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1. The First Two Decades of 'New Horizons in Adult Education': From Whence Have We Come?

Author

Hiemstra, Roger and Gadbow, Nancy

Abstract

This article describes the origins, development, and changing directions in the oldest peer-reviewed online journal in adult education. An analysis of journal issues by the first author provides evidence of the impact and legacy that "New Horizons in Adult Education" has had on the field of adult education around the world during the past two decades. The content analysis revealed the range of topics, as well as some timeless themes. The major areas covered include the following: the nature and diversity of adult learners, effective approaches and strategies to help them learn, and trends and issues related to distance education and developing technologies. (Contains 3 tables.)

Published
2006

2. English Language Adult Education Books: Their Value to Adult Educators. Technical Report Series. Technical Report No. 4.

Author

Syracuse Univ., NY. Kellogg Project. and Hiemstra, Roger

Abstract

During the past 20 years there has been an explosion of literature related to adult education. A survey research tool was designed to reveal perceptions of the value placed on various adult education publications. The first part contained a list of 393 English language books related to the adult education field. Respondents were encouraged to include additional publications they had found to be of value; this resulted in 125 new books and monographs being mentioned. Participants checked on a final list those publications they judged to be of high value. The second part of the instrument contained several questions designed to obtain demographic information about the respondents. Responses were returned by 135 out of 400 adult educators. Most respondents mentioned a fairly large number (39.13) of books of value. Eight of the top 20 were focused on adult learning or adults as learners, including the top 5 books. Eight were general, historical, or introductory in nature. The other four covered topics of continuing professional education, program planning, more radical approaches to adult education, and research. Suggestions for further research included an update every decade; a larger, more diverse audience; a study of the value of journal articles and conference papers; and an evaluation of the sources. (Appendixes include the project bibliography of 393 sources, the list of the 125 additional books and monographs mentioned by respondents, and 14 references.) (YLB)

Published
1991

15. Lessons Pertinent for Teaching with Computers

Author

Hiemstra, Roger and Poley, Janet

Abstract

The Internet's growth and its impact on learners has been phenomenal and accessing the Web is the norm in our daily lives. Youths use the Internet to support their school activities in many ways. The National Science Foundation supported a qualitative research project that was designed to better understand the Internet's impact. It involved extensive interviews with thirty-four rural youths in two states who had broadband Internet access via satellite transmissions. Subjects rapidly gained skills through Web use to support their learning. The authors describe, through the youths' own words, various ways in which they interact with the Internet. The authors provide several suggestions on how teachers can exploit the growing Internet savvy of their students. (Contains 3 tables and 1 endnote.)

Published
2007
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16. Uses and Benefits of Journal Writing.

Author

Hiemstra, Roger

Abstract

Describes various types of journals: learning journals, diaries, dream logs, autobiographies, spiritual journals, professional journals, interactive reading logs, theory logs, and electronic journals. Lists benefits of journal writing and ways to overcome writing blocks. (Contains 19 references.) (SK)

Published
2001

17. The Older Adult and Learning.

Author

Nebraska Univ., Lincoln. Dept. of Adult and Continuing Education. and Hiemstra, Roger

Abstract

According to recent census figures, 10% of today's population are over 65 years old. It has often been stated that individual learning needs and capabilities decline with age. To challenge this idea, a study was conducted to gather information about older adults, their learning interests, activities, and obstacles. Four hypotheses were tested through a series of interviews with 256 adults (55 and over) in Nebraska. The interview schedule was tested for reliability and validity. Data were analyzed utilizing tables with frequencies, percentages, and mean scores as well as a crossbreak analysis and t-test of significance for testing some hypotheses. Data from the study revealed a need for more suitable continuing education programs based on the following findings: (1) obstacles to learning selected most often were "don't like to go out at night.""not enough time,""cost,""home responsibilities," and "job responsibilities;" and (2) courses selected as an indication of learning interests included "Stretching Your Retirement Dollar,""Tax Benefits for Older Americans,""Outdoor Flora", "Medical Care in the Retirement Years," and "Laws Affecting the Aged." The study's design, findings, recommendations, and implications of the study are presented. Data collection materials, miscellaneous tables, and comparison data on learning projects are appended. (Author/EC)

Published
1975

18. Preparing Human Service Practitioners to Teach Older Adults. Information Series No. 209.

Author

Ohio State Univ., Columbus. National Center for Research in Vocational Education., ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH., and Hiemstra, Roger

