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Relevant bibliographies by topics / Adult learners

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Academic literature on the topic 'Adult learners'

Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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Journal articles on the topic "Adult learners"

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Lee, S., and D. Pak. "Effects of sequence and storytelling methods on EFL development of an adult learner." Bulletin of the Karaganda University. Pedagogy series 101, no. 1 (March 29, 2021): 86–92. http://dx.doi.org/10.31489/2021ped1/86-92.

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This article presents the effects of sequence and storytelling methods on an adult beginner learner’s English language development. Being a powerful and natural way to learn, convey, and retain information, these methods offer a number of benefits, such as improving learners’ language proficiency, increasing learner participation, providing learners with cultural experience and encouraging creativity. The following research questions guided the study: 1) How do sequence and storytelling methods motivate an adult language learner to improve English? 2) What linguistic aspects do sequence and storytelling methods develop in the learner’s English? A qualitative research approach, specifically a case study, was used to investigate these questions. The findings demonstrate that sequence and storytelling methods of teaching EFL positively contribute to English speaking proficiency and empowerment by motivating the learner. The participant of this case study appreciated the benefits of sequence and storytelling teaching techniques as they addressed her individual needs and increased her learning enjoyment, cultural awareness, and language ability.

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Phillips, Colin, and Lara Ehrenhofer. "The role of language processing in language acquisition." Epistemological issue with keynote article “The role of language processing in language acquisition” by Colin Phillips and Lara Ehrenhofer 5, no. 4 (December 31, 2015): 409–53. http://dx.doi.org/10.1075/lab.5.4.01phi.

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Language processing research is changing in two ways that should make it more relevant to the study of grammatical learning. First, grammatical phenomena are re-entering the psycholinguistic fray, and we have learned a lot in recent years about the real-time deployment of grammatical knowledge. Second, psycholinguistics is reaching more diverse populations, leading to much research on language processing in child and adult learners. We discuss three ways that language processing can be used to understand language acquisition. Level 1 approaches (“Processing in learners”) explore well-known phenomena from the adult psycholinguistic literature and document how they play out in learner populations (child learners, adult learners, bilinguals). Level 2 approaches (“Learning effects as processing effects”) use insights from adult psycholinguistics to understand the language proficiency of learners. We argue that a rich body of findings that have been attributed to the grammatical development of anaphora should instead be attributed to limitations in the learner’s language processing system. Level 3 approaches (“Explaining learning via processing”) use language processing to understand what it takes to successfully master the grammar of a language, and why different learner groups are more or less successful. We examine whether language processing may explain why some grammatical phenomena are mastered late in children but not in adult learners. We discuss the idea that children’s language learning prowess is directly caused by their processing limitations (‘less is more’: Newport, 1990). We conclude that the idea is unlikely to be correct in its original form, but that a variant of the idea has some promise (‘less is eventually more’). We lay out key research questions that need to be addressed in order to resolve the issues addressed in the paper.

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Poison, Cheryl J. "ADULT LEARNERS." NACADA Journal 9, no. 2 (September 1, 1989): 86–87. http://dx.doi.org/10.12930/0271-9517-9.2.86.

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Umar, Umar, Noer Jihad Saleh, Abdul Hakim Yassi, and Nasmilah Nasmilah. "Adult EFL Learning in Digital Era." ELS Journal on Interdisciplinary Studies in Humanities 3, no. 3 (September 25, 2020): 344–51. http://dx.doi.org/10.34050/elsjish.v3i3.8005.

