Adult Learning in the Digital Age: Perspectives on Online Technologies and Outcomes: Perspectives on Online Technologies and Outcomes

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Kidd, Terry T.
IGI Global, Aug 31, 2009 - Education - 293 pages
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As instructors move further into the incorporation of 21st century technologies in adult education, a new paradigm of digitally-enriched mediated learning has emerged.

Adult Learning in the Digital Age: Perspectives on Online Technologies and Outcomes provides a comprehensive framework of trends and issues related to adult learning for the facilitation of authentic learning in the age of digital technology. This significant reference source offers researchers, academicians, and practitioners a valuable compendium of expert ideas, practical experiences, field challenges, and potential opportunities concerning the advancement of new technological and pedagogical techniques used in adult schooling.


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About the author (2009)

Terry T. Kidd received his doctoral education training from the Texas A&M University and has previous graduate training in information systems, human resources development, and instructional technology. Kidd has presented at international conferences on designing technology rich learning environments, technology adoption and diffusion, and issues dealing with faculty and staff development. His research interests include e-learning and ICT innovation and its diffusion within an educational and community context to support teaching, learning, and human capital development. Kidd is an experienced educator, consultant, and researcher in the field. He is the editor of the Handbook of Research on Instructional Systems Technology; the Handbook of Research on Technology Project Management, Planning, and Operations; Social Information Technology: Connecting Society and Cultural Issues; and Wired for Learning: An Educators Guide to Web 2.0.

Dr. Sagini “Jared” Keengwe is an Associate Professor at the University of North Dakota (UND), USA. Dr. Keengwe is the editor-in-chief of two IGI Global Book Series: “Advances in Higher Education and Professional Development” (AHEPD) and “Advances in Early Childhood and K-12 Education” (AECKE). He serves on the editorial review board of several international journals and is also the co-editor-in-chief of the Journal of Education and Learning (EduLearn). Dr. Keengwe’s primary research interests focus on technology integration and constructivist pedagogy in teacher education. He has co-authored more than 65 journal articles and edited more than 10 scholarly textbooks with a focus on instructional technologies both in K-12 and in higher education. Dr. Keengwe’s work in the classroom was honored with the 2011 McDermott Faculty Award for Excellence in Academic Advising. He was also a recipient of the 2010 North Dakota Spirit Faculty Achievement Award, and the 13th (2010) Annual Martin Luther King Jr. Award in recognition of significant contribution in scholarship and service respectively. At the national level, Dr. Keengwe was one of the 10 recipients selected to receive the 2010 American Educational Research Association (AERA) Division K – Teacher Education –Travel Award. [Editor]

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