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¶ … adult learner, including statistics, and self-directed learning. Adult education has seen dramatic growth since the introduction of online and self-directed courses, and the numbers show it. As noted, in 1991, approximately 58 million adults participated in adult education courses, while in 1999; the number grew to 90 million. The latest figures show an even more dramatic rise in numbers. The National Center for Education Statistics indicates that by 2005, 53.9% of adults aged 16 to 64 had participated in adult education, for either business or pleasure, jumping to 133 million people (Editors, 2009).
Adult learning has taken off in the Internet... Sixty-five percent of these adults have participated in adult education classes for business or pleasure. All in all, adult learners took over 108 million courses in 2005, and with the economy sliding since that time, more people are returning to school to learn new skills or upgrade the skills they have. With the proliferation of universities adding online degree programs and catering to adult learners (such as the University of Phoenix), it seems the adult education numbers will only continue to rise.
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Self-directed learning is a concept of learning that began in adult education. SDL proponents believe that students are responsible…
References
Editors. (2009). Participation. Retrieved 4 Dec. 2009 from the National Center for Education Statistics Web site: http://nces.ed.gov/programs/digest/d08/tables/dt08_370.asp.
Smith, C.B. (2009). Self-directed learning. Retrieved 4 Dec. 2009 at the University of Indiana Web site: http://www.indiana.edu/~reading/ieo/digests/d169.html.
I remember almost nothing from the history class, but I still use information that I learned in the art class. Houle's Classification Criteria for Continuing Education According to Houle (as cited by Conner, 2004), learners can be classified as goal oriented, involving people who use their education to accomplish goals, activity-oriented, which includes those who learn because they enjoy the social contact, and learning-oriented, which embodies those who learn information for
Adult Education and the Social Media Revolution a Case Study: M. LeNoue, T. Hall, & M.A. Eighmy. Adult Learning Vol. 22 No. 2 p 4-12, Spring 2011 The world is changing, and now social media and web-based tools are a part of adult education. The paper by LeNoue, Hall, & Eighmy (2011), Adult Education and the Social Media Revolution," discusses this phenomenon. Given their academic backgrounds in education, including a specialization
They also focus more on institutional support, like the need for appropriate funding for such educational programs, rather than psychological issues attacked to assimilation. Changing demographics in recent years in Canada have forced adult education programs to meet the challenge of doing more with fewer resources, as they fight, for more funding for programs designed to orient immigrants in the language and culture of the area. "As new citizens
It is important to recognize the many different areas within adult education, and what type of students these areas attract. Ultimately, for the adult education department to be successful, it must attract a wide variety of students, and keep at least some of those students coming back to continue their education in order to be successful. Adult education serves a vital role in the upper education system, and it
Education for Economy Theory as it Relates to Adult Education In an economy motivated by improvement and information, in marketplaces betrothed in powerful opposition and steady regeneration, in a world of incredible chances and risks, in a culture facing multifaceted business, political, scientific, technological, health and environmental challenges, and in diverse workplaces and neighborhoods that center on mutual associations and social networking, the cleverness, nimbleness and skills of the American people
The rules of this paradigm are that government usually perform formal inquiries because they hope to establish trends for funding or new educational models, while social research does not have to follow these rules, instead, they study social problems and divides that affect adult and distance learners, and seek to solve those problems through social change and reorganization. Finally, the paradigm that exists between the institution and the adult learner