Pub Date : 2022-01-04DOI: 10.1080/07377363.2021.2002605
Elena de Prada Creo
Abstract Acquiring and improving advanced foreign language communication skills are considerable challenges for graduates, especially when they require a specialised approach. Additionally, their specific needs and time limitations condition their possibilities of getting suitable programmes once they finish their higher education. This research tries to fill this gap by describing an intensive experiential programme design based on foreign language learning principles and checking the possible effectiveness of this structure in three areas: opportunities to practice, motivating atmosphere, and language improvement. A survey was administered to all the participants present in the last session of each intensive programme (28 in total; 381 participants). Participants had to indicate to what extent they agreed or disagreed with a series of statements regarding the programme’s effectiveness. It was made clear that participation was anonymous, voluntary, and confidential. Results suggest that the experiential programme’s intensive and focussed character is especially suitable for this target group within the context of continuing education due to the extensive access to meaningful input and interaction and the emotionally favourable learning environment. Regarding learning outcomes, students found that the intensive experience was successful from a language acquisition perspective, and they reported improvement in their perceived comprehension, lexical development, and general communication skills.
{"title":"Intensive Experiential ESP Programmes for Continuing Education: Analysis and Effectiveness","authors":"Elena de Prada Creo","doi":"10.1080/07377363.2021.2002605","DOIUrl":"https://doi.org/10.1080/07377363.2021.2002605","url":null,"abstract":"Abstract Acquiring and improving advanced foreign language communication skills are considerable challenges for graduates, especially when they require a specialised approach. Additionally, their specific needs and time limitations condition their possibilities of getting suitable programmes once they finish their higher education. This research tries to fill this gap by describing an intensive experiential programme design based on foreign language learning principles and checking the possible effectiveness of this structure in three areas: opportunities to practice, motivating atmosphere, and language improvement. A survey was administered to all the participants present in the last session of each intensive programme (28 in total; 381 participants). Participants had to indicate to what extent they agreed or disagreed with a series of statements regarding the programme’s effectiveness. It was made clear that participation was anonymous, voluntary, and confidential. Results suggest that the experiential programme’s intensive and focussed character is especially suitable for this target group within the context of continuing education due to the extensive access to meaningful input and interaction and the emotionally favourable learning environment. Regarding learning outcomes, students found that the intensive experience was successful from a language acquisition perspective, and they reported improvement in their perceived comprehension, lexical development, and general communication skills.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":"71 1","pages":"224 - 236"},"PeriodicalIF":1.2,"publicationDate":"2022-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42939459","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-16DOI: 10.1080/07377363.2021.1992077
David A. Housel
Abstract The COVID-19 pandemic has had a profound impact on adult education programs throughout the world, abruptly transforming in-person instruction to distance teaching/learning. Can the lessons learned from adult students, especially related to the “digital divide,” be leveraged to enhance adult education and create more inclusive policies and practices moving forward? To grapple with this question, this exploratory qualitative study sought the insights of adult learners in the northeastern United States through an online survey of primarily open-ended questions. Through multiple rounds of coding using a trauma-informed lens, the following themes emerged: (a) anxiety and loss; (b) distractions, adjustments, and balance; and (c) distance learning and its advantages and disadvantages. Recommendations for modifying preservice preparation and ongoing professional development for educators of adults were asserted. These recommendations focused globally on addressing adult students’ needs for ongoing academic and psycho-social-emotional support to enhance their digital literacy and educational outcomes. Limitations of the study and areas for future research were also identified.