Abstract

This paper overviews existing research on how one teaches the older person. It is aimed at the many persons who work with older adults, regardless of whether they are trained to teach older adults. Suggestions are outlined for the design and implementation of effective education for older persons. Several areas that are examined are (1) the history of adult learning (includes models, stages, and theories; memory and intellect; and learning needs and obstacles); (2) the adult education instructor (includes the teacher as facilitator; the teaching/learning process; and self-directed learning); (3) techniques of altering traditional modes of dispensing information and developing personal instructor approaches and styles (discusses interference, hesitancy, speed and pacing, and organizational and associational abilities); and (4) the need for further research. Appended materials contain some anecdotal experiences related to working with older adults and a list of relevant resources such as periodicals, professional associations, political groups, and professional training opportunities. (CT)

Published
1980

19. Eldercollege 1978/79.

Author

Hiemstra, Roger and Brown, Victor H.

Abstract

This document describes the development of the Eldercollege program at Iowa State University and the demonstration program in spring 1979 and also contains various program materials as appendixes. The narrative portion begins by focusing on the assessment of college-level education needs for older and retired persons in central Iowa, one of the initial steps in the planning and programming of Eldercollege. A second section describes the spring 1979 demonstration program which offered the course Foreign Cultures, and two topical forums--Elder-assemblies--in which older and retired persons received college-level instruction and discussed topics of mutual interest and concern. Other brief sections concern external and internal funding of the program, graduate student involvement, and conclusions and recommendations. Appendixes, amounting to over two-thirds of the document, include (1) a Proposal to Develop "Eldercollege": Credit and Non-Credit College-Level Learning Opportunities for Older Adults, (2) plan of work and funding documents, (3) opinionnaire and cover letter, (4) opinionnaire data, (5) registration form, (6) syllabus for course in Foreign Cultures, and (7) Eldercollege Evaluation (form and resuls) by students in Foreign Culture course. (YLB)

Published
1979

20. The Community Perspective for Research on Lifelong Learning.

Author

Hiemstra, Roger

Abstract

Examining the meaning of lifelong learning within the context of "community" (defined in terms of interests and locality), the author explores many learning resources and opportunities and identifies related research questions. The content of this study is presented in three sections. The first section on the community as a setting for lifelong learning discusses different ways of defining community and lifelong learning. Section 2 covers current happenings in the community and their implications for the lifelong learning movement, including non-traditional educational opportunities, ADELL (Adult Education and Lifelong Learning Clearinghouse), tax credit for tuition, worker's sabbatical, self-planned learning, and reverse migration. The last section discusses six priority research topics and for each one presents several questions that need answering. Brief description of two examples of efforts to activate the educative community is attached. (EM)

Published
1978

21. Personal Computers, Telecommunications, and the Adult Education Professional.

Author

Hiemstra, Roger

Abstract

Personal computers and the many telecommunications options will have an important role in the facilitation of improved professional practice of adult educators. Three items are needed to set up for telecommunications: the personal computer, the modem, and a communications (software) package. Potential uses of personal computers by adult educators include bibliographic and information searches; bulletin boards to share information and networks; a more sophisticated use of the bulletin board notion; and data transfer and communication. Adult educators can use bulletin board systems to communicate at the local, regional, or national levels. Adult education organizations can apply computer technology as an information delivery tool, a linkage between agencies, and an enhancement to referral activities. Computers can also make easier a variety of administrative activities--budget planning, word processing, and data management. Implications related to telecommunication technology for adult educators are a need for information dissemination, a need to develop a linkage to commercial vendors of hardware and software, and a need for a national commitment to provide for computer literacy. (Appendixes include a bibliography, a glossary, and sample computer materials.) (YLB)

Published
1984

22. Personal Computer Literacy: Personal and Professional Applications.

Author

Hiemstra, Roger and Tucker, Hugh

Abstract

The different uses to which two adult educators put their personal computers illustrate some of the many personal and professional applications of microcomputers and point to some implications for home computers in the field of adult education. Relying primarily upon prepared software packages, the first educator relies on his computer as a resource to aid in word processing and in home and professional management. The second educator, on the other hand, is primarily a hobbyist who finds his computer a constant source of intellectual stimulation. Both users of personal computers represent a significant potential market for credit and non-credit adult education offerings. Both educators have found their home computers a valuable professional resource in that it eliminates the need for copious notes, outlines, and drafts when preparing professional reports; reduces typing and dictation time; provides constant intellectual stimulation; forces individuals to better organize their thoughts; and facilitates the rapid retrieval of information. The growing use of home computers has created the need for new software packages that are based on a humanist rather than a behavioralist philosophy as well as for additional adult-level courses or workshops on using home computers. The personal computer is also a valuable tool for use in adult education program administration. (MN)

Published
1982

24. From Mentor to Partner: Lessons from a Personal Journey.

Author

Hiemstra, Roger and Brockett, Ralph G.

