Pub Date : 2024-09-14DOI: 10.1177/10451595241281071
Billie R. McNamara
{"title":"Why AAACE? Ruminations from a Member on the Transformational Pathway","authors":"Billie R. McNamara","doi":"10.1177/10451595241281071","DOIUrl":"https://doi.org/10.1177/10451595241281071","url":null,"abstract":"","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142259298","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 : 2024-09-04DOI: 10.1177/10451595241280672
Shih-Ying Yao, Yan Yin Ho
Adults at different life phases have become an important part of the student body in higher education. Helping adult students overcome challenges and improve their learning is thus a critical consideration for universities and colleges. Microlearning is an emerging approach in adult education in recent years. The core concept of microlearning is to chunk learning materials into bite-sized units. Although research has discussed the potential of using microlearning to help adult students in the higher education setting, this area is insufficiently studied. This study empirically evaluated the usefulness of microlearning for adult students’ academic learning in the higher education setting. In this study, a microlearning module was designed for a research methods course at a local university in Singapore. Students taking this course were primarily adult learners who were enrolled in part-time undergraduate programs. The microlearning module was intended to be a supplementary resource to help adult students learn about critical considerations in writing a research proposal at their own pace. The final sample consisted of 98 adult students from various backgrounds. Participants were asked to complete a set of tests and surveys before and after they completed the microlearning module. Survey responses were also collected from participants during their learning process. All research activities could be completed online at each participant’s own pace. Results from the study suggested that microlearning is an effective, efficient, and appealing approach for adult students in the higher education context. Overall, most adult learners in this study would recommend microlearning.
{"title":"Evaluating the Usefulness of Microlearning to Adult Students in Higher Education: An Empirical Study in Singapore","authors":"Shih-Ying Yao, Yan Yin Ho","doi":"10.1177/10451595241280672","DOIUrl":"https://doi.org/10.1177/10451595241280672","url":null,"abstract":"Adults at different life phases have become an important part of the student body in higher education. Helping adult students overcome challenges and improve their learning is thus a critical consideration for universities and colleges. Microlearning is an emerging approach in adult education in recent years. The core concept of microlearning is to chunk learning materials into bite-sized units. Although research has discussed the potential of using microlearning to help adult students in the higher education setting, this area is insufficiently studied. This study empirically evaluated the usefulness of microlearning for adult students’ academic learning in the higher education setting. In this study, a microlearning module was designed for a research methods course at a local university in Singapore. Students taking this course were primarily adult learners who were enrolled in part-time undergraduate programs. The microlearning module was intended to be a supplementary resource to help adult students learn about critical considerations in writing a research proposal at their own pace. The final sample consisted of 98 adult students from various backgrounds. Participants were asked to complete a set of tests and surveys before and after they completed the microlearning module. Survey responses were also collected from participants during their learning process. All research activities could be completed online at each participant’s own pace. Results from the study suggested that microlearning is an effective, efficient, and appealing approach for adult students in the higher education context. Overall, most adult learners in this study would recommend microlearning.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142206258","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 : 2024-08-06DOI: 10.1177/10451595241271233
Isaac Kofi Biney
This paper draws on Freire’s social philosophy arguing that adult education (AE) relates to community development (CD). The provision of AE opportunities serves as bait for community members (CMs) to participate in CD projects. This exploratory study undertaken in Ghana, interviewed 9 PhD students on how AE relates to CD, and how adult educators revive waning self-help spirit for CD projects, and networking to sustain communities. Data was analyzed using thematic, narrative and interpretivist approaches. The results revealed that AE create awareness in CMs to participate in self-help CD projects; yet, more inclusive and transformational dialogue and education among CMs are broadly required. The study recommends that adult educators’ leverage group learning and networking in CD projects to improve communities in Ghana.