{"title":"A Trauma-Informed Inquiry of COVID-19’s Initial Impact on Students in Adult Education Programs in the United States","authors":"David A. Housel","doi":"10.1080/07377363.2021.1992077","DOIUrl":"https://doi.org/10.1080/07377363.2021.1992077","url":null,"abstract":"Abstract The COVID-19 pandemic has had a profound impact on adult education programs throughout the world, abruptly transforming in-person instruction to distance teaching/learning. Can the lessons learned from adult students, especially related to the “digital divide,” be leveraged to enhance adult education and create more inclusive policies and practices moving forward? To grapple with this question, this exploratory qualitative study sought the insights of adult learners in the northeastern United States through an online survey of primarily open-ended questions. Through multiple rounds of coding using a trauma-informed lens, the following themes emerged: (a) anxiety and loss; (b) distractions, adjustments, and balance; and (c) distance learning and its advantages and disadvantages. Recommendations for modifying preservice preparation and ongoing professional development for educators of adults were asserted. These recommendations focused globally on addressing adult students’ needs for ongoing academic and psycho-social-emotional support to enhance their digital literacy and educational outcomes. Limitations of the study and areas for future research were also identified.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":"71 1","pages":"119 - 133"},"PeriodicalIF":1.2,"publicationDate":"2021-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44358794","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-12DOI: 10.1080/07377363.2021.1977528
Michael L. Harris, Kathryn W. Ernstberger, K. Cox, C. Watson
Abstract The impact of COVID-19 on university students is multi-faceted and varies depending on the student profile. A study was conducted at a regional university in the Midwest. A quick-reaction or pulse study was done to assess the immediate effects on students in designated classes at the onset of the pandemic. A follow-up study was completed at the campus level during the subsequent fall semester. Naturally, quality of instruction and adequate technology are key to student success, but a more holistic understanding of students’ lives is necessary to properly support them during challenging times. While COVID-19 provided the context for this study, the benefits of the lessons learned can be ongoing.
{"title":"A Holistic Perspective on Students’ Lives and Learning During COVID-19 Can Help Shape the University Experience","authors":"Michael L. Harris, Kathryn W. Ernstberger, K. Cox, C. Watson","doi":"10.1080/07377363.2021.1977528","DOIUrl":"https://doi.org/10.1080/07377363.2021.1977528","url":null,"abstract":"Abstract The impact of COVID-19 on university students is multi-faceted and varies depending on the student profile. A study was conducted at a regional university in the Midwest. A quick-reaction or pulse study was done to assess the immediate effects on students in designated classes at the onset of the pandemic. A follow-up study was completed at the campus level during the subsequent fall semester. Naturally, quality of instruction and adequate technology are key to student success, but a more holistic understanding of students’ lives is necessary to properly support them during challenging times. While COVID-19 provided the context for this study, the benefits of the lessons learned can be ongoing.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":"71 1","pages":"77 - 97"},"PeriodicalIF":1.2,"publicationDate":"2021-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42016545","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-29DOI: 10.1080/07377363.2021.1969826
Courtney E. Karmelita
Abstract This study follows the experiences of adult learners one year after completing a transition program. Transition programs seek to prepare students to enter and succeed in postsecondary education. These programs typically offer remediation and academic skill building and help adult learners to navigate matriculation and financial aid processes. Although there have been some promising studies about the outcomes associated with participation in transition programs, more understanding of how these programs impact adult learners as they seek to enter postsecondary education is needed. There is also a need to better understand how to best support adult learners as they attempt to enroll in postsecondary education. Drawing from the stories of the participants in this study, this article provides recommendations for colleges and universities to better support students in the gap between transition program completion and postsecondary enrollment.
