Adult education

The purpose of this study was to identify characteristics and practices, related
values, and the processing of stakeholders ' voices in two educational programs for older
adults that are perceived as effective by their stakeholders. This purpose was motivated
by the researcher's desire to provide useful information to program leaders and
institutional leaders in the field of older adult education. The information is presented for
leaders who are building new educational events and integrating them into their
organizations. The research was conducted at two sites at Florida Atlantic University: the
Lifelong Learning Society at the Jupiter campus and the Memory and Wellness Center at
the Boca Raton campus. The voices in this text belong to practitioners, theoreticians, and
attendees- all learners as well as contributors. The researcher's face-to-face interviews,
group discussions, and observations disclosed four meta themes: (a) envisioning, creating, and establishing the learning environment; (b) program characteristics, (c)
fostering persistent participation, and (d) leaders' roles and responsibilities. These themes
encompassed both sites while illustrating inherently unique aspects of each program. The
setting at each site was comprised of three distinct aspects -physical, affective, and
activity- and each uniquely contributed to program success. Although each setting and
program had its own reasons and methods for stimulating cognitive functioning, they
shared the assumption that wellness and learning are related. Leaders of both programs
displayed four foundational qualities: respect, kindness, encouragement, and flexibility.
Each of these characteristics fostered strong positive relationships with attendees and
partnerships that promote learning among colleagues. These examples of successful
leadership suggested several guidelines for front line practitioners. Among these were
building expertise in market awareness, fund raising, a wide communication repertoire,
and the critical ability of establishing a cadre of program supporters within and beyond
the organization. Recommendations for higher-level leaders included attending to core
institutional values, community connections, open communication, inclusion of new team
members, and the value of listening to everyone's ideas. Factors that advanced the
establishment of educational programs for older adults include their growing numbers,
assertive voices, and value to host institutions. This study raises the question: in what
ways do these formal, communal learning events contribute to follow-up independent
learning?

The Appalachian Land Ownership Study was a participatory action research
project in one of our nation’s poorest regions suffering from absenteeism, poverty,
powerlessness, and improper taxation. In discovering who owned the region’s land, the
participants sought to organize against the social, economic and environmental injustices imposed on the Appalachian land and people. Most sociological and historical accounts of the Land Study focus on the process of participatory action research and the work of the project’s Task Force. However, over 50 citizen researchers also participated in the study. These citizen researchers encountered rich learning experiences as they struggled against scientific, corporate, and governmental power. The purpose of this oral history study was to discover the learning and experiences of citizen researchers involved with the Appalachian Land Ownership Study of 1979-1981. Significant themes emerged which contribute to understanding the complex personal, cultural, and social framework for environmental adult education. First, the Appalachian backdrop was a critical context for informal and experiential learning from the land and its people. Second, the Appalachian Ownership Task Force leaders were critical environmental adult educators who facilitated the learning of citizen researchers through dialogue. Third, agency was fostered as citizen researchers were moved to act in defense of a threatened lifeworld, and thus also became critical environmental adult educators.

The purpose of this study was to develop a predictive model for satisfaction of adult learners enrolled in a Web-based distance education course and intent to participate in other Web-based distance education courses. Implicit in this purpose was an examination of the relationships between and among the personal and experiential variables which are potential predictors. Personal variables examined include: age, gender, computer self-efficacy, academic self-concept, and academic status (e.g., undergraduate, graduate, and continuing education student). Experiential variables examined include: years of computer use, frequency of computer use per week, computer training, Internet experience in a class, and participation in a workshop for a Web-based distance education course. The subjects (n = 235) of this study were adult learners who were currently taking a Web-based distance education course from five universities. The instrument used in this study consisted of four sections: Background Information, Attitude Toward Computers (Computer Self-Efficacy Scale), Reaction to Web-based Distance Education Courses, and Academic Self-Concept Scale. Predictive models for satisfaction (p < .001) and future participation (p = .003) of adult learners in Web-based distance education were developed based on the results of multiple regression analyses. Further analyses were performed to investigate relationships between and among predictor variables and criterion variables. Computer self-efficacy was the only predictor variable which was statistically significant in both predictive models. This study also demonstrated a positive relationship between adult learners' satisfaction with their Web-based distance education courses and their intent to participate in additional Web-based distance education courses.

