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Adults Learning Coding Out of School
Most adult learning takes place outside degree-seeking activity. While the number of adults taking classes after age 25 is growing, a relatively small percentage is seeking a degree. Most adult learning takes place in informal settings and that includes when adults learn to code. Many adults learn to code in order to become professional software developers. To meet this need, a whole industry has been created with coding bootcamps, online video tutorials, and how-to books. This entry looks at a larger population—adults who want to learn to code but do not want to become professional software developers.
The vast majority of people learn to program because they want the skill to accomplish a task or to become more effective at something they are already doing, not ...
- Access and Equity
- Access and Equity in Out-of-School Learning
- Apps and the App Gap
- Black Feminist Theory
- Critical Race Theory
- Critical Theory
- Digital Divide
- Dropout Reengagement
- English as a Second Language
- Feminist Theory
- Gender in Out-of-School Learning
- Girls’ Programming
- Grassroots Organizing
- Indigenous Heritage Communities of North America
- Latinos and Organized Activities
- Mentoring and Tutoring for Youth With Special Needs
- Migrants and Out-of-School Learning
- Policies Supporting Out-of-School Learning
- Queer Theory
- Race and Ethnicity in Out-of-School Learning
- Remote Indigenous Communities
- Rural Settings
- Social Class and Socioeconomic Status
- Social Exclusion
- Urban Settings
- Youth Employment
- Civic Engagement
- Harry Potter Fandom
- Community Service
- Ethics, Youth, and Digital Media
- Grassroots Organizing
- Hive Learning Networks
- Internet Activism
- Juvenile Justice and School Discipline
- Participatory Action Research
- Research–Practice Partnerships
- Service-Learning
- Service-Learning and Civic Engagement
- Youth Activism and Social Movements
- Youth and Political Participation
- Youth Voice
- Creative Learning and the Arts
- Art Museums
- Comics and Manga
- Community Arts Programs
- Cosplay
- Crafting
- Creativity Strategies
- Design and Out-of-School Learning
- Design Thinking
- Digital Music Composition and Out-of-School Learning
- Digital Storytelling
- DIY Media
- E-Textiles
- Everyday Creativity
- Fan Fiction
- Game Design
- Hip-Hop
- Hobbies
- Informal Learning in Music
- Krump Culture
- LEGO and LEGO Foundation
- Machinima
- Martial Arts
- Music Entrepreneurship
- Musical Futures
- New Media
- Performance and Dramatic Experiences
- Performing Arts and Out-of-School Learning
- Sociodramatic Play
- STEAM-Based Approaches to Out-of-School Learning
- Video Games
- Visual Arts
- Visual Culture
- Visual Literacy
- Wac Arts
- Developmental Issues
- Affective Learning
- Cognitive Development
- Cross-Age Peer Mentoring
- Ecological Systems Theory
- Friends and Peers
- Identity, Theories of
- Mentoring
- Motivation in Out-of-School Learning
- Natural Mentors
- Positive Youth Development
- Positive Youth Development Through Sport
- Professional Development in Out-of-School Learning
- Relational Developmental Systems Metatheory
- Residential Education in Higher Education
- Social-Emotional Development
- Workplace Learning
- Homes and Families
- Adults Learning Coding Out of School
- Big Brothers Big Sisters
- Child Care Learning
- Children’s Hospitals
- Computer Access in the Home
- Educational Camps
- Everyday Expertise
- Extracurricular Activities
- Family Learning
- Friends and Peers
- Gardening
- Hobbies
- Home Environments
- Intergenerational Learning
- Linking In-School and Out-of-School Learning
- Online Safety
- Parent–Child Interaction
- Parental Engagement and Investment
- Religious Education in Out-of-School Settings
- Summer Camps
- Summer Learning
- Learning, Assessment, and Evaluation
- 21st-Century Skills
- Affective Learning
- After-School Standards
- Assessments and Assessment Issues
- Badges
- Computer-Supported Collaborative Learning
- Curation
- Electronic Portfolios
- Embodiment and Mathematics Learning
- Everyday Expertise
