In the field of adult basic education, there are two strategies that have been found to be of particular value to student learning: multiple intelligences and purpose-based learning. However, putting these learning theories into practice is not always as easy as an educator might at first believe. Adult basic education teacher Dylan Emerick-Brown reflects on his own teaching philosophies and learning strategies to share what has worked effectively in his classroom to improve student enthusiasm and retention of knowledge. It is the combination of utilizing the multiple intelligences naturally preferred by students, individual to individual, and connecting the lessons to the students' everyday lives--fostering purpose in the curricula--that turns a classroom into an effective, open learning environment.

The author discusses the impact of stress on adult learning. She presents her instructional techniques to help stressed adult learners detach from their stressors in their workplace. She notes that she uses variety of instructional techniques to keep the adult learners alert and focused on class activities and social supports to help students relieve from their workplace stressors.

The article offers information on the use of icebreakers by many teachers before starting an event as a way to get a better understanding of their students and to create a connection on each student. It suggests various examples of icebreakers and re-energizers to adult educators to apply in their adult classrooms. It further mentions that icebreakers encourage learners to move beyond simple rote as well as meaningful interaction with their peers and instructors.

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The article discusses guidelines for the development of online learning tools and courses that support adult learners and effective adult learning. It mentions the principles of online course design and development that can be applied to adragogy and the need for online course designer to consider adult learners when developing online courses, focusing on the concept of andragogy by Malcolm Knowles.

Transformational learning, narrative learning, and spiritual learning frame adult experiences in new and exciting ways. These types of learning can involve a simple transformation of belief or opinion or a radical transformation involving one's total perspective; learning may occur abruptly or incrementally. Education should liberate students from passive, mindless, and uncritical acceptance of experience and how experience shapes knowledge. Learning to re-evaluate and re-story prior learning experiences can lead adults to make sense of their experience and find a new sense of identity.

The article focuses on the design and development of an effective online group project in the U.S. It states that the cooperation among adult students to perform group projects foster collaborative learning which also improves their interpersonal, communication, and problem solving skills. It looks at the challenges and criticisms of collaborative projects which affect their development. It also offers strategies to be considered to succeed in attaining effective online collaborative projects.

Presents strategies for facilitating adult learning in and out of the classroom through a field trip simulation. Discussion on the effects of field trip simulation on the learning of adults; Analysis of the three stages of a simulated field trip; Details on the role of facilitators in simulated field trips.

Reports on the strategies and approaches that can be used to help individuals with disabilities and adult learners to learn effectively in classroom settings, in one-on-one situations and online learning programs in the U.S. Examples of learners with disabilities; Factors that affect persons with disabilities; Principles that can be applied to working with adult learners with disabilities and all adult learners; Strategies in group learning situations.