{"title":"Is Adult Education Related to Community Development? An Exploratory Study in Ghana","authors":"Isaac Kofi Biney","doi":"10.1177/10451595241271233","DOIUrl":"https://doi.org/10.1177/10451595241271233","url":null,"abstract":"This paper draws on Freire’s social philosophy arguing that adult education (AE) relates to community development (CD). The provision of AE opportunities serves as bait for community members (CMs) to participate in CD projects. This exploratory study undertaken in Ghana, interviewed 9 PhD students on how AE relates to CD, and how adult educators revive waning self-help spirit for CD projects, and networking to sustain communities. Data was analyzed using thematic, narrative and interpretivist approaches. The results revealed that AE create awareness in CMs to participate in self-help CD projects; yet, more inclusive and transformational dialogue and education among CMs are broadly required. The study recommends that adult educators’ leverage group learning and networking in CD projects to improve communities in Ghana.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141943356","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 : 2024-08-02DOI: 10.1177/10451595241271161
Michael Agyemang Adarkwah
Adult learners are a neglected species in the generative artificial intelligence (GenAI) era. The sweeping changes brought by GenAI in the educational arena have implications for adult learning. GenAI in education will usher in a world of adult learning that will be radically different from its predecessor. However, how adult learners will apply GenAI technologies to achieve their educational and professional goals remains blurred. To address this gap, it is crucial to examine essential principles for integrating GenAI into adult learning. For effective digital transformation of education, GenAI should optimize adult learning and ensure the safety of adult learners. This study proposes a “GenAI adult learning ecology” framework (GenAI-ALE) for higher education institutions in this digital era permeated by GenAI. The GenAI-ALE considers eight (8) essential principles categorized into two main themes; institutional factors (GenAI curriculum design, GenAI divide, GenAI policy, GenAI ethics) and interpersonal factors (GenAI human-centered andragogy, GenAI literacy, GenAI interest, and GenAI virtual learning). Malcolm Knowles’ andragogical model is used to provide a context for integrating GenAI into adult learning. Applying the framework in a real-world context follows four iterative systematic steps; pre-perception and perception, GenAI readiness, assessment, and outcome. Reimagining new forms of adult learning in the GenAI revolution calls for higher education institutions to develop education systems where there is a synergy between humans (adult learners) and GenAI.
{"title":"GenAI-Infused Adult Learning in the Digital Era: A Conceptual Framework for Higher Education","authors":"Michael Agyemang Adarkwah","doi":"10.1177/10451595241271161","DOIUrl":"https://doi.org/10.1177/10451595241271161","url":null,"abstract":"Adult learners are a neglected species in the generative artificial intelligence (GenAI) era. The sweeping changes brought by GenAI in the educational arena have implications for adult learning. GenAI in education will usher in a world of adult learning that will be radically different from its predecessor. However, how adult learners will apply GenAI technologies to achieve their educational and professional goals remains blurred. To address this gap, it is crucial to examine essential principles for integrating GenAI into adult learning. For effective digital transformation of education, GenAI should optimize adult learning and ensure the safety of adult learners. This study proposes a “GenAI adult learning ecology” framework (GenAI-ALE) for higher education institutions in this digital era permeated by GenAI. The GenAI-ALE considers eight (8) essential principles categorized into two main themes; institutional factors (GenAI curriculum design, GenAI divide, GenAI policy, GenAI ethics) and interpersonal factors (GenAI human-centered andragogy, GenAI literacy, GenAI interest, and GenAI virtual learning). Malcolm Knowles’ andragogical model is used to provide a context for integrating GenAI into adult learning. Applying the framework in a real-world context follows four iterative systematic steps; pre-perception and perception, GenAI readiness, assessment, and outcome. Reimagining new forms of adult learning in the GenAI revolution calls for higher education institutions to develop education systems where there is a synergy between humans (adult learners) and GenAI.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141882777","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 : 2024-07-30DOI: 10.1177/10451595241269187
Lisa M. Baumgartner, Lihua Shang
Women’s workforce and higher education participation have increased in the past 30 years. This article reviews the literature on women in Adult Learning from 1989 through 2022. Key findings include that women were portrayed as marginalized, deficient, learners, educators, juggling social roles, and resilient. Various positionalities marginalized women, including gender, race, class, ethnicity, immigrant status, and religion. The intersection of positionalities affected women’s lives. Findings have implications for researchers and practitioners.
{"title":"The Portrayal of Women in Adult Learning 1989–2022: A Literature Review","authors":"Lisa M. Baumgartner, Lihua Shang","doi":"10.1177/10451595241269187","DOIUrl":"https://doi.org/10.1177/10451595241269187","url":null,"abstract":"Women’s workforce and higher education participation have increased in the past 30 years. This article reviews the literature on women in Adult Learning from 1989 through 2022. Key findings include that women were portrayed as marginalized, deficient, learners, educators, juggling social roles, and resilient. Various positionalities marginalized women, including gender, race, class, ethnicity, immigrant status, and religion. The intersection of positionalities affected women’s lives. Findings have implications for researchers and practitioners.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141867155","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 : 2024-07-24DOI: 10.1177/10451595241264752
Wonmai Punksungka, Takashi Yamashita, Donnette Narine, Abigail Helsinger, Phyllis A. Cummins, Jenna W. Kramer, Rita Karam
The ability to effectively use digital technology and problem-solve are critical skills for maintaining democratic health, particularly as civil society and the modern digital landscape continuously evolve. However, information on whether individuals have the critical problem-solving skills to use digital technology and confidently affect change is yet to be further explored. Using data from the 2017 Program for International Assessment of Adult Competencies ( n = 2749), we examined the associations between digital problem-solving skills and the three levels (low, neutral, high) of external political efficacy in the U.S. adult population. We used multinomial logistic regression and found a positive association between digital problem-solving skills and external political efficacy, while explanations for the three levels of efficacy are nuanced. Continuous development of digital problem-solving skills through adult education has implications for political efficacy, and ultimately for the promotion of a variety of civic engagement in the adult life stages.