{"title":"Outcomes of Participation in a Transition Program: One Year Later","authors":"Courtney E. Karmelita","doi":"10.1080/07377363.2021.1969826","DOIUrl":"https://doi.org/10.1080/07377363.2021.1969826","url":null,"abstract":"Abstract This study follows the experiences of adult learners one year after completing a transition program. Transition programs seek to prepare students to enter and succeed in postsecondary education. These programs typically offer remediation and academic skill building and help adult learners to navigate matriculation and financial aid processes. Although there have been some promising studies about the outcomes associated with participation in transition programs, more understanding of how these programs impact adult learners as they seek to enter postsecondary education is needed. There is also a need to better understand how to best support adult learners as they attempt to enroll in postsecondary education. Drawing from the stories of the participants in this study, this article provides recommendations for colleges and universities to better support students in the gap between transition program completion and postsecondary enrollment.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":"71 1","pages":"59 - 76"},"PeriodicalIF":1.2,"publicationDate":"2021-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42039388","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-28DOI: 10.1080/07377363.2021.1966922
Belinda Hopwood, Janet E. Dyment, Jillian Downing, C. Stone, T. Muir, E. Freeman, N. Milthorpe
Abstract The proportion of Australian students enrolling in a fully distance, online mode has been increasing over the past decade across a range of courses, including initial teacher education (ITE). The COVID-19 pandemic has further increased the need to teach and design courses in ways that successfully engage students online. This research set out to gain a deeper understanding of what it means for ITE students to be engaged in online learning and how teacher educators can enhance pedagogical practices in the online learning space. Our research tracked the experiences of nine ITE students through a series of interviews before, during, and at the conclusion of a 13-week semester, enabling us to gain valuable insights into the factors that contributed to student engagement throughout this length of time. Our findings offer some pragmatic suggestions for successfully “hosting” these students as they join and participate in the teacher education community. Using the analogy of hosting a party, we propose ways to effectively welcome online students into their learning community, encourage them to participate, enjoy the experience, and be less inclined to leave early.
{"title":"Keeping the Party in Full Swing: Findings on Online Student Engagement With Teacher Education Students","authors":"Belinda Hopwood, Janet E. Dyment, Jillian Downing, C. Stone, T. Muir, E. Freeman, N. Milthorpe","doi":"10.1080/07377363.2021.1966922","DOIUrl":"https://doi.org/10.1080/07377363.2021.1966922","url":null,"abstract":"Abstract The proportion of Australian students enrolling in a fully distance, online mode has been increasing over the past decade across a range of courses, including initial teacher education (ITE). The COVID-19 pandemic has further increased the need to teach and design courses in ways that successfully engage students online. This research set out to gain a deeper understanding of what it means for ITE students to be engaged in online learning and how teacher educators can enhance pedagogical practices in the online learning space. Our research tracked the experiences of nine ITE students through a series of interviews before, during, and at the conclusion of a 13-week semester, enabling us to gain valuable insights into the factors that contributed to student engagement throughout this length of time. Our findings offer some pragmatic suggestions for successfully “hosting” these students as they join and participate in the teacher education community. Using the analogy of hosting a party, we propose ways to effectively welcome online students into their learning community, encourage them to participate, enjoy the experience, and be less inclined to leave early.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":"71 1","pages":"40 - 58"},"PeriodicalIF":1.2,"publicationDate":"2021-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42793043","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-22DOI: 10.1080/07377363.2021.1966923
K. Woods, J. Woods
Abstract In navigating the current climate of higher education in the United States, university faculty and staff are increasingly tasked with doing more with less. In this article, we explore the value of micro-credentials as a way to benefit both students and universities. We include an account of the successful creation of several graduate certificate programs that exist as subsets of a Master of Science in Leadership program. The authors also share reflections on the challenges and opportunities realized during the process of designing these certificates and suggestions for the application of micro-credentials in various settings.
{"title":"Less Is More: Exploring the Value of Micro-Credentials Within a Graduate Program","authors":"K. Woods, J. Woods","doi":"10.1080/07377363.2021.1966923","DOIUrl":"https://doi.org/10.1080/07377363.2021.1966923","url":null,"abstract":"Abstract In navigating the current climate of higher education in the United States, university faculty and staff are increasingly tasked with doing more with less. In this article, we explore the value of micro-credentials as a way to benefit both students and universities. We include an account of the successful creation of several graduate certificate programs that exist as subsets of a Master of Science in Leadership program. The authors also share reflections on the challenges and opportunities realized during the process of designing these certificates and suggestions for the application of micro-credentials in various settings.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":"71 1","pages":"215 - 223"},"PeriodicalIF":1.2,"publicationDate":"2021-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43421681","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-22DOI: 10.1080/07377363.2021.1966921
S. T. Skidmore, L. Zientek, Hsien-Yuan Hsu, Stacey L. Edmonson
Abstract There is a multitude of studies that have examined graduation rates within the traditional 4- to 6-year time frame. What fails to be captured in these studies are students who are outside the 4- to 6-year time frame. In the present study, we sought to empirically explore a cohort of students who successfully completed their bachelor’s degrees at a Carnegie classified doctoral research, public, 4-year university in the Southwest using a latent profile analysis. Institutional records (N = 14,743) for all undergraduate students who graduated Fall 2011–Summer 2016 are represented in our data, including first-time full- and part-time students, transfer students, and students who previously had stopped out of postsecondary education. Three key indicators were used to describe the classes: time to degree, grade point average, and a number of credits earned. The resulting 5-class solution identified the following classes: on-time graduates, traditional extenders, interrupted extenders, midlife extenders, and determined extenders. Characteristics of the classes and implications are provided.
