engaging the adult learner

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Engaging the Adult Learner A Presentation For CAFÉ By Dr. Claudia Santin

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Engaging the Adult Learner. A Presentation For CAFÉ By Dr. Claudia Santin. Purpose of the Presentation. Understand WHY and HOW faculty use adult experience, adult learning theory (andragogy), effective feedback and best practices in teaching adults in the classroom. - PowerPoint PPT Presentation

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Page 1: Engaging the Adult Learner

Engaging the Adult Learner

A Presentation

For

CAFÉ

ByDr. Claudia Santin

Page 2: Engaging the Adult Learner

Purpose of the PresentationPurpose of the Presentation

Understand WHY and HOW faculty use adult Understand WHY and HOW faculty use adult experience, adult learning theory (andragogy), experience, adult learning theory (andragogy), effective feedback and best practices in effective feedback and best practices in teaching adults in the classroom. teaching adults in the classroom.

Understand adult learning styles to enhance Understand adult learning styles to enhance learning either in the classroom or online.learning either in the classroom or online.

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Purpose of the PresentationPurpose of the Presentation

Understand the contribution and impact this Understand the contribution and impact this experience makes to the individual student, experience makes to the individual student, fellow students, and the faculty.fellow students, and the faculty.

Offer activities and assignments that can be Offer activities and assignments that can be used with adult students in the classroom used with adult students in the classroom taking advantage of their work experience.taking advantage of their work experience.

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Who is an Adult Learner?Who is an Adult Learner?

Voorhees and Lingenfelter (2003) offered Voorhees and Lingenfelter (2003) offered one of the most encompassing definitions one of the most encompassing definitions of the adult learner in postsecondary of the adult learner in postsecondary education…education…

Page 5: Engaging the Adult Learner

Who is an Adult Learner?Who is an Adult Learner?

Someone 25 years of age or older involved in Someone 25 years of age or older involved in postsecondary learning activities. The U.S. postsecondary learning activities. The U.S. Department of Education defines the adult Department of Education defines the adult learner as anyone "engaged in some form of learner as anyone "engaged in some form of instruction or educational activity to acquire instruction or educational activity to acquire the knowledge, information, and skills the knowledge, information, and skills necessary to succeed in the workforce, learn necessary to succeed in the workforce, learn basic skills, earn credentials, or otherwise basic skills, earn credentials, or otherwise enrich their lives," (NCES, 1999). enrich their lives," (NCES, 1999).

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Teaching AdultsTeaching Adults

Why is teaching adult professionals Why is teaching adult professionals different?different?

Page 7: Engaging the Adult Learner

The art and science of helping adults learnThe art and science of helping adults learn

Concept proposed by Malcolm Knowles Concept proposed by Malcolm Knowles

Distinguished from pedagogy (the art and Distinguished from pedagogy (the art and science of helping children learn)science of helping children learn)

Andragogy

Page 8: Engaging the Adult Learner

AndragogyAndragogy

Adult learning model developed by Knowles guides instructional practiceAdult learning model developed by Knowles guides instructional practice

An alternative to An alternative to pedagogypedagogy, a term that refers to teacher-centered approaches for , a term that refers to teacher-centered approaches for educating childreneducating children

Assumptions of Assumptions of andragogyandragogy: :

1.1. Adults are self-directedAdults are self-directed

2. Adults bring a wealth of experience to the2. Adults bring a wealth of experience to the learning process.learning process.

Merrian, S.B. & Caffarella, R.S. (1999). Merrian, S.B. & Caffarella, R.S. (1999). Learning in adulthood.Learning in adulthood.

Page 9: Engaging the Adult Learner

AndragogyAndragogy

3.3. Adults come to the learning process ready to learn.Adults come to the learning process ready to learn.

4.4. Adults are oriented toward immediate application of Adults are oriented toward immediate application of “learned knowledge.”“learned knowledge.”