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This research aims at finding out the use of Digital Language Learning better than the Traditional Language Learning to enrich the Adult EFL learners' schema in developing their speaking ability. This research also aimed at scrutinizing how the finding of Digital Learning Learning (DLL) challenges the theory of schema for adult EFL learners and exploring the learner's attitude. This research used a quasi-experimental research design. The samples of this research were the third-semester students of Universitas Sulawesi Barat which belonged to two groups; the experimental group and the control group. The research data were collected using two kinds of instruments; the speaking test and the questionnaire given to both groups. The research results indicated that: (1) the Digital Language Learning can significantly improve the learners' schema in developing the speaking ability than Traditional Language Learning. (2) This research disclosed some Digital Language Learning features namely knowledge sharing, active and collaborative learning, learner-centered, activity, and networking. Those features are the digital language learning better than Traditional Language Learning to enrich adult EFL learners in developing their speaking ability. (3) Most of them agreed that the Digital Language Learning better than the Traditional Language Learning enriches the learners' schema in developing speaking ability. Of most significant importance, this research's novelty contributes to the schema theory that digital language learning better than traditional language learning, particularly interactivity and networking.

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Abdullaeva, Barno, Laziza Pulatova, Malika Ulmasbaeva, Gulnara Azimova, and Mukhayyo Kenjaeva. "Designing Materials for Teaching Adult Learners." International Journal of Psychosocial Rehabilitation 24, Special Issue 1 (February 28, 2020): 794–99. http://dx.doi.org/10.37200/ijpr/v24sp1/pr201219.

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G.umapathi, G. umapathi, and Prof K. Sudharani Prof. K. Sudharani. "Television Viewing Behavior Among Adult Learners." Indian Journal of Applied Research 3, no. 10 (October 1, 2011): 1–2. http://dx.doi.org/10.15373/2249555x/oct2013/139.

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Severinsen, Deborah, Lori Kennedy, and Salwa Mohamud. "Teaching Strategies that Motivate English Language Adult Literacy Learners to Invest in their Education: A Literature Review." Literacy and Numeracy Studies 26, no. 1 (December 18, 2018): 25–42. http://dx.doi.org/10.5130/lns.v26i1.6260.

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Canadian English language programs have seen a recent increase in enrolment by English as a Second Language adult literacy learners. To date, minimal research has been conducted with these learners, leaving literacy teachers with little guidance. In our literature review we found that, because learners often lose motivation due to their lack of or limited education, building motivation and investment must be at the heart of lesson design when teaching adult literacy learners. Thus, we adopted a transformative and post-structuralist framework to extend proven sociocultural theories to the adult literacy learner population. Our article reviewed past literature, incorporated the autobiographical narratives of experienced literacy teachers and provided six teaching strategies for increasing investment and motivation in adult literacy learners: providing relevance, addressing settlement needs, incorporating life experiences, encouraging learner autonomy, promoting collaborative learning, and building self-efficacy. Our article will demonstrate that further research is required in the arena of adult low literacy English language learners. Keywordsmotivation, investment, post-structuralist and transformative framework, teaching strategies, ESL adult literacy learners, limited formal education, English language learner, literature review.

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Nap-Kolhoff, Elma, and Peter Broeder. "‘I me Mine’ The Acquisition of Dutch Pronominal Possessives by L1 Children, L2 Children and L2 Adults." ITL - International Journal of Applied Linguistics 155 (January 1, 2008): 23–52. http://dx.doi.org/10.1075/itl.155.02nap.

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This study compares pronominal possessive constructions in Dutch first language (L1) acquisition, second language (L2) acquisition by young children, and untutored L2 acquisition by adults. The L2 learners all have Turkish as L1. In longitudinal spontaneous speech data for four L1 learners, seven child L2 learners, and two adult learners, remarkable differences and similarities between the three learner groups were found. In some respects, the child L2 learners develop in a way that is similar to child L1 learners, for instance in the kind of overgeneralisations that they make. However, the child L2 learners also behave like adult L2 learners; i.e., in the pace of the acquisition process, the frequency and persistence of non-target constructions, and the difficulty in acquiring reduced pronouns. The similarities between the child and adult L2 learners are remarkable, because the child L2 learners were only two years old when they started learning Dutch. L2 acquisition before the age of three is often considered to be similar to L1 acquisition. The findings might be attributable to the relatively small amount of Dutch language input the L2 children received.

