Pub Date : 2021-03-18DOI: 10.1177/1045159520981164
Pi-Chi Han
In 2020, more than 560,617 female marriage migrants (FMMs) live in Taiwan. For over three decades, they have been victims of social, gender, and cultural discrimination and have been considered as an inferior group of “desirable others” from “undeveloped countries.” Until today, literature about FMMs has focused on the problems and challenges they encountered, whereas there is no literature on their leadership development (LD) in Taiwan. By exploring 10 FMM leaders and their LD, this study charts their journey to success. The research has the following aims: (a) to explore life experiences as a pathway to LD, (b) to find an LD blueprint for FMMs, and (c) to bridge the literature gap for FMMs’ LD and provide implications to adult learning (AL) and human resources development (HRD) practitioners in planning and conducting training programs for FMMs’ LD. The theory of transformative learning (TTL) was applied as a theoretical framework whereas the qualitative research design was utilized as the methodology to explore 10 FMM leaders in Taiwan. The LD blueprint was built with seven themes derived from individual interviews and three themes from the focus group discussion. Resilience was found as the salient marker of building a successful mental model in FMMs’ LD. Implications are provided.
{"title":"A Blueprint of Leadership Development for Female Marriage Migrants: A Pilot Exploration in Taiwan","authors":"Pi-Chi Han","doi":"10.1177/1045159520981164","DOIUrl":"https://doi.org/10.1177/1045159520981164","url":null,"abstract":"In 2020, more than 560,617 female marriage migrants (FMMs) live in Taiwan. For over three decades, they have been victims of social, gender, and cultural discrimination and have been considered as an inferior group of “desirable others” from “undeveloped countries.” Until today, literature about FMMs has focused on the problems and challenges they encountered, whereas there is no literature on their leadership development (LD) in Taiwan. By exploring 10 FMM leaders and their LD, this study charts their journey to success. The research has the following aims: (a) to explore life experiences as a pathway to LD, (b) to find an LD blueprint for FMMs, and (c) to bridge the literature gap for FMMs’ LD and provide implications to adult learning (AL) and human resources development (HRD) practitioners in planning and conducting training programs for FMMs’ LD. The theory of transformative learning (TTL) was applied as a theoretical framework whereas the qualitative research design was utilized as the methodology to explore 10 FMM leaders in Taiwan. The LD blueprint was built with seven themes derived from individual interviews and three themes from the focus group discussion. Resilience was found as the salient marker of building a successful mental model in FMMs’ LD. Implications are provided.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":"12 1","pages":"168 - 181"},"PeriodicalIF":1.3,"publicationDate":"2021-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78342367","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 : 2021-02-01DOI: 10.1177/1045159520952562
Jan Adversario
This qualitative phenomenological study examined the occupational downgrading experiences of six adult immigrants. Occupational downgrading happens when an individual’s occupation post immigration does not match his or her education credentials and previous professional experiences. The goal is to make sense of the participants’ narratives through the lens of possible selves theory. Therefore, the research questions guiding this study were (1) How do occupational downgrading experiences of immigrants shape their integration to the U.S. workforce? and (2) How can we make sense of the participants’ narratives through the lens of possible selves theory? Phenomenological interviews served as the main source for data collection. In addition, artifacts allowed the participants to enrich their stories. Themes that emerged from the participants’ occupational downgrading experiences include underemployment, shift in status, language barrier, feeling of discrimination, and lack of inspiration at the new job. Looking at past, present, and future selves, the participants’ narratives were examined first through identity transition processes: separation, transition, and reincorporation. The study adds to a developing body of literature focusing on the possible selves of adult immigrants experiencing occupational downgrading. In particular, they inform who is participating in adult education. Likewise, this study centralizes the immigrant as participant to adult learning; it provides new narratives of adults in transition.
