Building on the framework of Peters and Armstrong's (1998) three Types of Teaching/Learning, this article explores the use of dialogue to foster a collaborative and democratic learning experience. There are three conditions under which dialogue can be facilitated as a part of the collaborative learning experience: (a) intent, (b) a dialogical…

This paper examines how context is configured in ESL students' language learning practices through computer-mediated communication (CMC). Specifically, I focus on how a group of ESL students jointly constructed the context of their CMC activities through interactional patterns and norms, and how configured affordances within the CMC environment…

This chapter considers Robert Kegan's concept of holding environments, as well as six steps necessary for creation of new or adaptation of existing learning environments that facilitate adult development across the life course.

This article about workplace learning examines the relationship between, firstly, individual learners positions and dispositions, and secondly, their working and learning within the workplace community and practices. Drawing on research with secondary school teachers, it presents case study accounts of two teachers from the same school to…

This article explores the global dimensions of citizenship. By way of contextualising the discussion, the authors describe a component of a course that was designed to introduce students to the lives of people they may otherwise never have had an opportunity to encounter. The authors' challenge, as they saw it, was to reveal the humanity,…

Scot Headley outlines five roles that online instructors can use to increase the sense of community and depth of learning in their courses; they are space planner, pacesetter, host, connector, and mirror. These roles underscore the importance of strong relationships between teacher and student, particularly in an online setting. Headley provides…

As the number of adult students enrolled within higher education programs increases, educational institutions must respond by addressing their needs on a continual basis. Adult learners possess a wide variety of characteristics which are not common to a traditional student, including personal life barriers, financial responsibilities and different…

A small group of training professionals within the John Lewis Partnership set up an action learning group about 2 years ago. The main aim was to explore the technique for our own learning and development. The timing and lifespan of the group reflected the generally strategic and long-term nature of our projects. One of these was to introduce…

This paper contributes to the ongoing debate about the relationship between the social and the individual as it is enacted in personal learning and the remaking of cultural practices through work. It discusses progress in a two-year study of the work, working lives and learning of 12 individuals: four groups of three employees each. The concept of…

The main objective of this project was to provide a Web-based tool that included practical resources for faculty in education at one Canadian university who were seeking ways to make effective use of learning technologies to enhance learning environments. The site includes online tools and resources and integrates ideas from people in the faculty…

Practitioners teaching new Internet users often report that adult learners are disappointed by their first experiences of the World Wide Web. This article focuses on problematic experiences of developing new web-based literacy practices, particularly for adult learners, and how they can be addressed without attributing difficulties to learners'…

Although many studies examine benefits to the mentees, this study examined the growth and development of the mentors in the context of a particular teacher induction program, the University of Missouri Teaching Fellowship Program. This program is unique in that mentors are released from classroom duties to mentor two fellows, conduct professional…

According to Wlodkowski (2003), "accelerated learning programs are one of the fastest growing transformations in higher education" (p. 5). The Center for the Study of Accelerated Learning at Regis University has documented at least 250 colleges or universities that offer accelerated learning programs for working adults. By definition, accelerated…

This chapter reviews the strengths and challenges of online education and discusses how effective online education is a blend of pedagogy, technology, and organizational support. The author describes how an effectively coordinated online education program is able to foster meaningful learning experiences through unprecedented opportunities for…

Aspiring teachers are taught the elements of "pedagogy," originally the art and science of teaching children. Many aspects of teaching adults, however, are fundamentally different than those employed in teaching children. In order to acknowledge these differences, a new word--"andragogy"--gained currency in the late 20th century. This article…