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Zipser, Burton A. "Adult Keyboard Learners." Music Educators Journal 83, no. 6 (May 1997): 9. http://dx.doi.org/10.2307/3399016.

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Hurley, Mary E. "Empowering Adult Learners." Adult Learning 2, no. 4 (January 1991): 20–23. http://dx.doi.org/10.1177/104515959100200408.

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Dissertations / Theses on the topic "Adult learners"

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Murshid, Kinaz. "Understanding learner autonomy from learners' perspectives : insights from adult Syrian EFL learners." Thesis, University of Bristol, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.730820.

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Clarke, Theresa. "Registered nurses as adult learners." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0018/MQ55495.pdf.

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Wright, Lester. "Identifying Successful Online Adult Learners." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1430.

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This qualitative case study examined the lack of success by and high attrition rates of adult learners enrolled in online higher education courses at a public research university in the southeastern United States. The conceptual framework integrated Knowles' theory of andragogy with a composited model that combined elements of Tinto's persistence model with Bean and Metzner's student attrition model. The research questions examined factors and characteristics contributing to the unsuccessful completion of online courses for adult learners. The data were collected in 2 separate phases using a purposeful sample comprised of 152 adult learners who volunteered to participate in the study and had enrolled in an online course at the university between the fall 2013 and spring 2015. The findings revealed that factors such as work-related issues, lack of time management, and personal issues contributed to students' unsuccessful completion of online courses. Additionally, the participants' success depended on their strengths and weaknesses with time management skills, motivation and dedication, technological skills, and communication skills in online learning. The findings were used to create a pre-orientation workshop designed to assist adult learners prior to taking their first online course by assessing student readiness levels for online learning and identifying deficiencies in skills required to be successful. Offering a pre-orientation workshop session to first-time online adult learners will increase their likelihood of success and foster a positive effect on social change in this population by improving retention in an online learning environment.

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Mason, Russell D. "Improving outcomes for adult learners." Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/95505/1/Russell_Mason_Thesis.pdf.

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This thesis investigates the range of experiences and circumstances that shape educational outcomes for adult learners. The study uses descriptive meta-synthesis to examine the complex interaction of psychological, socio-demographic and environmental influences that shape the attitudes and experiences of adult learners as they re-engage and persist through their tertiary education. The importance of conducting the synthesis lies in the possible benefits of applying the findings of the study to better support adult learners as they persist and succeed in their educational pursuits.

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Drouilhet, Louise Marie Rhodes Dent. "Teachers as adult learners using adult learner characteristics to design in-service programs for teachers /." Normal, Ill. Illinois State University, 1985. http://wwwlib.umi.com/cr/ilstu/fullcit?p8514769.

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Thesis (Ed. D.)--Illinois State University, 1985.
Title from title page screen, viewed June 7, 2005. Dissertation Committee: Dent Rhodes (chair), John Heissler, Frank Lewis, William Piland, Robert Rumery. Includes bibliographical references (leaves 205-230, 261-263) and abstract. Also available in print.

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Countryman, Kemba Chambers Witte Maria Margarita. "A comparison of adult learners' academic, social, and environmental needs as perceived by adult learners and faculty." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Spring/doctoral/COUNTRYMAN_KEMBA_41.pdf.

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MacKenzie, Lindsay. "An investigation into adult learners and learning : powerful learners and learning in three sites of adult education." Thesis, University of Birmingham, 2006. http://etheses.bham.ac.uk//id/eprint/6201/.