{"title":"Adult Immigrant Journeys: Occupational Downgrading and Continuously Evolving Selves","authors":"Jan Adversario","doi":"10.1177/1045159520952562","DOIUrl":"https://doi.org/10.1177/1045159520952562","url":null,"abstract":"This qualitative phenomenological study examined the occupational downgrading experiences of six adult immigrants. Occupational downgrading happens when an individual’s occupation post immigration does not match his or her education credentials and previous professional experiences. The goal is to make sense of the participants’ narratives through the lens of possible selves theory. Therefore, the research questions guiding this study were (1) How do occupational downgrading experiences of immigrants shape their integration to the U.S. workforce? and (2) How can we make sense of the participants’ narratives through the lens of possible selves theory? Phenomenological interviews served as the main source for data collection. In addition, artifacts allowed the participants to enrich their stories. Themes that emerged from the participants’ occupational downgrading experiences include underemployment, shift in status, language barrier, feeling of discrimination, and lack of inspiration at the new job. Looking at past, present, and future selves, the participants’ narratives were examined first through identity transition processes: separation, transition, and reincorporation. The study adds to a developing body of literature focusing on the possible selves of adult immigrants experiencing occupational downgrading. In particular, they inform who is participating in adult education. Likewise, this study centralizes the immigrant as participant to adult learning; it provides new narratives of adults in transition.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":"16 1","pages":"5 - 16"},"PeriodicalIF":1.3,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85159841","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 : 2021-02-01DOI: 10.1177/1045159520973769
Hyewon Park
Young adult North Korean defectors (hereafter, North Korean millennials [NKMs]) are a growing and distinctive group. Even though they constitute the majority of defectors and show different characteristics from previous generations, relatively little attention has been paid to NKMs in both academic and practical areas. Specifically, little is known about how NKMs develop their career paths in South Korea. This study examines the process of NKMs’ career development activities, focusing on their challenges, structural tensions (contradictions) within the activities, and their learning from the process of resolving difficulties under the lens of cultural–historical activity theory (CHAT). This ethnographic study not only broadens understandings about NKMs but also elucidates their career development situation in South Korea. The findings of this study provide meaningful and practical suggestions to create a road map of career development for NKMs and implications for career development of migrants, refugees, and internally displaced persons.
{"title":"Career Development of Young Adult North Korean Defectors in South Korea","authors":"Hyewon Park","doi":"10.1177/1045159520973769","DOIUrl":"https://doi.org/10.1177/1045159520973769","url":null,"abstract":"Young adult North Korean defectors (hereafter, North Korean millennials [NKMs]) are a growing and distinctive group. Even though they constitute the majority of defectors and show different characteristics from previous generations, relatively little attention has been paid to NKMs in both academic and practical areas. Specifically, little is known about how NKMs develop their career paths in South Korea. This study examines the process of NKMs’ career development activities, focusing on their challenges, structural tensions (contradictions) within the activities, and their learning from the process of resolving difficulties under the lens of cultural–historical activity theory (CHAT). This ethnographic study not only broadens understandings about NKMs but also elucidates their career development situation in South Korea. The findings of this study provide meaningful and practical suggestions to create a road map of career development for NKMs and implications for career development of migrants, refugees, and internally displaced persons.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":"70 1","pages":"17 - 28"},"PeriodicalIF":1.3,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85337271","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 : 2021-02-01DOI: 10.1177/1045159520977713
Tetyana Kloubert, Chad Hoggan
The process of migration to a new country brings with it a host of challenges, and therefore also learning needs. Some countries have systems in place to facilitate the transition of migrants into society, often including adult education programs. Those programs, however, cannot be effective if blithely designed in ignorance of the interrelationship between established systems for facilitating integration and the experiences of migrants during the integration process. Focusing on the transition into the labor market and drawing on the expertise of adult educators who work in these systems in Germany, this article explores several stumbling blocks that make a successful integration for migrants more difficult and describes three strategies to address them: challenging the logic of the labor market, dealing with failure, and acknowledging multiple forms of discrimination. The analysis of Germany can provide insights that are useful in other national contexts.