5.5. Adults need to know the reason for learning Adults need to know the reason for learning something.something.

6.6. Adults are driven by intrinsic motivation to learnAdults are driven by intrinsic motivation to learn

(Knowles, as cited in Forrest III & Peterson, 2006, p. 116)(Knowles, as cited in Forrest III & Peterson, 2006, p. 116)

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Tenets of Andragogy

There is a change in time perception as There is a change in time perception as people mature—from future application people mature—from future application of knowledge to immediacy of of knowledge to immediacy of application. Thus, an adult is more application. Thus, an adult is more problem centered than subject centered in problem centered than subject centered in learning.learning.

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An a person moves through adulthood his or her self-An a person moves through adulthood his or her self-concept moves from that of a dependent personality concept moves from that of a dependent personality toward one of a self-directing human being.toward one of a self-directing human being.

An adult accumulates a growing reservoir of An adult accumulates a growing reservoir of experience, which is a rich resource and basis for experience, which is a rich resource and basis for learning.learning.

The readiness of an adult to learn is closely related to The readiness of an adult to learn is closely related to the developmental tasks of his or her social role.the developmental tasks of his or her social role.

Tenets of Andragogy

Page 12: Engaging the Adult Learner

Tenets of Andragogy

There is a change in time perception as There is a change in time perception as people mature—from future application of people mature—from future application of knowledge to immediacy of application. knowledge to immediacy of application. Thus, an adult is more problem centered Thus, an adult is more problem centered than subject centered in learning.than subject centered in learning.

Adults are motivated to learn by internal Adults are motivated to learn by internal factors rather than external ones.factors rather than external ones.

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Andragogy Best Practices Andragogy Best Practices

Organize a web course development team including a Organize a web course development team including a content expert, instructional designer, multimedia content expert, instructional designer, multimedia producer, producer, systems analyst, and network systems analyst, and network programmer (Chou & Tsai, 2002)programmer (Chou & Tsai, 2002)

Courses need to be student-centered, activity-based Courses need to be student-centered, activity-based learning environments with problem-solving learning environments with problem-solving activities (Brown, 2001; Carr-Chellman & Duchastel, activities (Brown, 2001; Carr-Chellman & Duchastel, 2000; Chou, & 2000; Chou, & Tsai, 2002; Knowlton, 2000; Tsai, 2002; Knowlton, 2000; Pallof & Pratt, 2003)Pallof & Pratt, 2003)

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Andragogy Best PracticesAndragogy Best Practices

Universal design principles need to be adapted Universal design principles need to be adapted (i.e., courses need to be accessible to students (i.e., courses need to be accessible to students with different learning styles and learning with different learning styles and learning abilities) abilities)

(Pallof & Pratt, 2003; Dahl, 2005)(Pallof & Pratt, 2003; Dahl, 2005)

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Andragogy Best Practices Andragogy Best Practices

Faculty need to be able to give control of Faculty need to be able to give control of information and processes to the students; information and processes to the students; more of a mentor and manager role as opposed more of a mentor and manager role as opposed to one of information deliverer and expert to one of information deliverer and expert

(Palloff & Pratt, 2003; Robson, 2000; (Palloff & Pratt, 2003; Robson, 2000;

Shedletsky & Aitken, 2001).Shedletsky & Aitken, 2001).

Page 16: Engaging the Adult Learner

Andragogy Best PracticesAndragogy Best Practices

Faculty need to create and sustain teaching Faculty need to create and sustain teaching presence based on 3 components: presence based on 3 components:

a) instructional design and organization, a) instructional design and organization,

b) facilitating discourse, and b) facilitating discourse, and

c) direct instructionc) direct instruction

(Shea, Pickett, & Pelz, 2003)(Shea, Pickett, & Pelz, 2003)

Page 17: Engaging the Adult Learner

Andragogy Best Practices Andragogy Best Practices

Chickering and Gamson encourage the following Chickering and Gamson encourage the following conditions and behaviors for successful learning conditions and behaviors for successful learning (Keeton, 2004; Shea, Pickett, & Pelz, 2003; Pallof & (Keeton, 2004; Shea, Pickett, & Pelz, 2003; Pallof & Pratt, 2003):Pratt, 2003):