Abstract

This narrative describes the journey from a mentoring relationship between a professor and graduate student to a long-term, synergistic collaborative relationship. (SK)

Published
1998

25. A Conceptual Framework for Educational Program Planning and Evaluation.

Author

Hiemstra, Roger

Abstract

A conceptual framework developed from a review of literature, program planning experiences, and trial and error is presented. The model is presented for discussion. The framework utilizes a simple linear flow of events, which is generally only a forward, sequential flow. Optional routes or phases, and possible recycling routes are given. (CK)

Published
1972

26. Community Education: A Bibliography.

Author

Nebraska Univ., Lincoln. Dept. of Adult and Continuing Education. and Hiemstra, Roger P.

Abstract

To aid those concerned with community education, this 82-citation bibliography cites books, articles, and periodicals. (DB)

Published
1971

27. Instructional Programs in the Adult Education Approach to Community Development.

Author

Hiemstra, Roger P.

Abstract

A survey was conducted to determine what programs or courses are offered by various universities in community adult education. In addition, the type of curricula need and the job of training professionals for community adult education positions were also studied. Of the 16 universities quieried, 11 responded. Two of the most pertinent courses were found at the University of Michigan and Columbia University, entitled "Leadership in Community Education" and "Community Development as an Educational Process," respectively. A description of the 13 reported courses are presented in Appendix III. The number of courses being offered in the universities contacted are found to be insufficient. Suggestions of possible additions to existing courses or as entirely new course offerings are: (1) A study of the conflict and its relevance for community adult education; (2) The use of the "Ombudsman" approach to evaluation, consultation, and problem solving; (3) The role of the outside audit in assessing and planning for community development and change; (4) An educative involvement in a community; and (5) The use of technology in community development work. Appendix I is a sample of the Information Request Letter, and Appendix II is a listing of Universities and Instructors to Which Request Letters Were Sent. An eight-item bibliography is provided. (DB)

Published
1968

28. Program Planning and Evaluation: A Bibliography.

Author

Nebraska Univ., Lincoln. Dept. of Adult and Continuing Education. and Hiemstra, Roger P.

Abstract

Meant to serve as a guide to literature concerning program planning and evaluation, the format of this bibliography is a simple planning and evaluation model. The bibliographic material cited is related to one of the four model components, as follows: 1. Clientele Analysis and Need; 2. Establishing Objectives; 3. Program Planning (Models, Principles and Procedures; Tools; General and Miscellaneous Planning Information; and Decision-Making/Problem Solving); and 4. Evaluation. The 229 items cited are either books or journal articles. (DB)

Published
1971

29. Professional Writing: Processes, Strategies, and Tips for Publishing in Educational Journals. Professional Practices in Adult Education and Human Resource Development Series.

Author

Hiemstra, Roger and Brier, Ellen M.

Abstract

Designed as a practical guide for professionals in various fields as well as independent researchers and pre-professional students, this book provides a close look at how writing and publishing educational articles work. The book offers information on what editors are looking for, strategies to quickly improve each draft, and processes to remove writing blocks and maximize the usefulness of readily available resources. It also presents tips for writing improvement and refining professional discourse, and provides ideas for using personal computers in writing. Each chapter ends with exercises designed to help the reader understand and build on current expertise. Four appendixes offer help in correcting biased writing, a sample cover letter, strategies for shortening a manuscript, and commonly used editor's marks. A bibliography and index conclude the book. (NKA)

Published
1994

30. Resistance to Self-Direction in Learning Can Be Overcome.

Author

Hiemstra, Roger and Brockett, Ralph G.

