topics include a shift in educational paradigms from teacher-centered to learner-centered approaches, constructivism, restructuring the social context, and the use of media. (LRW)

In the rush to use technology for instructional delivery, the support and guidance needs of adult students, especially those with low levels of education, can be neglected. A student-centered approach should start where people are and technology should be used when appropriate. (SK)