1. Frequent contact between students and 1. Frequent contact between students and facultyfaculty

2. Reciprocity and cooperation among students2. Reciprocity and cooperation among students3. Active learning techniques for different 3. Active learning techniques for different learning styles learning styles4. Prompt Feedback4. Prompt Feedback

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Andragogy Best PracticesAndragogy Best Practices

Time on task (clear articulation of due Time on task (clear articulation of due dates/time frames for learning activities)dates/time frames for learning activities)

Communication of high expectationsCommunication of high expectations

Respect for diverse talent and ways of learning Respect for diverse talent and ways of learning

(Ko & Rossen, 2001; Meyer, 2003)(Ko & Rossen, 2001; Meyer, 2003)

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Nothing has meaning or is learned in isolation from Nothing has meaning or is learned in isolation from prior experience. prior experience.

Acknowledging adults’ prior knowledge and Acknowledging adults’ prior knowledge and experience is integral to the learning process.experience is integral to the learning process.

Educators need to be knowledgeable about prior Educators need to be knowledgeable about prior knowledge students possess in a particular area and knowledge students possess in a particular area and design learning activities accordingly.design learning activities accordingly.

Merrian, S.B. & Caffarella, R.S. (1999). Merrian, S.B. & Caffarella, R.S. (1999). Learning in adulthood.Learning in adulthood.

Adult Learning

Page 20: Engaging the Adult Learner

Adult Learning Is: Adult Learning Is:

Self-Directed Self-Directed Self-directed learning focuses on the process Self-directed learning focuses on the process by which adults take control of their own by which adults take control of their own learning, in particular how they set their own learning, in particular how they set their own learning goals, locate appropriate resources, learning goals, locate appropriate resources, decide on which learning methods to use and decide on which learning methods to use and evaluate their progress. evaluate their progress.

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Adult Learning Emphasizes:Adult Learning Emphasizes:

Critical ReflectionCritical ReflectionDeveloping critical reflection is probably the Developing critical reflection is probably the idea of the decade for many adult educators idea of the decade for many adult educators who have long been searching for a form and who have long been searching for a form and process of learning that could be claimed to be process of learning that could be claimed to be distinctively adult.distinctively adult.

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Adult Learning Honors:Adult Learning Honors:

Experiential LearningExperiential LearningThe emphasis on experience as a defining The emphasis on experience as a defining feature of adult learning was expressed in feature of adult learning was expressed in Lindeman's frequently quoted aphorism that Lindeman's frequently quoted aphorism that "experience is the adult learner's living "experience is the adult learner's living textbook" (textbook" (1926, p. 7)1926, p. 7) and that adult education and that adult education was, therefore, "a continuing process of was, therefore, "a continuing process of evaluating experiences" evaluating experiences" (p. 85).(p. 85).

Page 23: Engaging the Adult Learner

Adult Learning Supports:Adult Learning Supports:

Learning to LearnLearning to LearnThe ability of adults to learn how to learn - to The ability of adults to learn how to learn - to become skilled at learning in a range of become skilled at learning in a range of different situations and through a range of different situations and through a range of different styles - has often been proposed as an different styles - has often been proposed as an overarching purpose for those educators who overarching purpose for those educators who work with adults. work with adults.

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Adult Learning Includes:Adult Learning Includes:

Practical TheorizingPractical TheorizingPractical theorizing is an idea most associated with Practical theorizing is an idea most associated with the work of Usher (Usher and Bryant, 1989) who has the work of Usher (Usher and Bryant, 1989) who has focused on the ways in which educational focused on the ways in which educational practitioners - including adult educators - become practitioners - including adult educators - become critically aware of the informally developed theories critically aware of the informally developed theories that guide their practice. that guide their practice. – Colleagues' experiences and formal theory - intersect Colleagues' experiences and formal theory - intersect

continuously in a dialectical interplay of particular and continuously in a dialectical interplay of particular and universal perspectives. universal perspectives.

