{'fraction_non_alphanumeric': 0.010261194029850746, 'fraction_numerical': 0.0, 'mean_word_length': 5.386904761904762, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Technology as Integral to a New Paradigm of Adult Education

Technology and adult education are often discussed as two separate subjects yet just as it is impossible to live one day without the impact of technology, it is impossible to discuss adult education without considering technology. In the decades since the emergence of adult education as its own field of study and research, these two subjects have experienced substantial growth. However, in recent months, societal issues have forced the pace of this growth into unprecedented and sometimes uncomfortable expansion. The theorists and practitioners who have always been instrumental in moving the fields along were challenged to develop an entirely new paradigm. The issues and reactions will be considered in this article as the foundation for a paradigm shift in adult education. Since effective adult education involves not only information dissemination but communication and collaboration among its participants, online learning activities and entire online courses influence how we view the field itself.