Remember that Walden’s Title IV Code is 025042.
The Doctor of Education (Ed.D.) with a specialization in Adult Education leverages Walden’s 45 years of experience educating adults. Benefit from our experience and prepare to design, develop, and lead effective adult education programs in higher education institutions, corporations, workforce development settings, English for speakers of other languages (ESOL) programs, and other adult learning environments.
Through applied research and practical coursework, this adult education online degree program can help you develop the expertise you need to empower lifelong learners. You’ll examine key concepts in adult education theory, best practices for facilitating adult learning, and quantitative and qualitative methods for creating and assessing effective learning experiences for adults. This curriculum is uniquely designed to teach research skills within content-specific courses, allowing you to immediately apply knowledge to practice. Your final doctoral study project gives you the opportunity to focus on adult education in a particular community and advance your knowledge in this increasingly relevant profession.
Time to completion varies by student, depending on individual progress. For a personalized estimate of your time to completion, call an enrollment advisor at 1-866-492-5336.
Learning in adulthood is imperative for individuals to realize the opportunities of 21st-century workplaces, technology, and society. Providing these learning experiences requires committed and responsive adult and postsecondary education leaders. In this course, education professionals investigate contemporary trends and issues in teaching and learning in postsecondary and adult education settings. The course also provides education professionals with an introduction to the expectations of graduate work in Adult Education and College Teaching and Learning programs. Education professionals learn to work effectively within Walden University’s online learning environment and develop an understanding of university and program support systems, expectations, and outcomes.
Adult learning is similar to and different from learning at any other age. In this course, education professionals examine these similarities and differences, focusing on adult learning and developmental theory and the wide range of research that supports it. Education professionals explore adult learning theories, including andragogy and transformation; phase and stage developmental theories; and effects of gender and culture on adult learning. They also have the opportunity to reflect on the relationship of this material to their own experiences. Education professionals complete a variety of written application assignments through which they practice communicating and presenting complex concepts, critique the work of a major theorist, apply adult learning and development theories to educational practice, and construct their own positions on adult learning as scholar-practitioners.
In this course, educators develop a broad understanding of theoretical frameworks and the appropriate use of qualitative and quantitative methods. Educators focus on methods designed specifically for studying human development and how individuals learn. They explore these methods through the examination of the philosophy of research and particular research strategies, review of literature in the field, and research and analysis of additional literature relating to individual interests. Additionally, educators reflect on and discuss ways in which research can lead to the promotion of social change on the job or in their community.
Research has considerably expanded the knowledge of adult learning and development in recent years. These gains have resulted in a new paradigm for the design and assessment of learning experiences. In this course, education professionals advance their understanding of research methods as they examine literature about design and assessment. They also apply research-based principles in the design of a project to develop learning experiences for a specific population of adults using on-site, online, or hybrid models.
Using research and theory on differences in learning, education professionals in this course explore the repertoire of practices that facilitate adult learning from a teaching and learning perspective. These practices range from mentoring and coaching to collaborative engagement and reflective practices. Education professionals deepen their understanding of research methods by critiquing articles and designing research studies to investigate specific learning practices.
In this course, educators build on their knowledge of and experience with research design and methodology through a hands-on, in-depth study of specific data collection and analysis skills, which they need to become effective producers of research. Educators apply concepts and practice skills in research design, data collection, data analysis, and presentation of results. They complete practical exercises and engage in discussions that emphasize qualitative and quantitative research methods.
Invariable advances in research and technology continue to change the current state of knowledge; therefore, it is necessary to function as lifelong learners. In this course, education professionals examine intriguing and potentially critical directions in adult learning, including brain research, new technologies, and the impact of globalization. They also have the opportunity to examine and reflect on the effects of these trends in their own areas of interest.
The prospectus is a brief document that helps education professionals organize, delineate, and make decisions regarding their doctoral study and appropriate research methodology. In this course, education professionals design the prospectus in collaboration with their committee members. Education professionals learn best practices for developing the prospectus and analyze past examples. They refine their doctoral study questions and explore research methods and project types that they may incorporate into their study. Finally, they engage in the iterative process of writing the prospectus, incorporating feedback from peers and committee members. Ultimately, the prospectus is offered by education professionals as a document for review for consideration by potential mentors for their doctoral study, which is completed during EDUC 8090 - Doctoral Study Intensive.
Students demonstrate in the doctoral study their scholarly abilities to examine, critique, and synthesize knowledge so that new ideas can be tested; best practices identified, established, and verified; or theoretical or policy constructs evaluated and advanced. In all cases, the doctoral study is to be a rigorous, original inquiry that results in new knowledge, demonstrating its efficacy in the world of practice. The goal of the doctoral study is for the education professional to conduct an investigation that focuses on learning, teaching, and leading within a designated community. (Prerequisites: All other course requirements and the residency must be completed prior to registration in EDUC 8090).
Note: EDUC 8090 must be taken for a minimum of two terms for a total of 12 semester credits. If more time is needed to complete the doctoral study, additional terms of EDUC 8090 will be required to use university services and support. Additional credits for EDUC 8090 are not reflected in the overall credit requirements needed for graduation, but these additional credits will appear on the transcript.
The doctoral study demonstrates a student’s scholarly talents to examine, critique, and synthesize knowledge so that new ideas can be tested; best practices identified, established, and verified; or theoretical or policy constructs evaluated and advanced. In all cases, the doctoral study is to be a rigorous, original inquiry that results in new knowledge, demonstrating its efficacy in the world of practice. The goal of the doctoral study is for the educational leader to conduct an investigation that focuses on learning, teaching, and leading within a designated community.
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