有效使用数字技术和解决问题的能力是保持民主健康的关键技能，尤其是在公民社会和现代数字环境不断发展的情况下。然而，关于个人是否具备使用数字技术并自信地影响变革的关键问题解决技能的信息还有待进一步探索。利用 2017 年成人能力国际评估计划（Program for International Assessment of Adult Competencies）（n = 2749）的数据，我们研究了美国成人群体中数字问题解决技能与外部政治效能三个水平（低、中性、高）之间的关联。我们使用多叉逻辑回归法发现，数字问题解决能力与外部政治效能感之间存在正相关，而对三种效能感水平的解释则有细微差别。通过成人教育持续发展数字问题解决技能对政治效能有影响，并最终促进成人生活阶段的各种公民参与。
{"title":"A Look at External Political Efficacy and the Role of Digital Skills in the Adults U.S. Population","authors":"Wonmai Punksungka, Takashi Yamashita, Donnette Narine, Abigail Helsinger, Phyllis A. Cummins, Jenna W. Kramer, Rita Karam","doi":"10.1177/10451595241264752","DOIUrl":"https://doi.org/10.1177/10451595241264752","url":null,"abstract":"The ability to effectively use digital technology and problem-solve are critical skills for maintaining democratic health, particularly as civil society and the modern digital landscape continuously evolve. However, information on whether individuals have the critical problem-solving skills to use digital technology and confidently affect change is yet to be further explored. Using data from the 2017 Program for International Assessment of Adult Competencies ( n = 2749), we examined the associations between digital problem-solving skills and the three levels (low, neutral, high) of external political efficacy in the U.S. adult population. We used multinomial logistic regression and found a positive association between digital problem-solving skills and external political efficacy, while explanations for the three levels of efficacy are nuanced. Continuous development of digital problem-solving skills through adult education has implications for political efficacy, and ultimately for the promotion of a variety of civic engagement in the adult life stages.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141773321","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 : 2024-06-13DOI: 10.1177/10451595241258232
Andrew J. Collins, Christopher J. Lynch, Jim Leathrum, Gayane Grigoryan, T. S. Cotter, Ross Gore, Brandon Butler
Higher education programs are rapidly transitioning online in support of a broader geographic base, working professionals, and, recently, emergency contingencies such as COVID-19. The flexibility of online courses makes them attractive to adult learners; as such, there is much academic discussion about online learning for adult learners and the conversion of courses to an online format. However, most of these discussions are based on traditional higher education courses. This article discusses some of the specific practical challenges in the conversion of professional short courses for adult learners. The challenges relate to instructor isolation, student preparedness, and student support. Proposed solutions to these challenges are drawn from direct instructor experience of converting a STEM professional short course to an online format. Solutions included increasing the number of instructors and providing pre-course sessions to help resolve some technical difficulties before each class began.
{"title":"Practical Considerations for Transitioning a Professional Short Course Online","authors":"Andrew J. Collins, Christopher J. Lynch, Jim Leathrum, Gayane Grigoryan, T. S. Cotter, Ross Gore, Brandon Butler","doi":"10.1177/10451595241258232","DOIUrl":"https://doi.org/10.1177/10451595241258232","url":null,"abstract":"Higher education programs are rapidly transitioning online in support of a broader geographic base, working professionals, and, recently, emergency contingencies such as COVID-19. The flexibility of online courses makes them attractive to adult learners; as such, there is much academic discussion about online learning for adult learners and the conversion of courses to an online format. However, most of these discussions are based on traditional higher education courses. This article discusses some of the specific practical challenges in the conversion of professional short courses for adult learners. The challenges relate to instructor isolation, student preparedness, and student support. Proposed solutions to these challenges are drawn from direct instructor experience of converting a STEM professional short course to an online format. Solutions included increasing the number of instructors and providing pre-course sessions to help resolve some technical difficulties before each class began.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141348689","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 : 2024-05-18DOI: 10.1177/10451595241248844
Richard Hannah
{"title":"Why We Remember: Unlocking Memory’s Power to Hold on to What Matters (Book Review)","authors":"Richard Hannah","doi":"10.1177/10451595241248844","DOIUrl":"https://doi.org/10.1177/10451595241248844","url":null,"abstract":"","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141064223","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 : 2024-05-06DOI: 10.1177/10451595241252206
David William Stoten
This paper reports on the coping strategies of mature female students whilst studying a Foundation Programme at a Business School. In recent years, research has focussed less on the problems that confront adult learners and more on how they exercise personal agency and cope with the multifarious challenges of combining study with part-time employment and a home life. In particular, interest has focussed on the personality and how specific traits are associated with performative success. This paper reports on two aspects of personality that appear in the literature: conscientiousness and resilience as these are associated with the exercise of personal agency. The research reports on interviews with five mature female students, three of whom are mothers with caring responsibilities. The findings were analysed using Interpretative Phenomenological Analysis and provide insight into the exercise of successful personal agency. This paper also offers a model of how to conceptualise the support for mature students with their complex and varied needs.
