Innovation in Doctoral Degrees Designed for Adult Learners: A Hybrid Model in Personal Financial Planning

Autor/in	Grable, John E.
Titel	Innovation in Doctoral Degrees Designed for Adult Learners: A Hybrid Model in Personal Financial Planning
Quelle	In: New Directions for Adult and Continuing Education, (2011) 129, S.43-51 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1052-2891
DOI	10.1002/ace.399
Schlagwörter	Distance Education; Adult Learning; Adult Students; Doctoral Degrees; Program Development; Educational Innovation; Money Management; Financial Services; Blended Learning; Instructional Design; Delivery Systems; Educational Needs; Educational Opportunities; Supervision; Mentors; Models + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Adulte education; Adult training; Erwachsenenbildung; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Doctoral degree; Doktorgrad; Programmplanung; Instructional innovation; Bildungsinnovation; Lesson concept; Lessonplan; Unterrichtsentwurf; Auslieferung; Educational need; Bildungsbedarf; Bildungsangebot; Bildungschance; Analogiemodell
Abstract	Innovation in doctoral degree program development and delivery provides an effective counterpoint to the expert-apprentice model established in the Middle Ages. The author outlines the importance of innovation in reaching adult learners and describes an innovative hybrid PhD program designed to allow aspiring doctoral adult-age students to pursue a degree by providing access to education at a distance. He describes how this innovative program was designed to overcome traditional barriers to higher education to meet the needs of today's adult-age learner while maintaining rigorous quality. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10