Learning in higher education: strategies to overcome challenges faced by adult students – lessons drawn from two case studies in Portugal

This paper appears in International Journal of Information and Communication Technology Education edited by Lawrence A. Tomei (Ed.) Copyright 2007, IGI Global, www.igi-global.com. Posted by permission of the publisher. URL:http://www.idea-group.com/journals/details.asp?id=4287.The development of a knowledge-based society needs a technological infrastructure and a workforce with the necessary knowledge and competences, supported by a well-structured initial education and a continuous learning program, available to all citizens, including those who did not have the opportunity to attend Higher Education (HE) when they were younger. We recognize that these students may be rich in experience but they also have some difficulties in adapting to the pedagogical approaches of learning and teaching. Furthermore, their attitudes and problems are not necessarily the same as those of traditional students but they are still expected to fit into educational institutions designed for younger students. The project LIHE – Learning in Higher Education aimed to improve the learning experience and environment of adults, particularly non-traditional adults as well as to promote lifelong learning in HE, within a European dimension. In this paper we will present this project together with some of the results

Interactive Technology and Gaming to Enhance Understanding in Mathematics

Integrating math and technology has been shown to enhance the educational future of children today. The integration of interactive technology through the use of electronic whiteboards and gaming to enhance student understanding in mathematics was investigated. High school students (N~80) reviewed content through an electronic whiteboard and gaming. It was shown that gaming through the use of electronic whiteboards increased student achievement in mathematics by ensuring a deeper understanding of the material presented

Secondary School Teachers’ and Principals’ Perceptions of Online Learning to Support Instruction and Student Learning in an Urban School District in New York State

This study investigated secondary school teachers’ and principals’ perceptions of online learning (OL) to support instruction and student learning in an urban school district in New York State The literature is replete with examples that demonstrate the effectiveness and advantages of online learning in comparison to high-quality, face-to-face instruction (Watson, 2008). However, in the absence of statewide policy and legislation as an incentive to adopt online learning, the researcher determined that it was important to identify and examine secondary school teachers’ and principals’ perceptions relating to the use of this technology and their motivations to adopt it to support instruction and student learning at the local school district level. To investigate these phenomenon, data were collected from secondary school teachers and principals in a mid-sized, urban upstate New York school district using a self-administered, Web-based, 28-item questionnaire. The study found that most secondary school teachers and principals in this urban school district in New York State perceive the potential of OL to expand teaching and learning opportunities for their students and themselves