Advanced Research in Adult Learning and Professional Development: Tools, Trends, and Methodologies

Advanced Research in Adult Learning and Professional Development: Tools, Trends, and Methodologies

Copyright: © 2014 |Pages: 342

ISBN13: 9781466646155|ISBN10: 1466646152|EISBN13: 9781466646162

DOI: 10.4018/978-1-4666-4615-5

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Wang, Viktor, editor. Advanced Research in Adult Learning and Professional Development: Tools, Trends, and Methodologies. IGI Global, 2014. https://doi.org/10.4018/978-1-4666-4615-5

APA

Wang, V. (Ed.). (2014). Advanced Research in Adult Learning and Professional Development: Tools, Trends, and Methodologies. IGI Global. https://doi.org/10.4018/978-1-4666-4615-5

Chicago

Wang, Viktor, ed. Advanced Research in Adult Learning and Professional Development: Tools, Trends, and Methodologies. Hershey, PA: IGI Global, 2014. https://doi.org/10.4018/978-1-4666-4615-5

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Continuous advances in technologies, individuals, and the workplace have increased the importance of adult learning and professional development for keeping up with the current pace of technologies and information.

Advanced Research in Adult Learning and Professional Development: Tools, Trends, and Methodologies explores the understanding, practice, and research within technical education and professional development. By providing a comprehensive view on educational technologies for adult learning, this book is essential for lecturers, practitioners, as well as academics interested in a variety of research in continuing education.

Table of Contents

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Front Materials

Title Page

Copyright Page

Advances in Higher Education and Professional Development (AHEPD) Book Series

Preface

Introduction

Chapters

Chapter 1

A Systematic Map of Evaluation Criteria Applicable for Evaluating E-Portfolio Systems (pages 1-54)

Gary F. McKenna, Gavin J. Baxter

This chapter examines the literature on evaluation methods within e-learning with respect to their applicability to evaluate e-portfolio systems within higher education as evaluation criteria for reviewing e-portfolio provisions do...

Chapter 2

Medical Education: The Need for an Interconnected, Person-Centered, Health-Focused Approach (pages 55-69)

Joachim Sturmberg

The notion that the medical professions are grounded in sound social and philosophical commitments to human well-being and advancement is the very foundation of medicine since time in memoriam. Caring is the essential work of all...

Chapter 3

Educational Paradigm Change and Fostering Sustainable Success of Healthcare Organization with the Aid of Web-Based Interactive Training (pages 70-101)

Kristina Zgodavová, Aleš Bourek

This chapter focuses on improving the existing education process and presents comprehensive insight into the methodology of acquiring skills for managing healthcare organizations for sustained success through interactive Web-based...

Chapter 4

Faculty and Chair Perceptions and Ratings about System-Wide Assessments in the Higher Colleges of Technology (pages 102-120)

Matthew A. Robby

This chapter examines use of System-Wide Assessments (SWAs) in the Higher Colleges of Technology of the United Arab Emirates. These end-of-course assessments were designed to ensure consistency of standards, to measure student...

Chapter 5

Online Interest Groups for Graduate Students: Benefit or Burden? (pages 121-132)

Sherri Melrose, Sharon L. Moore, Helen Ewing

This chapter extends discussion of an educational innovation project where faculty (the authors and associates) provided virtual gathering spaces (Clinical Interest Groups) for online health professions students to congregate. Unlike...

Chapter 6

The Infusion of Technology into Teacher Education Programs (pages 133-181)

Anne S. Koch, Joseph C. Kush

In this chapter, student achievement, the differentiation of instruction, and 21st Century Skills are examined along with their relationship to the use of technology in an educational setting. Characteristics of highly qualified...

Chapter 7

The Single Most Popular Theory: Self-Directed Learning as an Effective Adult Learning Model (pages 182-196)

Viktor Wang, Patricia Cranton

Although Westerners have used over 200 terms to describe Self-Directed Learning (SDL), few Western scholars realize that educators in Confucius Heritage Cultures (CHC) have successfully promoted and implemented SDL. In those...

Chapter 8

Creating an Authentic Space for a Private and Public Self through E-Portfolios (pages 197-223)

Simon Lygo-Baker, Stylianos Hatzipanagos

The chapter reports work that investigated the use of e-portfolios developed by teaching practitioners as part of an award-bearing academic development programme in the UK. The project aimed to enable teaching practitioners to access...

Chapter 9

Newly Created Heterogeneous Groups: The Time to Adjust to Significant Race and/or Gender Differences (pages 224-235)

Theodore E. Davis

The primary purpose of this study is to investigate the influence of racial and gender diversity on group process and problem solving in an academic setting. The importance of this dynamic is its value in preparing students for the...

Chapter 10

Mobile Devices as Effective Language Training Tools of Digital Era (pages 236-251)

Revathi Viswanathan

Students of this digital era are proficient users of various gadgets, and it is the responsibility of language teachers to tap that expertise for facilitating learning beyond the classroom. Teachers can offer training to enhance...

Chapter 11

An Extenics-Based Learning Performance Evaluation Scheme in Distance Learning (pages 252-269)

Ying-Chen Lee, Nobuyoshi Terashima

In recent years, Web-based learning has become one of the major applications of the Internet. For Web-based learning, it is important to design an intelligent curriculum Website for students and to make teachers understand the...

Chapter 12

Virtual Prowess: The Keys to Effective Virtual Leadership (pages 270-289)

Shelly R. Roy

With support from the research literature, this chapter argues that in order to lead effectively in virtual environments, and to achieve virtual prowess, the leaders of Virtual Teams (VTs) need (a) relationship building skills, which...

Chapter 13

Combining the TAM and IS Success Models to Validate E-Learning System Satisfaction and Continuance Intention (pages 290-301)

Tung-Cheng Lin

Many e-learning studies have evaluated learning attitudes and behaviors based on TAM. However, a successful E-Learning System (ELS) should take both system and information quality into account by applying ISM developed by Delone and...

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RELATED REFERENCES

Compilation of References

About the Contributors

Index

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