Abstract

Summarizes the special issue on resistance to self-direction in learning by enumerating sources of resistance (learners, facilitators, institutions) and presenting strategies for overcoming barriers. (SK)

Published
1994

31. Helping Learners Take Responsibility for Self-Directed Activities.

Author

Hiemstra, Roger

Abstract

Presents a technique for dividing the teaching/learning process into microcomponents to ease transition to self-direction. The component checklist includes assessing needs, setting goals, specifying content, pacing, selecting instructional methods, controlling the learning environment, promoting reflection, determining the instructor's role, and evaluating. (SK)

Published
1994

32. Computerized Distance Education: The Role for Facilitators.

Author

Hiemstra, Roger

Abstract

Provides a rationale for computer-mediated conferencing in higher education and a model for using "Participate" software. Considers limitations affecting facilitators and future issues in the use of conferencing. (SK)

Published
1994

33. Three Underdeveloped Models for Adult Learning.

Author

Hiemstra, Roger

Abstract

Three popular theories of adult learning have not been fully exploited: (1) Cross' Chain-of-Response Model; (2) Knox's proficiency theory; and (3) McCluskey's Theory of Margin. (SK)

Published
1993

34. Self-Direction in Adult Learning: Perspectives on Theory, Research, and Practice. Routledge Series on Theory and Practice of Adult Education in North America.

Author

Brockett, Ralph G., Hiemstra, Roger, Brockett, Ralph G., and Hiemstra, Roger

Abstract

This book provides a comprehensive synthesis of major developments, trends, issues, and practices relative to self-direction and adult education and offers strategies that have direct application to practice. Its intended audiences are practitioners and professors, students, and researchers in adult education. Part I is an introduction. Chapter 1 presents scenarios for three types of learners to illustrate that self-direction is a way of life and discusses popular myths that have helped to create confusion about self-direction and its potential for adult learners. Chapter 2 defines self-direction and offers a model to clarify the concept. Three chapters in Part II examine critically the research literature on self-direction. The two chapters in Part III are intended to bridge theory and practice. They present strategies for facilitating self-directed learning as an instructional method and for enhancing learner self-direction as an aspect of adult personality. Four chapters in Part IV address major issues for practice: self-direction in institutionally based adult education programs, policy issues, international perspectives on self-direction, and ethical issues. The two chapters in Part V provide a hypothetical scenario of what a family of the near future might look like if they embrace the ideals of self-direction and present recommendations important in creating future growth of self-direction ideals. Appendixes include a 97-item annotated bibliography of sources related to andragogy, 430 references, and an index. (YLB)

Published
1991

35. Toward Building More Effective Learning Environments.

Author

Hiemstra, Roger

Abstract

The learning environment includes physical space, psychological and emotional climate, and sociocultural context. Steps for improving learning environments include helping learners feel at ease and gain control, controlling physical space, using microcomputers, taking proactive steps against racism and sexism, and making a personal commitment to change. (SK)

Published
1991

36. Aspects of Effective Learning Environments.

Author

Hiemstra, Roger

Abstract

Defines learning environment as the physical surroundings, psychological or emotional conditions, and sociocultural influences affecting the growth and development of an adult engaged in learning. Suggests that ingrained views of learning environments can be changed by perspective transformation, paradigm shift, and personal philosophy. (SK)

Published
1991

37. Individualizing Instruction. Making Learning Personal, Empowering, and Successful.

Author

Hiemstra, Roger, Sisco, Burton, Hiemstra, Roger, and Sisco, Burton

Abstract

A comprehensive how-to guide is presented to help in developing individualized instruction for adult learners. The guide provides information on planning, organizing, and implementing an effective personalized process for instructing adults to help them achieve their full learning potential. The monograph is divided into three parts: Part 1, consisting of five chapters, helps instructors decide when it is appropriate to use individualized approaches in Teaching. Part 2 describes some of the fundamentals that must be mastered in order to individualize instructional efforts. Part 3 provides insight into how to successfully use the individualizing process in different settings and with various audiences. The monograph concludes with a resource section providing supplemental material on various topics. This section is divided into two parts: Resource A is intended for the reader who is looking for materials or examples that can be adapted for immediate use with learners; and Resource B presents more advanced information which is based on current research into adult teaching and learning and covers such topics as self-directed learning, learning styles, the physical learning environment, and needs assessment. Contains name and subject indexes and 434 references. (GLR)

Published
1990

38. More than three decades of self-directed learning: from whence have we come?

Author

Hiemstra, Roger

Subjects
Educational literature -- Usage, Independent study -- Research
Abstract

Little did I know in the early seventies when I first read Allen Tough's work (1971) that I would be off on an almost 35-year involvement with self-directed learning (SDL). […]