The purpose of this study was to compare the teaching styles of full-time and part-time community college faculty. The Principles of Adult Learning Scale (PALS) and a modification of the PALS for students were used to measure teaching style. The PALS identifies the extent to which an instructor prefers a learner-centered or a teacher-centered style. The sample was comprised of 31 full-time and 42 part-time randomly selected faculty from seven Florida community colleges and 925 students. Six hypotheses were tested. The findings are summarized here: (1) There was a significant difference between full-time and part-time faculty in teaching style as measured by faculty self-report. Full-time faculty have a more teacher-centered preference than part-time faculty. (2) There was a significant difference between full-time and part-time faculty in teaching style as measured by student perception. Students perceived full-time faculty as more teacher-centered than part-time faculty. (3) There was a significant difference between faculty and student perceptions of teaching style. Students perceived faculty as more teacher-centered than faculty perceived themselves. (4) Faculty characteristics accounted for 17.4% of the variance in mean faculty PALS scores. (5) Student characteristics accounted for 4.2% of the variance in mean faculty PALS scores. (6) Course variables accounted for 47.7% of the variance in mean faculty PALS scores. Additional findings included: (1) Both full-time and part-time community college faculty prefer a teacher-centered style. (2) Students are more satisfied with the overall teaching style of part-time faculty than the teaching style of full-time faculty. (3) In regard to teaching style, part-time faculty are less influenced by the expectations of colleagues than full-time faculty. (4) As the number and percentage of faculty employed part time at community colleges have increased, the reasons adjunct faculty accept part-time employment have changed.

This study investigated the philosophies of adult education and teaching styles as self-assessed by the Florida Cooperative Extension county-based agents. The Philosophy of Adult Education Inventory(c) (PAEI) was used to identify philosophic orientations and the Principles of Adult Learning Scale (PALS) was used to measure teaching style preference as either teacher-centered or learner-centered. Responses to the census survey were received from 217 agents in the six program areas: agriculture (101), family and consumer sciences (56), 4-H and youth development (50), natural resources (6), sea grant (2), and energy (2). The response rate was 69.11 percent. Program area, with its six discrete categories, was the independent variable while the scores from the PAEI(c) and the PALS instruments were the dependent variables. One-way analyses of variance were preformed to determine differences among the program area groups in their adherence to philosophies on the PAEI (c) and scores obtained on the PALS. Analyses revealed that the progressive philosophy was preferred by all groups and that there were significant (p < .05) differences between the program areas and their adherence to the five philosophies. The family and consumer sciences program area had a significantly higher mean score for both the behavioral and progressive philosophies than did 4-H and youth development area. The program area of 4-H had a significantly higher mean than did agriculture for the humanistic philosophy. The total mean scores on the PALS by program area were: agriculture (135.4604); family and consumer sciences (139.3304); 4-H and youth development (136.7100); and the combined areas of natural resources, sea grant, and energy (144.2000). One significant difference was found between the higher mean score of the family and consumer sciences group and that of the agriculture group on factor 3 (relating to experience). Correlations were calculated for the PAEI(c) and PALS cumulative scores plus the factor scores across the three program areas of agriculture, family and consumer sciences, and 4-H and youth development. Though there were individual, significant correlations found between philosophies and scores on the PALS factors, they could not meet the criteria necessary for significance when the per cell alpha level was estimated in order not to exceed the total alpha level of .05 when dealing with multiple hypotheses.