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Essentials of Effective Essentials of Effective Feedback Feedback

1. 1. PersonalPersonal

2. Respectful2. Respectful

3. Constructive/Constructivist3. Constructive/Constructivist

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PERSONAL – for both you and PERSONAL – for both you and the studentthe student

Not generic, not “canned.”Not generic, not “canned.”

Expressing your values, meaningful to Expressing your values, meaningful to you. i.e. This is an hour from your life as you. i.e. This is an hour from your life as well. The students want a conversation well. The students want a conversation with with youyou..

From one colleague to another.From one colleague to another.

Tailored to this particular work of this Tailored to this particular work of this student.student.

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RESPECTFUL, EMPATHETICRESPECTFUL, EMPATHETIC

You acknowledge your students’ experience. You acknowledge your students’ experience.

You convey that you have a sense of how it You convey that you have a sense of how it will be to receive this feedback.will be to receive this feedback.

Page 28: Engaging the Adult Learner

RESPECTFUL, EMPATHETICRESPECTFUL, EMPATHETIC

You recognize that no matter what the quality You recognize that no matter what the quality of this particular work, the student is an adult, of this particular work, the student is an adult, working professional.working professional.

You maintain your patience and You maintain your patience and professionalism.professionalism.

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CONSTRUCTIVE, CONSTRUCTIVE, CONSTRUCTIVISTCONSTRUCTIVIST

You use the feedback to teach, to enhance You use the feedback to teach, to enhance their learning.their learning.You link your feedback to course goals or to You link your feedback to course goals or to assignment objectives.assignment objectives.You recognize this assignment and this course You recognize this assignment and this course are part of a larger educational context, are part of a larger educational context, reminding students of previous coursework, or reminding students of previous coursework, or directing their thinking toward their lifelong directing their thinking toward their lifelong learning.learning.

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Forms of FeedbackForms of Feedback

DiscussionDiscussion

Model AnswersModel Answers

Rubric (Rubric (Criterion Criterion referencedreferenced))

List of Common List of Common MistakesMistakes

List of Writing List of Writing StrengthsStrengths

Continuous Continuous Assessment to track Assessment to track progress (i.e. progress (i.e. formative)formative)

Specific, Specific, individualized individualized comments on one comments on one workwork

Bravo Insights!Bravo Insights!

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Research on Adult Research on Adult LearnersLearners

In the classroom and online adult learners:In the classroom and online adult learners:

– Have better technical knowledge and people Have better technical knowledge and people skills. skills.

– Draw upon their first-hand experience in Draw upon their first-hand experience in dealing with textbook problems in their dealing with textbook problems in their dynamic, changing and uncertain environment dynamic, changing and uncertain environment of ‘the real world.’of ‘the real world.’

– Like to apply what they learn immediately.Like to apply what they learn immediately.

Page 32: Engaging the Adult Learner

ResearchResearch

In the classroom, students who have work In the classroom, students who have work experience:experience:

– Are more productive as students Are more productive as students

– Have higher-order thinking skillsHave higher-order thinking skills

– Should be given examples reflecting and Should be given examples reflecting and acknowledging their experiences acknowledging their experiences

Page 33: Engaging the Adult Learner

Adult or Part-time students…Adult or Part-time students…

DisadvantagesDisadvantages

– Competing interestsCompeting interests

– TravelTravel

– Haven’t been a Haven’t been a student in yearsstudent in years

– Time is limited for Time is limited for meetingsmeetings

Advantages

- Take it seriously

- Motivated

- Know how to juggle a busy life

- Are focused

- Grasp connections between theory learned in class and their work

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Traditional Traditional ModelModel Adult ModelAdult Model

CAPITALIZING ON STUDENT EXPERIENCE: Knowledge Transfer

Student

Instructor

Student Students

Instructor

Page 35: Engaging the Adult Learner

Have you developed in-class activities or homework Have you developed in-class activities or homework assignments that utilize student’s work experience?  assignments that utilize student’s work experience?  – What did you hope to achieve by doing so?What did you hope to achieve by doing so?

How has student’s work experience benefited your How has student’s work experience benefited your teaching? teaching?