{"title":"Profiles of Undergraduate Completers: Acknowledging Alternative Paths","authors":"S. T. Skidmore, L. Zientek, Hsien-Yuan Hsu, Stacey L. Edmonson","doi":"10.1080/07377363.2021.1966921","DOIUrl":"https://doi.org/10.1080/07377363.2021.1966921","url":null,"abstract":"Abstract There is a multitude of studies that have examined graduation rates within the traditional 4- to 6-year time frame. What fails to be captured in these studies are students who are outside the 4- to 6-year time frame. In the present study, we sought to empirically explore a cohort of students who successfully completed their bachelor’s degrees at a Carnegie classified doctoral research, public, 4-year university in the Southwest using a latent profile analysis. Institutional records (N = 14,743) for all undergraduate students who graduated Fall 2011–Summer 2016 are represented in our data, including first-time full- and part-time students, transfer students, and students who previously had stopped out of postsecondary education. Three key indicators were used to describe the classes: time to degree, grade point average, and a number of credits earned. The resulting 5-class solution identified the following classes: on-time graduates, traditional extenders, interrupted extenders, midlife extenders, and determined extenders. Characteristics of the classes and implications are provided.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":"71 1","pages":"24 - 39"},"PeriodicalIF":1.2,"publicationDate":"2021-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46643332","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-01DOI: 10.1080/07377363.2021.1964878
Ashley Gleiman
Abstract Prior Learning Assessment (PLA) programs are unique to the institution and the students they serve. While a variety of best practices persist, the need for academically rigorous and credible programs is ever-present as institutions evolve to keep up with the growing needs of adult learners today. This article provides a case study overview of institutional best practices at American Public University System by placing learning and knowledge at the forefront of the PLA program, using Self-Authorship and the Learning Partnership Model (LPM) as a framework to ensure academic integrity and rigor.
{"title":"Effective Theory to Practice in Prior Learning Assessment: Self-Authorship and the Learning Partnership Model","authors":"Ashley Gleiman","doi":"10.1080/07377363.2021.1964878","DOIUrl":"https://doi.org/10.1080/07377363.2021.1964878","url":null,"abstract":"Abstract Prior Learning Assessment (PLA) programs are unique to the institution and the students they serve. While a variety of best practices persist, the need for academically rigorous and credible programs is ever-present as institutions evolve to keep up with the growing needs of adult learners today. This article provides a case study overview of institutional best practices at American Public University System by placing learning and knowledge at the forefront of the PLA program, using Self-Authorship and the Learning Partnership Model (LPM) as a framework to ensure academic integrity and rigor.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":"71 1","pages":"111 - 118"},"PeriodicalIF":1.2,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41372920","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-29DOI: 10.1080/07377363.2021.1946635
M. N. Sánchez-Díaz, B. Morgado
Abstract This study analyzed the factors identified by inclusive faculty members that hinder or facilitate the inclusion of students with disabilities and their recommendations for universities to achieve full inclusion. Forty-four inclusive faculty members participated, and a biographical-narrative methodology was used. The results showed the existence of different barriers (physical, inaccessible study program, negative attitudes, and inadequate educational policies). Facilitating elements were also identified (offices of attention to students with disabilities, positive attitude of the faculty, and training courses on disability). The participants recommended the hiring of more technical staff, the creation of support groups in all faculties, more training and information on disability for the entire university community, and the implementation of university policies about inclusion.
