The author discusses the key factors necessary in driving learning. In line with this, he presented several articles. These articles, on the other hand, confirm the significance of making explicit the assessment criteria and learning aims for am educational course. They also render support for the idea that ICT can contain an important role in the enhancement of learning and support for both the staff and students when they are being used to best effect.

This study investigated the factor structure of motivational constructs as expressed by older adult learners and examined how these constructs correlated with selected socio-demographic characteristics at the National Open University of Taiwan (NOUT). Results were based on the responses of 371 elders to the 32-item Reasons for Participation Scale (Steele 1984). Factor analysis yielded four aspects of motivation that described themes of keeping up and fulfillment, intellectual stimulation, escape and social contact, and adjustment. Among them, intellectual stimulation appeared to be the strongest attractor while escape and social contact was least important. Meanwhile, it is suggested that gender, age, level of formal education, and employment status had no significant difference on participants' motivational disposition at NOUT. Similarities and differences between this study and past research were discussed in detail. [ABSTRACT FROM AUTHOR].