- Learner-Centered Paradigms
- Learning by Making
- Learning Pathways
- Learning Sciences
- Learning Through Observation
- Lifelong and Lifewide Science Learning
- Math Art Communities
- Math Circles
- Participation and Engagement
- Program Quality in Youth Sport and Physical Activity
- Self-Directed Learning
- Statistical Discourse Analysis
- Media and Cultural Studies
- Harry Potter Fandom
- Sesame Street
- Artifactual Literacies
- Barbie, Research on
- Blogs and Blogging
- Comics and Manga
- Convergence Culture
- Copyright
- Cosmopolitanism
- Cosplay
- Cross-Cultural Research
- Cultural Studies
- Cyberculture
- DIY Media
- Fan Fiction
- Fandom
- Grassroots Organizing
- Hip-Hop
- International Issues in Out-of-School Learning
- Joint Media Engagement
- Krump Culture
- Participatory Culture
- Peer Cultures
- Photosharing
- Podcasting
- Popular Culture
- Radio
- Self-Publishing
- Spoken Word Poetry and Out-of-School Learning
- Toys
- Transmedia
- YouTube
- New Literacies
- Artifactual Literacies
- Cosmopolitanism
- Critical Literacies
- Digital Literacies
- Digital Storytelling
- DIY Media
- Family Literacy
- Fan Fiction
- Fandom
- Fifth Dimension
- Information Literacy
- La Clase Mágica
- Libraries and Library Services
- Media Literacies
- Multiliteracies
- Multimodality
- Space and Spatialized Literacies
- Third Space and Sociocritical Literacy
- Transliteracies
- Visual Literacy
- Online and Distance Learning
- Apps and the App Gap
- Augmented Reality
- Avatars
- Blogs and Blogging
- Chatrooms
- Connectivist Massive Open Online Courses
- Cyberbullying
- Cyberlearning
- Digital Divide
- Digital Literacies
- Electronic Portfolios
- Engagement in Tech-Mediated Learning
- Ethics, Youth, and Digital Media
- Flipped Learning
- Health and Online Learning
- Knowledge Forum
- Massive Open Online Courses
- Massively Multiplayer Online Games
- Math and Social Media
- Mobile Devices
- Mobile Learning
- One-to-One Device Initiatives
- Online Communities
- Open Education
- Open Educational Resources
- Photosharing
- Podcasting
- Scratch
- Self-Publishing
- Serious Gaming
- Social Media and Social Networks
- Transmedia
- Virtual Reality
- Virtual Worlds
- Wikis and Wikipedia
- YouTube
- Play, Games, and Virtual Worlds
- Minecraft
- Sesame Street
- Sims, The
- World of Warcraft
- Augmented Reality
- Avatars
- Barbie, Research on
- Competitive, Collaborative, and Cooperative Play
- Design Playshop
- Game Design
- Gamification of Learning
- Gaming and Affinity Spaces
- Machinima
- Massively Multiplayer Online Games
- Playful Learning
- Serious Gaming
- Sociodramatic Play
- Toys
- Video Games
- Virtual Reality
- Virtual Worlds
- Populations
- Dropout Reengagement
- English as a Second Language
- Gender in Out-of-School Learning
- Indigenous Heritage Communities of North America
- Juvenile Justice and School Discipline
- Latinos and Organized Activities
- Mentoring and Tutoring for Youth With Special Needs
- Migrants and Out-of-School Learning
- Race and Ethnicity in Out-of-School Learning
- Rural Settings
- Social Class and Socioeconomic Status
- Urban Settings
- Science, Technology, Engineering, and Mathematics (STEM)
- 4-H Youth Development Programs
- Adventure Learning
- After-School STEM Programming
- Association of Science-Technology Centers
- Children’s Museums
- Citizen Science
- Clubhouse Network, The
- Community Technology Centers
- Computational Thinking
- Computer Programming
- E-Textiles
- Learning by Making
- LEGO and LEGO Foundation
- Lifelong and Lifewide Science Learning
- Math and Social Media
- Math Art Communities
- Math Circles
- Museum Learning
- Out-of-School Time
- Robotics
- Science Clubs
- Science Fairs
- Science-Technology Centers and Science Museums
- Scratch
- Self-Tracking
- STEAM-Based Approaches to Out-of-School Learning
- STEM Learning
- STEM Learning in Informal Settings
- Tangibles and Tangible Learning
- Settings
- 4-H Youth Development Programs
- Adventure Learning
- After-School STEM Programming
- Art Museums
- Association of Science-Technology Centers
- Best Practices
- Big Brothers Big Sisters
- Boys & Girls Clubs of America