This study examined the achievement and satisfaction level attained by adults studying elementary Spanish in compressed and standard terms. Each format included 60 hours of classroom instruction; compressed terms were completed in 6 weeks, while standard terms were 15 weeks. The 90 minute, multiple choice, standardized achievement test, the Dantes Beginning Spanish I-SF 583, an attitudinal survey, and a 15 minute questionnaire developed for this study were completed by 129 students in southeast Florida, 73 in standard format courses, 56 in compressed formats. The findings indicated that adult students learning Spanish as a foreign language in compressed and standard time formats with an equal number of contact hours had similar levels of student achievement and intent to continue to the next level of Spanish. The one exception was that a significantly higher vocabulary and structure mean achievement score (<.05) was obtained by the students in the compressed term. The major conclusion is that an adult learner may expect similar results in an elementary Spanish course regardless of whether it is offered in a standard or compressed format. Inferences which can be drawn must be limited to similar populations and time frames. Since a learner's achievement and satisfaction level in elementary Spanish classes for adults is dependent upon many factors, not just the element of time, a multiple perspective is needed to analyze and assess foreign language learning. One implication is that courses be made available in a wide variety of time formats. It is recommended that administrators concerned with scheduling and curriculum planning use adult student needs assessments to determine what the adult learner considers to be convenient, flexible scheduling. Recommendations include replicating the study with a larger, more diverse population, amplifying it to include a qualitative segment for student personal responses, and adding a longitudinal component containing follow-up surveys over varying time periods.

This research study investigated factors affecting completion of distance-learning courses at a south Florida community college by analyzing pre-existing and newly collected data on distance-learning students for a seven-year period (1997-2004). Distance-learning instructors were also included in the study. The investigation focused on three distance-learning methodologies---telecourse, live interactive television, and Internet. The study attempted to determine relationship between completion and the variables of gender, age, ethnicity, and degree-seeking status for students; differences in completion rates for students using the different methodologies; level of students' self-directed learning readiness; level of instructor involvement; and level of student and instructor satisfaction. Subjects of the samples of study included 5,004 distance-learning students and 88 distance-learning instructors of a community college located in south Florida. Analysis of pre-existing data resulted in findings concerning gender, ethnicity, age, and degree-seeking status. Findings revealed no significant relationship between gender and completion, by modality or for the overall group, but findings did indicate some significant relationships (though weak because of very small effect sizes) in analyses of other demographic variables. White students tended to be equally completers and non-completers whereas non-whites tended to be non-completers. Findings also showed significant positive correlations between age and completion: As age increased, completion rates increased. Results further revealed a significant relationship between degree-seeking status and completion. More than half of the degree-seeking students tended to complete their courses; fewer than half of the non-degree seeking students tended complete. Also, Learning Preference Assessment statistical results showed no significant relationship between completer status and self-directed learning readiness. Another factor of the study, the level of student satisfaction with distance learning modalities, was inconclusive. The study also included instructor involvement and instructor satisfaction with distance-learning modalities. Findings revealed that, overall, most instructors did not schedule additional time (time not institutionally mandated) to meet or chat with their students but did require students to use specified support services, such as the library and the Center for Personalized Instruction (CPI). A final segment of the survey indicated little difference in instructor satisfaction with an individual distance-learning modality and little difference in satisfaction in comparison to other modalities.

There is worldwide concern about the functionally illiterate adult's limited ability to successfully adapt to a rapidly changing "information society." Literacy education is seen as an important means of confronting this problem. This study investigated the effects of a group treatment designed to increase the self-directed learning readiness and the self-concepts of adult education students. Subjects were randomly selected from volunteers in a community college migrant program and an adult education program at a maximum security correctional institute. Students with a reading level from fourth through tenth grade who were enrolled in the Adult Basic Education (ABE) program or the General Educational Development (GED) program were included. Thirty-eight experimental group subjects and 31 control group subjects completed the study. The experimental group was divided into three subgroups of 12 to 14 subjects for group treatment. Each subgroup participated in 10 one-hour sessions. Subjects were pretested and posttested using Guglielmino's Self-directed Learning Readiness Scale (SDLRS) and the Tennessee Self-concept Scale (TSCS). An analysis of covariance conducted on the data collected from the SDLRS and the TSCS revealed no significant difference in the self-directed learning readiness or self-concepts of the experimental and control groups. The facilitator's evaluation of the group process, attendance, and written evaluations by the experimental subjects provided further information regarding the effectiveness of the treatment. Written evaluations indicated that experimental subjects found the group experience very helpful but not long enough. The most cohesive subgroup had the highest average attendance (92%), the highest gain in TSCS scores, and evaluated the experience as the most helpful. Recommendations for future research include increasing the sample size; increasing the length of treatment; incorporating the treatment into the established adult education program in which the subject is enrolled; having a treatment facilitator who is experienced in working with the target group; taking steps to improve group cohesiveness; selecting subjects who are more similar in terms of learning needs, goals, and capabilities.