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This qualitative study explores the outcomes of learning by adult learners in three different contexts (sites) of adult education. My particular concern is with adult learners who are often socially excluded in and by formal learning contexts hence the sites of learning for my empirical research are (a) an Adult Basic Education Centre, (b) a Family Learning Centre and (c) a Nacro Centre. I use a range of data collection methods including keeping a journal, undertaking observations and fifteen in-depth interviews. I develop a framework around ideas of agency, power and structure, factors which impact upon adult education learners and learning, through existing research and literature from writers such as Bourdieu, Freire, Jarvis and Brookfield. The framework defines a concept of \(powerful\) \(learners\) \(and\) \(learning\) - learning which enables learners to acquire social and cultural capital and to make real choices about their lives. I use this framework to analyse not only my empirical data but also the government policies from the last twenty five years which support adult education. My findings conclude that learning opportunities need to be wide ranging, that few government polices lead to \(powerful\) \(learning\), and that only one of the learners within my case studies can be described as ‘\(liberated\)’.

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Dladla, Siphiwe Nonhlanhla. "Experiences and perceptions of adult learners at public adult learning centres." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/40439.

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The main objective of this research was to explore the experiences and perceptions of adult learners at Public Adult Learning Centres. A total number of eighteen adult learners from three Public Adult Learning Centres in Nkomazi East Circuit at Ehlanzeni District participated in the study. The study was qualitative in nature using the interpretive paradigm. Data was collected through focus group interviews, individual interviews and observation. The study revealed that adult learners have mixed feelings and opinions regarding their experiences at Public Adult Learning Centres. Results indicated that some adults found their experiences interesting and enriching and have positive attitudes towards the teaching and learning at Public Adult Learning Centres, while others were frustrated with the lack of teaching and learning resources, and the poor management at the centres. Adult learners seem to regard education as important and they received satisfactory support from their families, communities, teachers, employers, and fellow adult learners, as well as financial support from the Department of Education. Findings revealed that adult learners find it difficult to understand the content of subjects and to cope with the pace of teaching. Participants had different views about the language of instruction. Some preferred English for employment and social purposes while others preferred the vernacular so as to have a better understanding of the content and to pass the subjects. These learners preferred that the content should prepare them for employment and for coping with day-to-day activities in rural areas. Responsibilities at home, becoming a learner at an elderly age, being involved in seasonal jobs and catching up work after absence were some of the challenges that adult learners experienced. From the results and findings of the study, recommendations were made to improve the effectiveness of teaching and learning and functionality of Public Adult Learning Centres.
Dissertation (MEd)--University of Pretoria, 2013.
gm2014
Early Childhood Education
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Solinski, Cynthia L. "Coping with stigma an adult learners perspective /." Connect to resource online, 2010. http://hdl.handle.net/1805/2196.

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Thesis (M.A.)--Indiana University, 2010.
Title from screen (viewed on July 19, 2010). Department of Sociology, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Peter Seybold, Patricia A. Wittberg, Christine Leland. Includes vitae. Includes bibliographical references (leaves 52-54).

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Kim, Mi-Ryoung, and Theresa McGarry. "Attitudes to Storytelling among Adult ESL Learners." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/6140.

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This study investigated tertiary second language learners’ attitudes toward storytelling as a classroom activity. Instruction and practice in storytelling were given to 26 international undergraduates for ten weeks. Questionnaires were administered before and after the treatment to assess learners’ interest in storytelling and beliefs about its effectiveness as a learning task. The results of the pre-treatment questionnaire showed that while participants’ interest in storytelling was very low, their expectations of its effectiveness were relatively high. Asian or low proficient participants indicated higher interest than Europeans or high proficient learners. The results of the post-treatment questionnaire showed that participants’ attitudes changed only slightly. The results suggest that initial interest and expectations might play an important role in maximizing the effectiveness of storytelling for adult second language learners.

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Books on the topic "Adult learners"

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Allred, John. Supporting adult learners. Nottingham: Public Libraries Group of the Libraries Association, 1993.

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L, Bamber Anthony, and Library Association, eds. Supporting adult learners. London: Library Association Pub., 1995.

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Adult learners' thesaurus. Edinburgh: Chambers, 2006.

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Delivering instruction to adult learners. Toronto: Wall & Emerson, 2001.

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Bill, Bittel, ed. Adult learners survival skills. Malabar, Fla: R.E. Krieger Pub. Co., 1990.

