Factors Influencing Curren Adult Learners
Factors Influencing Current Adult Learning Abstract AET/505
November 11, 2012
Factors Influencing Current Adult Learning Abstract
The global trend for adult learning is that everyone agrees that participation is good thing, however they all realize there are barriers to participation (Brookfield, S.,2000). The future of adult education is that first information on adult education learning has to be received by the workforces of the world (Kasworm, C., 2007). The future also depends on the digitbal provides of education that need to create accessible and universal opportunities for adult learners (Kasworm, C., 2007). Knowledge is updated daily and these providers must keep up with the world. Technology is changing every day and those that want to provide the education opportunities must change with it. The digital educators must realize that the workforce they are continually educating is not always those that are working. They sometimes will be the undereducated, the disenfranchised and the dislocated worker. All will be trying to further their educations in hope of a better job or life (Kasworm, C., 2007). The educators are not always the edcuational institutions, they include government at all levels, employers and community institutions such as librarys (Merriam, S., Caffarella, R., & Baumgartner, L. ,2007). It is proven that the adults that are socialized and take advantage of the learning opportunities will acquire the skills needed to further their lives (Martin, J. ,2010). In small-town rural areas are better off than those living in isolated areas, and some urban centers are as impoverished as the most rural areas (Merriam, S., Caffarella, R., & Baumgartner, L. ,2007). Worldwide, access to learning opportunities in rural areas is a problem at all levels of education (Merriam, S., Caffarella, R., & Baumgartner, L. ,2007). However, with today 's technology and the opportunity to learn online, these living in the
November 11, 2012
Factors Influencing Current Adult Learning Abstract
The global trend for adult learning is that everyone agrees that participation is good thing, however they all realize there are barriers to participation (Brookfield, S.,2000). The future of adult education is that first information on adult education learning has to be received by the workforces of the world (Kasworm, C., 2007). The future also depends on the digitbal provides of education that need to create accessible and universal opportunities for adult learners (Kasworm, C., 2007). Knowledge is updated daily and these providers must keep up with the world. Technology is changing every day and those that want to provide the education opportunities must change with it. The digital educators must realize that the workforce they are continually educating is not always those that are working. They sometimes will be the undereducated, the disenfranchised and the dislocated worker. All will be trying to further their educations in hope of a better job or life (Kasworm, C., 2007). The educators are not always the edcuational institutions, they include government at all levels, employers and community institutions such as librarys (Merriam, S., Caffarella, R., & Baumgartner, L. ,2007). It is proven that the adults that are socialized and take advantage of the learning opportunities will acquire the skills needed to further their lives (Martin, J. ,2010). In small-town rural areas are better off than those living in isolated areas, and some urban centers are as impoverished as the most rural areas (Merriam, S., Caffarella, R., & Baumgartner, L. ,2007). Worldwide, access to learning opportunities in rural areas is a problem at all levels of education (Merriam, S., Caffarella, R., & Baumgartner, L. ,2007). However, with today 's technology and the opportunity to learn online, these living in the
References: Brookfield, S., 2000, “The concept of critically reflective practice”, in A. Wilson & E. Hayes (Eds.), Handbook of adult education and continuing education (New Edition), Jossey Bass, San Francisco, pp. 33-50. Farrell, G. M. (1999, January). The Development of Virtual Education: A global perspective. The Commonwealth of Learning - Canada, (). Global Report on Adult Education. (2012). Retrieved from http://www.unesco.org/fileadmin/MULTIMEDIA/INSTITUTES/UIL/confintea/pdf/GRALE/confinteavi_grale_executive-summary_en.pdf Kasworm, C.( 2007). Lifelong Learning – The Perspective of Higher Education Serving Adult Learners. Paper presented at the World Conference on Lifelong Learning Chongwon, Korea. Kasworm, C. (1993). “Adult higher education from an international perspective”, in Higher Education, 25, pp. 411-423. Martin, J. (2010). Journal of Postsecondary Education and Disability. AHEAD- Association on Higher Education and Disability, 22(3). Merriam, S., Caffarella, R., & Baumgartner, L. (2007). Learning In Adulthood (3rd ed.). San Francisco, CA: Jossey-Bass.