Overlooked in Academe: What Do We Know about Immigrant Students in Adult and Higher Education?

Teaching is changing and it is being forced to change by many forces of social change. Today’s theory and practice of teaching in adult and higher education are not only shaped by technology, but also by prevalent teaching and learning theories such as constructivism, progressive principles of education, humanism and even behaviorism. While behaviorism, a major component of pedagogical teaching, successfully dominated adult and higher education in the past, the purpose of this chapter is to demonstrate that we are experiencing a paradigm shift from being pedagogical in our instruction to an andragogical mode of education in the 21st century due to the fact that we do know, to some extent, how students learn. Therefore, the way knowledge is delivered in the new century must be changed in order to serve the needs of this learning society.

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Queer Resistance: LGBTQ Students and Allies in Mississippi Adult and Higher Education

Oppression and Resistance in Southern Higher and Adult Education ◽

10.1057/978-1-137-57664-4_7 ◽

2017 ◽

pp. 155-171

Author(s):

Kamden K. Strunk ◽

Leslie Ann Locke ◽

Georgianna L. Martin

Keyword(s):

Higher Education ◽

Lgbtq Students ◽

Adult And Higher Education

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Looking Back and Looking Forward

Measuring and Analyzing Informal Learning in the Digital Age - Advances in Higher Education and Professional Development ◽

10.4018/978-1-4666-8265-8.ch018 ◽

2015 ◽

pp. 274-294 ◽

Cited By ~ 1

Author(s):

Patricia Cranton ◽

Olúfẹ́mi Táíwò ◽

Olutoyin Mejiuni

Keyword(s):

Higher Education ◽

Transformative Learning ◽

Informal Learning ◽

Theory Development ◽

Independent Learning ◽

Cultural Issues ◽

Practical Applications ◽

The Common ◽

The Relationship ◽

Adult And Higher Education

This chapter reviews the common themes that run through the volume. The authors review the relationship between informal learning and adult and higher education and how the research and writing on informal learning contributes to adult and higher education. They pay attention to how informal learning plays a role in independent learning projects, self-directed leaning, and transformative learning. The common themes that run through this chapter include learning experiences, contexts of learning, processes and strategies, outcomes of informal learning, and to a lesser extent, critical perspectives and cultural issues. The authors describe how the chapters contribute to each of these themes. They also speculate on the future directions of research, theory development, and practical applications related to informal learning.

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