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UDACE. Adult learners and school premises. 2nd ed. London: National Institute of Continuing Education for UDACE, 1990.

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Designing instruction for adult learners. Malabar, Fla: Krieger Pub. Co., 1994.

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Designing instruction for adult learners. 2nd ed. Malabar, Fla: Krieger Pub., 2002.

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Reisenberger, Anna. Adult learners: Pathways to progression. Bristol: FEDA, 1997.

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Study skills for adult learners. London: Emap Healthcare Open learning, 1999.

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Book chapters on the topic "Adult learners"

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Wright, Deborah D. "Adult Learners." In Culturally Responsive Teaching and Reflection in Higher Education, 87–94. New York: Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315283333-9.

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Davis, Katie. "Adult Learners’ Characteristics." In Encyclopedia of the Sciences of Learning, 136–38. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_912.

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Murray, Denise E., and MaryAnn Christison. "Postsecondary Adult Learners." In What English Language Teachers Need To Know Volume II, 151–70. 2nd edition. | New York : Routledge, 2019. | Series: ESL & applied linguistics professional series: Routledge, 2020. http://dx.doi.org/10.4324/9780429275739-10.

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Soto, Lourdes Diaz. "Adult ESL Immigrant Learners …" In Latina/o Hope, 85–92. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0504-3_9.

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Anid, Nada, Laurie Cantileno, Monique J. Morrow, and Rahilla Zafar. "Opportunities for Adult Learners." In The Internet of Women - Accelerating Culture Change, 217–32. New York: River Publishers, 2022. http://dx.doi.org/10.1201/9781003339731-12.

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Denton, Alan, and Simon Brownhill. "Snapshot H: Motivating adult learners." In Becoming a Brilliant Trainer, 129–32. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315627960-17.

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McDermott, Dana R. "Parents as Developing Adults and Developing Adult Learners." In Handbook of Parent-Implemented Interventions for Very Young Children with Autism, 169–87. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90994-3_11.

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Sabatini, John P. "Word Reading Processes in Adult Learners." In Reading Complex Words, 265–93. Boston, MA: Springer US, 2003. http://dx.doi.org/10.1007/978-1-4757-3720-2_12.

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Findsen, Brian, and Marvin Formosa. "Understanding Older Adult Learners and Education." In Lifelong Learning in Later Life, 77–88. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-651-9_7.

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O'Connell, Ellen J., and Kurt C. Kleinschmidt. "Adult Learners in the Emergency Department." In Practical Teaching in Emergency Medicine, 1–14. Chichester, UK: John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781118469804.ch1.

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Conference papers on the topic "Adult learners"

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Kneller, George R. "Adult learners: away with computerphobia." In the seventeenth SIGCSE technical symposium. New York, New York, USA: ACM Press, 1986. http://dx.doi.org/10.1145/5600.5609.

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Wilson, Felicia. "ENGAGING ADULT LEARNERS: THE FLIPPED CLASSROOM." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1151.

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Krivoshlykova, Liudmila, Anna Pushkina, Svetlana Korovina, and Irina Kovalyova. "AUDIOVISUAL METHOD IN TEACHING ADULT LEARNERS." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0609.

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Armarego, Jocelyn. "Learning from Reflection: Practitioners as Adult Learners." In 20th Conference on Software Engineering Education & Training (CSEET'07). IEEE, 2007. http://dx.doi.org/10.1109/cseet.2007.33.

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Typhina, Eli. "Designing eco-apps to engage adult learners." In 2015 International Conference on Interactive Mobile Communication Technologies and Learning (IMCL). IEEE, 2015. http://dx.doi.org/10.1109/imctl.2015.7359560.

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Shen, Ping, Shujuan Xue, and Lin Zhu. "The Characteristics and Methods of Adult Learners." In 2016 2nd International Conference on Social Science and Higher Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icsshe-16.2016.27.