{"title":"Moving toward the Inclusion of University Students with Disabilities: Barriers, Facilitators, and Recommendations Identified by Inclusive Faculty","authors":"M. N. Sánchez-Díaz, B. Morgado","doi":"10.1080/07377363.2021.1946635","DOIUrl":"https://doi.org/10.1080/07377363.2021.1946635","url":null,"abstract":"Abstract This study analyzed the factors identified by inclusive faculty members that hinder or facilitate the inclusion of students with disabilities and their recommendations for universities to achieve full inclusion. Forty-four inclusive faculty members participated, and a biographical-narrative methodology was used. The results showed the existence of different barriers (physical, inaccessible study program, negative attitudes, and inadequate educational policies). Facilitating elements were also identified (offices of attention to students with disabilities, positive attitude of the faculty, and training courses on disability). The participants recommended the hiring of more technical staff, the creation of support groups in all faculties, more training and information on disability for the entire university community, and the implementation of university policies about inclusion.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":"70 1","pages":"175 - 191"},"PeriodicalIF":1.2,"publicationDate":"2021-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47913895","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-29DOI: 10.1080/07377363.2021.1964852
Kshipra Vora
Abstract Access to primary education, implemented in many nations as a fundamental right, is enshrined in the United Nations Declaration of Human Rights, Article 26(1). However, higher education requires enhanced levels of financial, institutional, and infrastructural commitment from the governments and the student, and sometimes neither has the wherewithal to do so, especially with the global COVID-19 pandemic incapacitating systems everywhere. The quality of higher education and the availability of multiple choices in foreign degree programs are also key considerations. And in meeting personal ambitions, the students predispose themselves to the additional stressors of cultural differences, adjustment issues, and the academic demands of host nations. This research involves a study of acculturative stress and adjustment using a convenient sample of 60 adult international students from Afghanistan, China, Nepal, Saudi Arabia, the Philippines, and South Africa, in Goa. The respondent test scores were statistically analyzed. The findings reveal partial gender-based differences along with significant influences of educational qualification and financial support for the variables of acculturative stress and adjustment. In addition to the quantitative data, the opinions of a group of educators, foreign students, and psychologists were sought to understand the issues and challenges experienced in continuing adult education. Implications for interventions are also discussed.
{"title":"Acculturative Stress and Adjustment Among Adult International Students in Goa","authors":"Kshipra Vora","doi":"10.1080/07377363.2021.1964852","DOIUrl":"https://doi.org/10.1080/07377363.2021.1964852","url":null,"abstract":"Abstract Access to primary education, implemented in many nations as a fundamental right, is enshrined in the United Nations Declaration of Human Rights, Article 26(1). However, higher education requires enhanced levels of financial, institutional, and infrastructural commitment from the governments and the student, and sometimes neither has the wherewithal to do so, especially with the global COVID-19 pandemic incapacitating systems everywhere. The quality of higher education and the availability of multiple choices in foreign degree programs are also key considerations. And in meeting personal ambitions, the students predispose themselves to the additional stressors of cultural differences, adjustment issues, and the academic demands of host nations. This research involves a study of acculturative stress and adjustment using a convenient sample of 60 adult international students from Afghanistan, China, Nepal, Saudi Arabia, the Philippines, and South Africa, in Goa. The respondent test scores were statistically analyzed. The findings reveal partial gender-based differences along with significant influences of educational qualification and financial support for the variables of acculturative stress and adjustment. In addition to the quantitative data, the opinions of a group of educators, foreign students, and psychologists were sought to understand the issues and challenges experienced in continuing adult education. Implications for interventions are also discussed.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":"71 1","pages":"1 - 23"},"PeriodicalIF":1.2,"publicationDate":"2021-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47477979","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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