New Ways To Meet New Needs: Factors That Influence the Success of a Lifelong Learning Center.

Autor/inn/en	Brown, Stephanie G.; Chairman, Rachelle D.; Provost, Maria W.; Acker-Hocevar, Michele
Titel	New Ways To Meet New Needs: Factors That Influence the Success of a Lifelong Learning Center.
Quelle	(2002), (42 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Learning; Attitude Measures; Continuing Education Centers; Enrollment Influences; Factor Analysis; Formative Evaluation; Interviews; Lifelong Learning; Marketing; Older Adults; Participant Satisfaction; Postsecondary Education; Program Effectiveness; Program Evaluation; Program Implementation; Questionnaires; Regression (Statistics); Scheduling; School Holding Power; Social Support Groups; Student Attitudes; Student Characteristics; Student Interests; Student Participation; Student Recruitment; Student School Relationship; Surveys; Teacher Student Relationship; Transformative Learning + Suchen Sie Ihr Suchwort? Adulte education; Adult training; Erwachsenenbildung; Further education institution; Weiterbildungseinrichtung; Faktorenanalyse; Interviewing; Interviewtechnik; Life-long learning; Lebenslanges Lernen; Älterer Erwachsener; Post-secondary education; Tertiäre Bildung; Programme evaluation; Programmevaluation; Fragebogen; Regression; Regressionsanalyse; Disposition; Social support; Soziale Unterstützung; Schülerverhalten; Studieninteresse; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schüler-Lehrer-Beziehung; Survey; Umfrage; Befragung; Teacher student relationships; Lehrer-Schüler-Beziehung; Pädagogische Transformation
Abstract	A questionnaire responded to by 424 students was intended to find out the ways in which the needs and experiences of 19,000 lifelong learners enrolled in the Lifelong Learning Society (LLS) at Florida Atlantic University (FAU) meshed with the goals of the LLS. Of those students, 44 participated in a follow-up interview. These were the goals of the LLS: (1) develop new learning programs to meet identified needs of learners; (2) assist all society members to become continuous learners; and, (3) maintain high standards of educational practice. Questionnaire results indicated the following: (1) females outnumbered males two to one; (2) 58% were over age 70; (3) over 66% held bachelor's degrees; and (4) about 30% had been taking LLS courses for more than 3 years. Class interests focused on the social sciences (55%) and the arts (53%). The majority (88%) indicated they participated in the LLS because they loved learning. Interview responses generated these three themes that described LLS participation: (1) personal enrichment (expanding or gaining knowledge, intellectual stimulation); (2) social aspects of learning (forming a community of learners, relating to instructors); and, (3) institutional/logistical aspects (building facilities, administrative processes, course variety and scheduling). Recommendations for replication of FAU's program include the following: (1) a horizontal organization; (2) hiring personable instructors; and (3) expansion of the study to include administration. (Contains 5 tables and 24 references.) (AJ)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC