No Adult Left Behind – Ensuring Meaningful Academic Experiences for Nontraditional Students in Distributed Learning Settings

New Search

Print Abstract

E-mail Abstract

Full Text

Save to My Collections

Export Citation

Scheuermann, M. (2004). No Adult Left Behind – Ensuring Meaningful Academic Experiences for Nontraditional Students in Distributed Learning Settings. In J. Nall & R. Robson (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2004 (pp. 1465-1472). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/11543.

• Share:
• 
• 
• 
• 
• 
• 

Conference Information

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2004
Washington, DC, USA
2004
ISBN 1-880094-54-1
  Janice Nall & Robby Robson
AACE

More Information on ELEARN
Table of Contents

Author

Michael Scheuermann, Drexel University, USA

Abstract

The number of undergraduates working full time is steadily increasing. Concurrently, American workplaces experienced tremendous change. Thus, these students have to meet new challenges, adapt to dynamic environments, and perform in expanding roles. They expect their roles in academia to expand also. Strategies are needed to expand the student role and close the gap between what students expect of academia and what they receive. A thought-provoking model illustrates traditional and modern workplace and education paradigms.

Keywords

• Students

Also Read

• Persistently Simple: Lessons Learned from Research on Adult E-Learning Courses
• SALMS: SCORM-compliant Adaptive LMS
• Role-Based Design: Rethinking Innovation and Creativity in Instructional Design
• Development of social presence scale
• Gameproject: A Multimedia Presentation Of A Joint Project For A Degree In Education
• Designing an E-learning Experience to Stimulate Interprofessional Practice in Health and Social Care
• Students with Learning Difficulties: Web 2.0 Resources for Response to Intervention (RTI)
• Supporting the diversity of the E-learning 2.0 learners: The development of a psychological student model
• Networked learning communities’ online activity, pre-service education and professional development
• eLearning Production and Academic Health

Tags