"Non-credit personal enrichment courses for adult learners"
Table Of Contents
<p>
Chapter 1
: Introduction<br> - Background and context<br> - Statement of the problem<br> - Purpose and significance of the study<br> - Research questions<br> - Limitations and delimitations<br> - Definition of key terms<br><br>Chapter 2
: Literature Review<br> - Theoretical frameworks of adult learning<br> - Models of non-formal adult education<br> - Taxonomy and typology of personal enrichment courses<br> - Participant motivations and benefits<br><br>Chapter 3
: Research Methodology<br> - Research design<br> - Sample selection<br> - Data collection instruments<br> - Data analysis procedures<br><br>Chapter 4
: Findings<br> - Survey results on participant demographics<br> - Interview insights on motivations and experiences<br> - Course offerings taxonomy across institutions<br><br>Chapter 5
: Analysis<br> - Motivations and benefits through theoretical lens<br> - Best practices in course design and delivery<br> - Role in promoting lifelong learning <br></p>Thesis Abstract
<p>Non-credit personal enrichment courses provide adults opportunities for lifelong learning outside of formal degree or credential programs. These courses aim to enrich participants' personal and professional lives through exploring new skills, hobbies, and areas of interest. This project examines the landscape of non-credit personal enrichment courses offered by educational institutions and community organizations. It analyzes course offerings, teaching methods, participant demographics and motivations. The impact of these courses in promoting well-being, social connections and an engaged citizenry is also explored. Overall, the study sheds light on how non-credit personal enrichment courses support adult learning and development.<br><br><br></p>Thesis Overview
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