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Self-Directed Learning Facilitation among At-Risk Adult High School Learners: Is Technology the Key?

Self-Directed Learning Facilitation among At-Risk Adult High School Learners: Is Technology the Key?

Jason J. Almodóvar
Copyright: © 2014 |Pages: 13
ISBN13: 9781466660465|ISBN10: 1466660465|EISBN13: 9781466660472
DOI: 10.4018/978-1-4666-6046-5.ch035
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MLA

Almodóvar, Jason J. "Self-Directed Learning Facilitation among At-Risk Adult High School Learners: Is Technology the Key?." Handbook of Research on Education and Technology in a Changing Society, edited by Viktor Wang, IGI Global, 2014, pp. 470-482. https://doi.org/10.4018/978-1-4666-6046-5.ch035

APA

Almodóvar, J. J. (2014). Self-Directed Learning Facilitation among At-Risk Adult High School Learners: Is Technology the Key?. In V. Wang (Ed.), Handbook of Research on Education and Technology in a Changing Society (pp. 470-482). IGI Global. https://doi.org/10.4018/978-1-4666-6046-5.ch035

Chicago

Almodóvar, Jason J. "Self-Directed Learning Facilitation among At-Risk Adult High School Learners: Is Technology the Key?." In Handbook of Research on Education and Technology in a Changing Society, edited by Viktor Wang, 470-482. Hershey, PA: IGI Global, 2014. https://doi.org/10.4018/978-1-4666-6046-5.ch035

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Abstract

Surprisingly little adult educational research speaks to technologically based learning strategies that support the self-directed learning facilitation of at-risk adults in a daytime high school (dropout-recovery) setting. This chapter investigates the question of whether technology is a key tool for the facilitation of self-directed learning with at-risk adults to support education stakeholders of dropout-recovery schools who seek ways to improve upon the lives of adults who could not manage the traditional high school curriculum. Current research discussing technology as a learning tool has too broad of an educational context and possesses valid and weak points. At times, the literature may be of little use to specific stakeholders in the field of adult learning. The purpose of this chapter is to appraise technological trends in adult education for the facilitation of self-directed learning among at-risk adults in high school. Moreover, the purpose of the chapter is to draw upon these trends within educational contexts to offer new practical insights into fostering best adult educational practice. This chapter examines self-directed learning in the adult high school context, reviews technology as a tool for at-risk adult self-directed learning, and appraises online learning and video gaming as technological tools for the self-directed learning of at-risk adult students in dropout-recovery schools. Ultimately, this chapter provides a new frame of reference for stakeholders who want to implement technology as a learning tool for at-risk adult populations attaining a high school diploma.

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