Finding Opportunity in Change: Community Empowerment & Metagogy

This paper shares the lessons learned about university-level adult education program development in the context of a Cross-Sector Collaborative in Chicago that developed the Metagogy Theore

The Story of a Broken Sofa: Adult Education Meets Activist Art to Envision the Future of Adult Education

This AERC Symposium addressed envisioning an Adult Education structure that meets societal needs. Within an activist art project paradigm, old and new adult education theories and practices informed the discussion

HIGH TECH MEETS HIGH TOUCH:COHORT LEARNING ONLINE IN GRADUATE HIGHER EDUCATION

This paper discusses the results of a qualitative participatory action research study where the purpose was to examine the nature of the cohort learning experience in an online master’s program from both faculty and student perspectives. There has been much discussion in higher and adult education circles in the last decade on distance education, web based and web enhanced learning online, and online degree programs. Nearly all institutions of higher education now offer at least some classes online, and many offer entire degree programs. While many have discussed the plusses and minuses of online education, and considered what online pedagogy offers to adult learners, there has been little discussion of what online education looks like specifically in online cohort programs, from the students’ perspectives. Thus, the purpose of this paper is: (1) to discuss the results of a participatory action research project where the purpose was to examine the nature of the cohort learning experience in an online master’s program that began with a residential component from both faculty and student perspectives; and (2) to consider the implications for the ongoing development of both “high tech” and “high touch” and academically sound degree programs in adult education and related areas