Encyclopedia of Information Communication Technologies and Adult Education Integration (3 Volumes)

Encyclopedia of Information Communication Technologies and Adult Education Integration (3 Volumes)

Viktor Wang
Indexed In: SCOPUS View 1 More Indices
Release Date: August, 2010|Copyright: © 2011 |Pages: 1236
DOI: 10.4018/978-1-61692-906-0
ISBN13: 9781616929060|ISBN10: 1616929065|EISBN13: 9781616929077
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Description & Coverage
Description:

E-learning has become a major force in adult education on any campus in any country. Since working adults cannot come to campuses for face-to-face meetings, acquiring knowledge through technology, especially Web 2.0’s interactivity, can occur anywhere, at any time.

The Encyclopedia of Information Communication Technologies and Adult Education Integration provides comprehensive coverage and definitions of the most important issues, concepts, trends and theories in adult education, adult ESL (English as a Second Language) and information communication technologies. Contributions to this important publication were made by scholars throughout the world with notable research publications and expertise. This comprehensive Encyclopedia features research authored by leading experts offering an in-depth description of key terms and theories/concepts related to different areas, issues and trends in adult education worldwide.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

  • Accreditation standards in adult education
  • Addressing teaching philosophies in adult education
  • Adult education and e-learning
  • Age, race, gender issues regarding online teaching
  • Future of adult education
  • Implications of e-learning for adult learners
  • Instructional methods for online adult learners
  • Student skills development in adult education
  • Supervising projects in adult education
  • The evaluation of teaching in adult education
Reviews & Statements

"Editor Wang (career and technical education, California State U., Long Beach) provides an introduction to this three-volume set citing the phenomenal growth of online adult education as evidence for the need for a reference compiling current theory and practice. Sixty-eight contributed chapters tackle the various issues connected with making good use of available technology to enhance the learning experiences of adults. ... sampling of coverage: distance learning design for adult education, towards a theory of learned technological helplessness, transformation through teaching and learning, personal learning networks and their implications for self-directed learning, applying Web 2.0 technologies to traditional teaching, using qualitative methods to evaluate distance education, gender issues, cross-cultural issues, helping faculty design online courses in higher education, legal and ethical issues, among other topics."

– Sci Tech Book News, BookNews.com
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Editor/Author Biographies
Professor Viktor Wang has been a transformative leader in the field of education, significantly advancing scholars' understanding of research into the complexities of the learning process. With over 240 refereed publications to his name, Dr. Wang has not only contributed extensively to academic literature but has also created numerous opportunities for his peers and students to enhance their scholarly capabilities. He has played a pivotal role in stimulating the research agendas of many colleagues, cementing his reputation as both an empirical and interpretive researcher. His outstanding contributions have been recognized with the 2016 Presidential Award for Exceptional and Innovative Leadership, along with multiple institutional awards both domestically and internationally.
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All of IGI Global's content is archived via the CLOCKSS and LOCKSS initiative. Additionally, all IGI Global published content is available in IGI Global's InfoSci® platform.
Editorial Advisory Board
Teresa Torres-Coronas, Universitat Rovira i Virgili, Spain
Leona English, St. Francis Xavier University, Canada
Lesley Farmer, California State University, Long Beach, USA
Pamela M. Golubski, Carnegie Mellon University, USA
Kerry Lee, University of Auckland, New Zealand
Catherine McLoughlin, Australian Catholic University, Australia
Judith Parker, Teachers College/Columbia University, USA
Gregory C. Petty, University of Tennessee, Knoxville, USA
Gabriele  Strohschen, DePaul University, USA
Maria M. Witte, Auburn University, USA