Published
2003

39. Promoting ethical practice in adult education

Author

Brockett, Ralph G. and Hiemstra, Roger

Abstract

In today's society, everywhere we turn--from medicine and politics to business and journalism--we face questions of ethical behavior. While adult educators are not likely to face the life and death […]

Published
2005

40. Perils of Successful Community Services Programming and Research Needs

Author

Hiemstra, Roger

Abstract

Provides a basic programming model for the community services coordinator in the community college and discusses informational support sources. Problems associated with successful programming, such as failure to evaluate, relying on past achievements, and overextension of staff are discussed. Research regarding planning models is suggested. (Author/JDS)

Published
1976

41. Older Adult Learning: Instrumental and Expressive Categories

Author

Hiemstra, Roger

Abstract

This article examines older adult preferences for instrumental vs. expressive learning activities. Course title selections and actual learning activity information were analyzed. Interviews with 256 Nebraskans, 55 or older, (average age was 68.11) were obtained. It was concluded that more instrumental learning opportunities must be made available to older people. (Author)

Published
1976

42. How Older Persons Are Portrayed in Television Advertising: Implications for Educators.

Author

Hiemstra, Roger

Abstract

Examined 136 recent television ads to analyze the treatment of older persons. Results showed a significant absence of the elderly in television commercials. Suggests that educators must become assertive in helping both the older person and advertisers portray older people more positively and realistically. (JAC)

Published
1983

43. Bridging the Theory-Practice Gap in Self-Directed Learning.

Author

Brockett, Ralph G. and Hiemstra, Roger

Abstract

This article focuses on four issues: the learner's readiness for self-direction in learning, the teaching and learning process advocated for work with self-directed learners, policy considerations related to self-directed learning, and ethical issues relative to the implementation of self-directed learning concepts. (CT)

Published
1985

44. Computer-Assisted Analysis of Qualitative Gerontological Research.

Author

Hiemstra, Roger

Abstract

Asserts that qualitative research has great potential for use in gerontological research. Describes QUALOG, a computer-assisted, qualitative data analysis scheme using logic programming developed at Syracuse University. Reviews development of QUALOG and discusses how QUALOG was used to analyze data from a qualitative study of older adult learners. (Author/NB)

Published
1987

45. The Older Adult's Learning Projects

Author

Hiemstra, Roger

Abstract

This paper examines the learning activity of older adults. Findings are presented and it is suggested that adult educators must reexamine their roles as supporters of formal institutional programs in light of the data on learning projects. (Author)

Published
1976

46. Instrumental and Expressive Learning: Some Comparisons

Author

Hiemstra, Roger

Abstract

Preferences for and learning activity in instrumental and expressive education are examined. Interview data of 256 Nebraskans, 55 or older, show preference differences according to sex, race, marital status, and location grouping. Comparisons with earlier (1972) data are included. An increased, overall preference for instrumental education was found. (Author)

Published
1977

47. Future: Friend or Foe?

Author

Hiemstra, Roger

Abstract

The author relates reflections on the future to the lifelong learning professional and discusses some present and future educational changes that have lifelong learning implications for coping with constant change. He suggests studying the future as a means of finding ways to meet future educational needs. (MF)

Published
1977

48. Policy Recommendations Related to Self-Directed Adult Learning. Occasional Paper No. 1.

Author

Syracuse Univ., NY., Hiemstra, Roger, Hiemstra, Roger, and Syracuse Univ., NY.

Abstract

This report is a compilation of the presentations given at a three-credit workshop on self-directed adult learning held July 14-25, 1980, at Iowa State University, Ames, Iowa. An introductory section overviews the workshop, the purpose of which was to initiate the development of policy guidelines for both facilitators of learning and learners themselves. Procedures for developing and writing policy statements are described. This section also contains a discussion of the state of the art, definitions of terms, and mission statement. The second section presents the policies and implementation recommendations for professional adult educators derived during the workshop. They are divided into three categories: (1) adults as learners--the student perspective, (2) adult educators--the teacher/facilitator/researcher perspective, and (3) adult education institutions and organizations--the institutional perspective. Appendixes, amounting to approximately one-half of the report, include workshop information as well as materials used during the workshop. (YLB)

Published
1980

50. Educating Parents in the Use of the Community

Author

Hiemstra, Roger

Abstract

Parents need to learn how to use all the resources of a community in facilitating the growth and development of themselves and their children, both in and out of school. (BP)

Published
1974

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