How does one student sharing his work experience How does one student sharing his work experience benefit other students in the classroom?benefit other students in the classroom?

If you have taught students who lacked work experience If you have taught students who lacked work experience in the subject, what are the major differences?in the subject, what are the major differences?

Talking Points

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Have you developed in-class activities or Have you developed in-class activities or homework assignments that utilize homework assignments that utilize

student’s work experience, for example: student’s work experience, for example: 

Discussions: in-class, online, or panel. Discussions: in-class, online, or panel. Formed teams purposely made up of students Formed teams purposely made up of students from different companies, organizations, schools, from different companies, organizations, schools, etc.etc.Identified environments or projects at work Identified environments or projects at work where theories could be applied.where theories could be applied.

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OR…..OR…..

Taken a system, process, or data from a work Taken a system, process, or data from a work project and analyze it using a technique project and analyze it using a technique learned in class.learned in class.

Conducted a post mortem analysis of a project Conducted a post mortem analysis of a project in which the student was involved.in which the student was involved.

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Potential OutcomesPotential OutcomesStudents see how concepts and methods can be applied Students see how concepts and methods can be applied in different ways in different ways

They cement what they know by applying theory to They cement what they know by applying theory to practice immediatelypractice immediately

To provide lesser experienced students with the To provide lesser experienced students with the opportunity to hear from those who are in the fieldopportunity to hear from those who are in the field

Helps students reflect on their own situation at work, Helps students reflect on their own situation at work, see the big picture instead of the just parts in which see the big picture instead of the just parts in which they are involved they are involved

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Benefits for Faculty

How can students’ work experience benefit How can students’ work experience benefit

your teaching?your teaching?

A wealth of real-world examples that I can use as case A wealth of real-world examples that I can use as case studies, anecdotes, which are more compelling than studies, anecdotes, which are more compelling than artificial textbook examples.artificial textbook examples.

As practicing managers, they brought in issues, As practicing managers, they brought in issues, principles, and techniques that I would not get principles, and techniques that I would not get otherwise.otherwise.

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Benefits for FacultyBenefits for Faculty

More insights into combining concepts, gives More insights into combining concepts, gives depth and breadth.depth and breadth.

Keeps me up to date, learning what Keeps me up to date, learning what technologies are used.technologies are used.

Makes me a better facilitator. Keep me on my Makes me a better facilitator. Keep me on my toes!toes!

Page 41: Engaging the Adult Learner

Benefits for Students

How does one student sharing his work How does one student sharing his work experience benefit experience benefit

other students in the classroom?other students in the classroom?

They often learn as much from other people in the classThey often learn as much from other people in the class

Get ideas and tips from each other Get ideas and tips from each other

Exposed to something new that they don’t do at their Exposed to something new that they don’t do at their work, opens up new worldswork, opens up new worlds

Page 42: Engaging the Adult Learner

Benefits for Students

They realize it isn’t just an academic exercise but is They realize it isn’t just an academic exercise but is practical and usefulpractical and useful

They trust information obtained from other students They trust information obtained from other students

Enhances their learning Enhances their learning

Adds color to the lectures and discussionsAdds color to the lectures and discussions

Page 43: Engaging the Adult Learner

A student who can relate the material to problems at A student who can relate the material to problems at work are more motivated to learn and apply the work are more motivated to learn and apply the knowledgeknowledge

Students with less work experience could not contribute Students with less work experience could not contribute as much as much

If you have taught students who lacked work If you have taught students who lacked work experience in the subject, experience in the subject,

what are the major differences?what are the major differences?

Page 44: Engaging the Adult Learner

If you have taught students who lacked work If you have taught students who lacked work experience in the subject, what are the major experience in the subject, what are the major

differences?differences?