The purpose of this study was the development and field testing of an instrument for predicting adult education dropouts. The test instrument was designed to predict whether or not a student enrolling in an adult education high school review course would become a dropout. The sample consisted of eight classes of adult education students enrolled in a General Education Diploma (G.E.D.) review program. The developed test instrument used descriptive word pairs. These word pairs were antonyms. The word pairs were designed to elicit attitudinal responses from the students. The student's responses to these word pairs were used in the prediction of the potential dropout. Stimulus pictures of hypothetical persisters and dropouts were used to stimulate the responses. The developed test instrument was used to measure the difference between the student's attitude toward the pictured hypothetical persister in Form I of the test instrument and that student's attitude toward the pictured hypothetical dropout in Form II. The difference between the student's scores on Form I and Form II of the developed test instrument was computed. The difference-score was matched to the student's subsequent behavior: dropout or persister. The interpretation of the data in the context of this research indicated that the study with a high difference-score is more likely to become a dropout and that the student with a low difference-score is more likely to become a persister. In this study the student's attitudinal responses to descriptive word pairs were used in analysis of the data. Analysis was performed in order to evaluate the contribution of specific descriptive word pairs and the relation of these word pairs to the prediction of the potential dropout. Analysis indicated that certain of the descriptive word pairs were found to be useful as predictors of student behavior: dropout or persister. It was concluded that the use of the developed test instrument using certain descriptive word pairs could be effective in predicting the potential dropout. It was recommended that early prediction of the potential dropout and sufficient concentration on effective guidance would be productive and would motivate the student to continue working toward his original goals.

Purpose. The purpose of this study was to find out if attending an adult education course at the local high school had an effect on adults' opinion of the day-time operations in the same building. Procedure. A sample of 233 adults rated the local secondary school on a scale of 1 to 7. After they attended various ten-week adult education interest courses, 68 of the pretest sample were retested. The mean opinions of several demographic sub-groups of the pretest sample by age, sex, type of dwelling (a socioeconomic indicator), length of residency, and education were compared. Findings. I. The ex post facto pretest revealed: (1) Night school clients rated the day school higher than non--participants. (p < .01) (2) Parents of high school student rated the school higher than non-parents. (p < .01) (3) Clients who had taken evening courses previously rated the day school higher than new clients. (p < .01) (4) New night school clients initially rated the day school no higher than non-clients. (5) Older adults rated the school higher than adults 28 and under. (p < .001) (6) There was no difference between male and female ratings. (7) Those living in separate homes rated the school higher than those from townhouses and apartments. (p < .05) (8) Those who lived five years or longer in the community rated the school higher than those who arrived more recently. (p < .001) (9) The level of education showed no effect on the rating. II. The test-retest analysis of variance revealed: (1) New clients showed a significant gain in their opinion of the day school at the end of their first night school course. (2) Those who had attended evening courses previously showed no gain in their rating after the course. III. Other findings included: (1) The night school itself was rated high, social advantages and instruction getting the most positive reaction. (2) The high school's programs, facilities and extramural activities received the most praise and discipline the most criticism. (3) Non-parent night school clients who rated the day school lowest on the pretest, rated it highest on the posttest. Recommendations. (1) Since evening school has a positive effect on participants' opinion of the day school, it is in the day school's best interests to promote adult education in the school. Community education should continue to be expanded and developed. (2) Night school is a low-risk opportunity for citizens to get involved with the local high school. Some may continue to get more involved into decision-making organizations like the school board, PTA and advisory councils. Future research could explore ways to get adults more involved to help bridge the widening gap between parents and their children who are in large school operations. (3) The local high school should make a continuous effort to communicate with all community citizens. Non-parents who receive much of their information via the media need more direct interaction with the school so they become aware of the positive things happening there.