Author(s): Elizabeth Severson-Irby and Kate Rolander – Virginia Commonwealth University
The relationship between research and practice in adult education has been weak, but the pandemic has accelerated the need for adaptable instructional approaches. Professional development centers now heavily rely on diverse learning research to quickly respond with applicable strategies.
COVID has reshaped the educational landscape, demanding flexibility in viewing learning and the environment. This article debates the changes in using research for professional development, challenges in translating research, and possible future research areas for adult education. Efforts focus on evidence-based offerings to meet the changing demands of the pandemic.
ALE Journal – Volume 4, Issue 2