It is nice for me when students say that they It is nice for me when students say that they will apply what they just learned in their will apply what they just learned in their organization tomorroworganization tomorrow

Experienced students quickly grasp the Experienced students quickly grasp the connection between theory and practiceconnection between theory and practice

Page 45: Engaging the Adult Learner

Helps students reflect on their own Helps students reflect on their own situationsituation

Hearing how their peers do it helps Hearing how their peers do it helps students see how concepts can be applied students see how concepts can be applied at workat work

Students work harder and learn more if Students work harder and learn more if the project is meaningful to themthe project is meaningful to them

Benefits to Students

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Benefits to Students

Form relationship between what they Form relationship between what they know and the material presented know and the material presented

Actively engages them in the material Actively engages them in the material rather than passively absorbing a lecturerather than passively absorbing a lecture

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Enhances their learning by hearing multiple Enhances their learning by hearing multiple applications, opening up new worldsapplications, opening up new worlds

Learning from each other reinforces concepts Learning from each other reinforces concepts

Student need not be skeptical of professor’s Student need not be skeptical of professor’s ideas if reinforced by fellow students ideas if reinforced by fellow students

Find out how other organizations operateFind out how other organizations operate

Benefits to Other Students in Class

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Gain repertoire of compelling students’ stories Gain repertoire of compelling students’ stories from the field to be used as examples, in case from the field to be used as examples, in case studies, anecdotes, etc. studies, anecdotes, etc.

Learn what is happening in industry, staying Learn what is happening in industry, staying current with technologies used current with technologies used

Supports/lends credence to theories presented Supports/lends credence to theories presented in classin class

Benefits to Faculty

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Do faculty who have prior non academic work Do faculty who have prior non academic work experience value it in students more or less experience value it in students more or less than career academicians? than career academicians?

Do students feel their work experience was Do students feel their work experience was incorporated/valued/used in the classroom?incorporated/valued/used in the classroom?

Probes

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Probes

What is it like for the student who lacks work What is it like for the student who lacks work experience to be in a class where experience is experience to be in a class where experience is valued?valued?

Would the responses be same for education Would the responses be same for education programs, business programs, psychology programs, business programs, psychology programs, etc.?programs, etc.?

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Ethical PrinciplesEthical Principles

Nine Ethical Principles in University TeachingNine Ethical Principles in University Teaching

1.1. Content competenceContent competence2.2. Andragogical competenceAndragogical competence3.3. Dealing with sensitive topicsDealing with sensitive topics4.4. Student developmentStudent development5.5. Dual relationships with students Dual relationships with students

(keeping focus on academic issues)(keeping focus on academic issues)

Developed by the Society for Teaching and Learning in Higher Education Developed by the Society for Teaching and Learning in Higher Education

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Ethical PracticesEthical Practices

Respect for colleaguesRespect for colleagues

Valid assessment of studentsValid assessment of students

Respect for institutionRespect for institution

ConfidentialityConfidentiality

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ReferencesReferences

Bash, L. (Ed.). (2005). Bash, L. (Ed.). (2005). Best practices in adult Best practices in adult learninglearning. Bolton, MA.: Anker Publishing . Bolton, MA.: Anker Publishing Company, Inc.Company, Inc.

Johnson, S. D., Benson, A. D., Duncan, J., Johnson, S. D., Benson, A. D., Duncan, J., Shinkareva, O. N., Taylor, G., & Treat, T. (2003).Shinkareva, O. N., Taylor, G., & Treat, T. (2003).Distance learning in postsecondary educationDistance learning in postsecondary education No. 2003-10-00). Columbus, Ohio: National No. 2003-10-00). Columbus, Ohio: National Dissemination Center for Career and Technical Dissemination Center for Career and Technical Education. Education.

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ReferencesReferences

Mingle, J. R., & Birkes, A. Y. (2004). Mingle, J. R., & Birkes, A. Y. (2004). Targeting the adult learning challenge in SREB sTargeting the adult learning challenge in SREB statestates (PDF). Challenge to lead. (PDF). Challenge to lead. Southern Regional Southern Regional Education Board.Education Board.

Yoon, S. (2003). In search of meaningful online Yoon, S. (2003). In search of meaningful online learning experiences. learning experiences. New Directions for Adult New Directions for Adult and Continuing Educationand Continuing Education, (100), 19-30., (100), 19-30.