- Child Care Learning
- Children’s Hospitals
- Children’s Museums
- Citizen Science
- Clubhouse Network, The
- Community Arts Programs
- Community Outreach Programs
- Community Technology Centers
- Community–School Partnerships
- Cross-Age Peer Mentoring
- Digital Media and Learning
- Digital Youth Network
- Educational Camps
- Extracurricular Activities
- Fab Lab
- Fifth Dimension
- Gardening
- Girl Scouts of the USA
- Girls on the Run
- Girls’ Programming
- Group Mentoring
- Hackerspaces
- Hive Learning Networks
- Home Environments
- International Issues in Out-of-School Learning
- Joan Ganz Cooney Center
- Juvenile Justice and School Discipline
- La Clase Mágica
- Libraries and Library Services
- Linking In-School and Out-of-School Learning
- Makerspaces
- Martial Arts
- Mentoring
- Museum Learning
- Musical Futures
- Natural Mentors
- Outdoor Learning
- Out-of-School Time
- Place-Making
- Professional Development in Out-of-School Learning
- Program Development, Implementation, and Evaluation
- Religious Education in Out-of-School Settings
- Remote Indigenous Communities
- Research–Practice Partnerships
- Residential Education in Higher Education
- School-Based Programs
- Science Clubs
- Science Fairs
- Science-Technology Centers and Science Museums
- Service-Learning
- Sports
- STEM Learning in Informal Settings
- Summer Camps
- Summer Learning
- Technology-Mediated Learning Environments
- Tinkering Studio, The
- Wac Arts
- Workplace Learning
- YMCA
- YOUmedia
- Youth Employment
- Technology and New Media
- Adults Learning Coding Out of School
- Apps and the App Gap
- Computational Thinking
- Computer Access in the Home
- Computer Programming
- Connected Learning
- Cyberlearning
- Digital Media and Learning
- Digital Storytelling
- Engagement in Tech-Mediated Learning
- Fab Lab
- Hackerspaces
- Interactive Sensing Technologies
- Internet Activism
- Knowledge Forum
- Makerspaces
- Massive Open Online Courses
- Mobile Devices
- Mobile Learning
- New Media
- One-to-One Device Initiatives
- Online and Distance Learning
- Online Communities
- Open Education
- Robotics
- Scratch
- Self-Tracking
- STEM Learning
- Tangibles and Tangible Learning
- Technology-Mediated Learning Environments
- YOUmedia
- Theories, Models, and Methodologies
- Second Self, The
- 21st-Century Skills
- Active Learning
- Additive Model of Learning
- After-School Standards
- Apprenticeships
- Assessments and Assessment Issues
- Black Feminist Theory
- Cognitive Development
- Computer-Supported Collaborative Learning
- Connected Learning
- Constructionist Learning
- Constructivist Learning
- Critical Literacies
- Critical Race Theory
- Critical Theory
- Cultural–Historical Activity Theory
- Data Visualization
- Design Playshop
- Ecological Systems Theory
- Embodiment and Mathematics Learning
- Family Literacy
- Feminist Theory
- Flipped Learning
- Gamification of Learning
- Identity, Theories of
- Information Literacy
- Inquiry-Based Learning
- Interest and Interest-Driven Learning
- Intergenerational Learning
- Internet Identity
- Learner-Centered Paradigms
- Learning Analytics
- Learning by Observing and Pitching In
- Learning Pathways
- Learning Sciences
- Learning Through Observation
- Lifelong and Lifewide Science Learning
- Media Literacies
- Mediated Discourse Analysis
- Motivation in Out-of-School Learning
- Multiliteracies
- Multimodality
- Networks
- Participatory Action Research
- Playful Learning
- Positive Youth Development
- Positive Youth Development Through Sport
- Preparation for Future Learning
- Problem-Based Learning
- Program Development, Implementation, and Evaluation
- Program Evaluation
- Project-Based Learning
- Queer Theory
- Relational Developmental Systems Metatheory
- Self-Directed Learning
- Situated Learning
- Social-Emotional Development
- Sociocultural Theory
- Space and Spatialized Literacies
- Statistical Discourse Analysis
- Systems Thinking
- Third Space and Sociocritical Literacy
- Transfer of Knowledge
- Transliteracies
- Zone of Proximal Development
- Web 2.0 and Social Media
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