Adult Education as Intercultural Communication
Abstract
As higher education seeks to meet the needs of a growing population of adult students, tensions are emerging from the gap that exists between the needs of these students and professors' academic preparation. Adult students approach education with a different set of assumptions and experiences than traditional-age students, offering particular challenges to professors who have not been trained to work with them. The authors discuss how classroom structure, assignments, and policies in classes for adult learners can be configured to manage these tensions and bridge the "cultural gap."
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