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Gibaldi, Carmine. "UNDERSTANDING ADULT LEARNERS: A NECESSITY FOR COLLEGE FACULTY." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.0757.

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Cannady, Matthew. "Young Adult Learners: Meeting Expectations and Finding Value." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1431961.

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Lieh, Ouh Eng, and Yunghans Irawan. "Teaching Adult Learners on Software Architecture Design Skills." In 2018 IEEE Frontiers in Education Conference (FIE). IEEE, 2018. http://dx.doi.org/10.1109/fie.2018.8658714.

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Jekabsone, Inga, and Ina Gudele. "Challenges of the adult learning sector in context of COVID-19 in Latvia." In 22nd International Scientific Conference. “Economic Science for Rural Development 2021”. Latvia University of Life Sciences and Technologies. Faculty of Economics and Social Development, 2021. http://dx.doi.org/10.22616/esrd.2021.55.012.

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The COVID-19 pandemic has affected the way people work and learn in unprecedented ways. Also, the pandemic has moved more business activity online, increasing the need for training and prompting them to build more online trainings. In this time of crisis, a suitable response requires novel ways to enable interaction between adult learners, adult learners and teachers, adult learners and content using online tools so that no one is left behind. In the context of regional development, online adult learning provides economic active inhabitants with wide opportunities since employees are able to attend high-quality trainings regardless the place of residence. In context of COVID-19, during the emergency situation Latvia has fully moved to remote learning, including adult learning. Educational institutions as well as enterprises that organise trainings for adults have to implement remote learning using several online tools. The aim of the paper is to analyse the main challenges of the adult learning sector in Latvia in context of COVID-19 taking into consideration the regional development issues. In order to achieve the aim, following research methods have been used: scientific literature studies, statistical data analysis, interviews. Main results of the survey: in case of Latvia, the Ministry of Education and Science of Republic of Latvia has launched several initiatives towards enabling the shift to online learning, providing recommendations, digital tools as well as good practice sharing. At the same time, there is no methodology and detailed step-by-step recommendations, how to develop the online education learning for educational institutions in Latvia. However, there are incentives to develop online adult learning via project funding.

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Reports on the topic "Adult learners"

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Kalenandi, Minerva. Language Learning Strategies of Russian-Speaking Adult ESL Learners. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6650.

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Sakai, Mika. Relationship Between Empathy and Language Proficiency in Adult Language Learners. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7031.

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Omoregie, Jesse. Predictors and Preventative Mechanisms for the reduction of Mathematics Anxiety in Adult Learners. Matters of Behaviour, 2018. http://dx.doi.org/10.26455/mob.v2i2.15.

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Sampson, James, Robert Reardon, Janet Lenz, Rebecca Ryan-Jones, Gary Peterson, and Rick Levy. The Impact of DISCOVER for Adult Learners and SIGI PLUS on the Career Decision Making of Adults Technical Report Number 9. Florida State University Libraries, October 1993. http://dx.doi.org/10.17125/fsu.1525886209.

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Sampson Jr., James P., Dorothy Domkowski, Gary W. Peterson, and Robert C. Reardon. A Differential Feature Cost Analysis of Discover for Adult Learners and SIGI Plus: Technical Report Number 4. Florida State University Libraries, March 1986. http://dx.doi.org/10.17125/fsu.1525277487.

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Danaher, Katherine. Meeting the Learning Needs of Refugees and Migrants in Tertiary Blended ESOL Courses. Unitec ePress, May 2014. http://dx.doi.org/10.34074/ocds.003.

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Technology use in higher education is becoming ubiquitous. However, the particular needs of adult migrant and refugees studying English for Speakers of Other Languages (ESOL) necessitate careful course design and teaching practice if technology is not to present an insuperable barrier. This article surveys the literature to identify barriers to technology use by these learners, of which literacy and lack of prior experience stand out. Critical success factors in meeting their learning needs are categorized under self-regulated learning skills (as defined by (Zimmerman, 2002)), teacher support and course design. Recommendations include explicit teaching of self-regulated learning skills, using the embedded phases of forethought, performance and reflection. Also, intensive teacher support should be provided and a flexible design model used, with authentic tasks and clear interfaces. These recommendations provide research-informed guidelines for teachers and course designers looking to support the learning needs of adult tertiary refugee and migrant ESOL learners.

