| Chapter 1: | Overview of the Study |
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In 1999, Merriam and Caffarella reported that the amount of information in the world doubles every seven years (p. 15). Longer life spans translate into more jobs and career changes over a lifetime with experts predicting that “today‘s graduates will work for as many as five different employers in as many as 10 different jobs …” (McBride, 2003, ¶ 2), thus escalating the need for continuing education. Additionally, a longer life span produces a greater need to pay attention to healthy living.
More Adults Using Computers and the Internet
Adult learners are using computer technology and the Internet at an increasing rate to communicate, as well as to get and send information. A report on the Internet that used census data to track its use in the United States found that more than half the nation is now online. “In September 2001, 143 million Americans, or about 54 percent of the population, were using the Internet, and new users were adopting the technology at a rate of more than two million per month” (NTIA and the Economics and Statistics Administration, 2002, ¶ 1). Currently, according to Don Evans, Secretary of Commerce, “new census data shows that more than half of American households and more than half of all Americans are now connected to the Internet” (¶ 2). The report further states that the increased use of the Internet is rising among all people regardless of income, education, age, race, ethnicity, gender, or location (rural or urban). Lastly, Americans are conducting an expanding range of activities on the Internet with a notable 46% using e-mail, 36% searching for product and service information, 39% making online purchases, and 35% searching for health information (¶ 4). “The Internet is simply modern technology of communication” (Ryan, 1997, p. 1178).
Andragogical Principles and Adult Learning
There is research that supports the notion that following the principles of adult learning improves adults‘ ability to learn. “Many research findings have tended to lend credibility to the conventional wisdom commonly associated with andragogical principles” (Ross, n. d., p. 32).