{"title":"Conscientiousness, Resilience, and Personality: What do Mature Female Students tell us About Being an Adult Learner on a Foundation Programme at a Business School?","authors":"David William Stoten","doi":"10.1177/10451595241252206","DOIUrl":"https://doi.org/10.1177/10451595241252206","url":null,"abstract":"This paper reports on the coping strategies of mature female students whilst studying a Foundation Programme at a Business School. In recent years, research has focussed less on the problems that confront adult learners and more on how they exercise personal agency and cope with the multifarious challenges of combining study with part-time employment and a home life. In particular, interest has focussed on the personality and how specific traits are associated with performative success. This paper reports on two aspects of personality that appear in the literature: conscientiousness and resilience as these are associated with the exercise of personal agency. The research reports on interviews with five mature female students, three of whom are mothers with caring responsibilities. The findings were analysed using Interpretative Phenomenological Analysis and provide insight into the exercise of successful personal agency. This paper also offers a model of how to conceptualise the support for mature students with their complex and varied needs.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140889087","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}
Additional research is needed to improve adult numeracy instruction, training for instructors, and our understanding of the feasibility and impact of innovations in these areas. The Adult Numeracy in the Digital Era (ANDE) project, funded by the Institute of Education Sciences (IES) at the U.S. Department of Education, seeks to develop and test an innovative, technology-enabled approach for improving adult numeracy and digital literacy instruction. We began this project guided by principles of user-centered design, specifically the principle of knowing the user’s wants and needs. We conducted a “field scan” of adult numeracy and digital literacy, by interviewing researchers, instructors, students; conducting classroom observations; and reviewing literature. We detail our key findings within two emergent themes: (1) extensive variability in learner backgrounds and readiness, instructors’ experiences, standards alignment, course structures, and classroom contexts; and (2) diversity of learner goals and the actions they and their instructors took as they worked together within the course and local policy contexts. We also identify three design principles to guide course development, suggesting that adult numeracy courses should be: aligned and relevant; interactive and participatory; and relationship-centered. These principles guided the design of our adult numeracy course, and we offer questions that current instructors can consider as they design their own adult numeracy lessons.
{"title":"Numeracy Education for Adult Learners: A Scan of the Field and Principles for Course and Materials Design","authors":"Rebecca Perry, Jill Neumayer DePiper, Belin Tsinnajinnie, Brent E. Jackson, Leslie Thornley","doi":"10.1177/10451595241245146","DOIUrl":"https://doi.org/10.1177/10451595241245146","url":null,"abstract":"Additional research is needed to improve adult numeracy instruction, training for instructors, and our understanding of the feasibility and impact of innovations in these areas. The Adult Numeracy in the Digital Era (ANDE) project, funded by the Institute of Education Sciences (IES) at the U.S. Department of Education, seeks to develop and test an innovative, technology-enabled approach for improving adult numeracy and digital literacy instruction. We began this project guided by principles of user-centered design, specifically the principle of knowing the user’s wants and needs. We conducted a “field scan” of adult numeracy and digital literacy, by interviewing researchers, instructors, students; conducting classroom observations; and reviewing literature. We detail our key findings within two emergent themes: (1) extensive variability in learner backgrounds and readiness, instructors’ experiences, standards alignment, course structures, and classroom contexts; and (2) diversity of learner goals and the actions they and their instructors took as they worked together within the course and local policy contexts. We also identify three design principles to guide course development, suggesting that adult numeracy courses should be: aligned and relevant; interactive and participatory; and relationship-centered. These principles guided the design of our adult numeracy course, and we offer questions that current instructors can consider as they design their own adult numeracy lessons.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140582747","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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