Valerie C. Bryan

Senior Adults' Perceptions of Successful Aging.

This qualitative study examined the perceptions of 18 senior adults about successful aging and the role of learning in the process of adapting to age-related changes. Findings indicated that successful aging involves engaging with others; coping with changes; and maintaining physical, mental, and financial health. Within these themes, learning emerged as an important factor in the successful aging process. Specifically, participants described learning in terms of a variety of purposes—such as a social experience, a coping strategy, and a way to have fun. Implications for the design and delivery of programs for senior adults are discussed.

Learning in Later Life: What Seniors Want in a Learning Experience

By designing effective learning opportunities for older adults, educators can make a positive contribution to the problem of a “graying America.” Because older adults themselves may offer important insights on what helps and hinders their learning, this qualitative study explored the perceptions of 36 older learners on effective and ineffective learning experiences. The following are the main findings that emerged from the data: (a) effective learning experiences are involving, (b) the instructor is a key component in the classroom, and (c) familiar or relevant topics are interesting. Recommendations for designing, marketing, and delivering quality learning experiences for older adults are discussed.

Perceptions and Reflections of Administrators: Community Colleges Transitioning to Baccalaureate Colleges

Community colleges in a number of states are expanding their roles to include baccalaureate degree programming. While the lower cost for delivery of these programs is often a motivating reason for community college baccalaureate, other factors also make these programs attractive alternatives. This article reports the findings of a case study that was used to assess the factors other than costs that could make community college baccalaureate programs a more attractive alternative than the current university baccalaureate programs. Using a comprehensive literature search and the voices and work experiences of five community college administrators a total of 8 major themes were identified or emerged: (a) political, (b) location and access, (c) ranking within the state, (d) quality, (e) growth, (f) salary structure, (g) expense allocation, and (h) a funding model. The study also identified several factors that could make the community college baccalaureate a more attractive alternative and concluded with recommendations for practice, policy, and future research.

Web 2.0 Technologies and the Spirit of Online Learning

There are many definitions of learning, all reflecting the academic specialties from which the study is conducted: 1. the process of acquiring knowledge, skills, attitudes, values, beliefs, emotions, senses, etc.; 2. the sum total of the process of acquiring knowledge, skills etc, e.g., a learned person; and 3. sometimes, wrongly used as a synonym for education, e.g., adult learning. Significantly, learning is replacing the term education in the educational vocabulary. However, active learning is defined as methods by which learners actively participate in the learning process e.g., discussion groups, problem-solving, experimentation, and the like. It is differentiated from passive learning in which learners are led by the nose. It is widely believed that active learning may lead to the creation of new knowledge and new skills needed by learners. Because of this belief in active learning, both educators and practitioners have been avidly promoting active learning online since Web 2.0 Technologies were used for online teaching and learning.

Emergency Preparedness: Life, Limb, the Pursuit of Safety and Social Justice

Since 9-11, emergency preparedness has been the focus on federal, state, tribal, and local levels. Although current research describes emergency management response, many barriers may exist that effect response systems, including the role of first responders, social vulnerability, and the way technology interfaces with these variables. Several factors determine the success of emergency preparedness and its ultimate impact on the health and safety of the community, including social media response, Community Response Grid (CRG) and social networks for older adults, emergency Internet and Community Technology (ICT) training within tribal communities and graduate schools, and programs and innovative emergency management policies for ethnically and racially diverse populations. Negotiating these issues, the character and incidence of emergency technology benefits the adult experiencing an emergency by: a) obscuring the constructs of social and class hegemony; b) mitigating future emergency problems when new procedures and policies that depend on ICT are rendered; c) examining barriers that could hinder lifesaving emergency procedures; and d) creating a community identification and a community collaborative bond so disadvantaged communities are responded to in an expedient manner.

ReVisioning the Public Library as an Oasis of Learning

Culturally diverse older adult learners are among the fastest growing age groups for which public libraries promote the needs of lifelong learning today. This article explores the past, present, and future of informal and non-formal public learning environments as safe and welcoming, with supportive educational programming provided by librarians and community volunteers. In light of an advancing 21st century learning framework, the aim of this article is to encourage adult learning practitioners to re-examine the public library to recognize a new world of potentiality in library learning for this population.

Informal learning in the workplace: a comparison of two models

This article introduced Walden’s process model of informal workplace learning (Walden, 2008) and compared this model to that reported by Cseh et al. (1999). Secondarily, this article proposed suggestions for technology-enhanced effective informal workplace learning practices. Differences between the two models were described. It was found that Walden’s model lent empirical support to Cseh, Watkins and Marsick’s model. Walden’s model lacked an examination of multiple alternative solutions to identified problems and a framing/re-framing of business contexts after learning, both of which were part of Cseh, Watkins and Marsick’s model. Walden’s model did, however, add a step for implementation of action based on learning in the workplace as well as a time frame with which learners engaged in informal learning strategy use. These two additions were not included in Cseh, Watkins and Marsick’s model.