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Danaher, Katherine. Meeting the Learning Needs of Refugees and Migrants in Tertiary Blended ESOL Courses. Unitec ePress, May 2014. http://dx.doi.org/10.34074/ocds.003.

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Technology use in higher education is becoming ubiquitous. However, the particular needs of adult migrant and refugees studying English for Speakers of Other Languages (ESOL) necessitate careful course design and teaching practice if technology is not to present an insuperable barrier. This article surveys the literature to identify barriers to technology use by these learners, of which literacy and lack of prior experience stand out. Critical success factors in meeting their learning needs are categorized under self-regulated learning skills (as defined by (Zimmerman, 2002)), teacher support and course design. Recommendations include explicit teaching of self-regulated learning skills, using the embedded phases of forethought, performance and reflection. Also, intensive teacher support should be provided and a flexible design model used, with authentic tasks and clear interfaces. These recommendations provide research-informed guidelines for teachers and course designers looking to support the learning needs of adult tertiary refugee and migrant ESOL learners.

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DeTurk, Patricia. Lighting the Fire: How Peer-Mentoring Helps Adult Learners Increase Their Interest in STEM Careers: A Case Study at the Community College Level. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1095.

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Metzger, Elaine, Jame Sampson, and Robert Reardon. Computer-Assisted Career Guidance and the Adult Learner - Two Case Studies. Florida State University Libraries, March 1998. http://dx.doi.org/10.17125/fsu.1525885695.

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Quail, Stephanie, and Sarah Coysh. Inside Out: A Curriculum for Making Grant Outputs into OER. York University Libraries, October 2020. http://dx.doi.org/10.25071/10315/38016.

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Catalyzed by the passing of the York University Open Access Policy last year, a recognition has been growing at York University, like most other institutions, about the value of Open Educational Resources (OER) and more broadly, open education. This heightened awareness led to the formation of a campus-wide Open Education Working Group in January 2020. The group advocated that faculty members who receive internal funding for teaching innovation projects through York’s Academic Innovation Fund (AIF) should include a Creative Commons license on their grant outputs to facilitate the re-use, and potentially re-mixing, of the content by educators inside and outside of York University. A copy and/or link to their grant output would also be deposited into York’s institutional repository, YorkSpace. To support the 71 funded projects in achieving these lofty goals, an open education and open licensing curriculum was developed by two of the librarian members of the Open Education Working Group. This session describes how the librarians created the training program and participants will leave the session better understanding: How to develop learning modules for adult learners and apply these best practices when teaching faculty online (synchronously & asynchronously); How to access York’s open education training program and learn how they can remix the content for their own institution’s training purposes; The common types of questions and misconceptions that arise when teaching an open education and Creative Commons licensing program for faculty. Originally the program was conceived as an in-person workshop series; however, with the COVID-19 campus closure, it was redesigned into a four module synchronous and asynchronous educational program delivered via Moodle, H5P and Zoom. Modeled after the SUNY OER Community Course and materials from Abbey Elder’s OER Starter Kit, the program gave grant recipients a grounding in open educational resources, searching open course material repositories, copyright/Creative Commons licensing, and content deposit in York’s institutional repository, including OER metadata creation and accessibility considerations. The librarians modeled best practices in the use and creation of Creative Commons licensed resources throughout the program. Qualitative feedback was gathered at the end of each module in both the synchronous and asynchronous offerings of the program and will be shared with participants. The presenters will also discuss lessons learned, next steps, and some of the challenges they encountered. https://youtu.be/n6dT8UNLtJo

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