{"title":"Migrants and the Labor Market: The Role and Tasks of Adult Education","authors":"Tetyana Kloubert, Chad Hoggan","doi":"10.1177/1045159520977713","DOIUrl":"https://doi.org/10.1177/1045159520977713","url":null,"abstract":"The process of migration to a new country brings with it a host of challenges, and therefore also learning needs. Some countries have systems in place to facilitate the transition of migrants into society, often including adult education programs. Those programs, however, cannot be effective if blithely designed in ignorance of the interrelationship between established systems for facilitating integration and the experiences of migrants during the integration process. Focusing on the transition into the labor market and drawing on the expertise of adult educators who work in these systems in Germany, this article explores several stumbling blocks that make a successful integration for migrants more difficult and describes three strategies to address them: challenging the logic of the labor market, dealing with failure, and acknowledging multiple forms of discrimination. The analysis of Germany can provide insights that are useful in other national contexts.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":"4 1","pages":"29 - 39"},"PeriodicalIF":1.3,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85313476","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 : 2021-02-01DOI: 10.1177/1045159520985085
Lilian H. Hill, Davin J. Carr-Chellman, Carol Rogers-Shaw
"Adult education assists immigrants in learning about and adjusting to a new culture, facing the difficulties of learning a new language, securing housing, and gaining employment " This special issue addresses national and international immigration and implications for adult education practice Adult education will continue its historical commitment to immigrants, refugees, and asylum seekers and provision of citizenship education [Extracted from the article] Copyright of Adult Learning is the property of Sage Publications Inc and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission However, users may print, download, or email articles for individual use This abstract may be abridged No warranty is given about the accuracy of the copy Users should refer to the original published version of the material for the full abstract (Copyright applies to all Abstracts )
{"title":"The Challenges of Immigration and Implications for Adult Education Practice","authors":"Lilian H. Hill, Davin J. Carr-Chellman, Carol Rogers-Shaw","doi":"10.1177/1045159520985085","DOIUrl":"https://doi.org/10.1177/1045159520985085","url":null,"abstract":"\"Adult education assists immigrants in learning about and adjusting to a new culture, facing the difficulties of learning a new language, securing housing, and gaining employment \" This special issue addresses national and international immigration and implications for adult education practice Adult education will continue its historical commitment to immigrants, refugees, and asylum seekers and provision of citizenship education [Extracted from the article] Copyright of Adult Learning is the property of Sage Publications Inc and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission However, users may print, download, or email articles for individual use This abstract may be abridged No warranty is given about the accuracy of the copy Users should refer to the original published version of the material for the full abstract (Copyright applies to all Abstracts )","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":"49 3 1","pages":"3 - 4"},"PeriodicalIF":1.3,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89202992","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 : 2021-02-01DOI: 10.1177/1045159520977708
Edith Gnanadass, Kayon Murray-Johnson, María Alicia Vetter
In this collaborative autoethnography, three immigrant adult education scholars examine diverse ways in which their experiences with racialization as immigrants in the United States have informed their scholarship and practice. The three authors originate from different parts of the world and use different theoretical frameworks—critical literary studies; critical theory; and postcolonial and Critical Race Theory, respectively—to complicate the immigrant Self and story. They argue that the use of autoethnography in adult education has the potential to illuminate issues of class, race, gender, and nationality to disrupt the typical immigrant narrative and allow for the advent of new immigrant stories and Subjects. Each narrative is unique; however, they do share the following commonalities: Critique of the postcolonial condition and the colonization of the Subject and culture; complicating the Black–White binary paradigm of race; centering anti-racist praxis; and suggestions for decolonizing the Self and adult education. The authors engage in this anti-racist work in solidarity with the Black Lives Matter movement, in an effort to dismantle systemic inequities and give voice to the subaltern. Patterns arising from their examination of these issues reveal new questions adult educators could consider as we teach, learn with, and from immigrant adult learners, whose cultural-historical contexts remain multi-layered and complex, rather than linear.
{"title":"Narrating the Immigrant Experience: Three Adult Educators’ Perspectives","authors":"Edith Gnanadass, Kayon Murray-Johnson, María Alicia Vetter","doi":"10.1177/1045159520977708","DOIUrl":"https://doi.org/10.1177/1045159520977708","url":null,"abstract":"In this collaborative autoethnography, three immigrant adult education scholars examine diverse ways in which their experiences with racialization as immigrants in the United States have informed their scholarship and practice. The three authors originate from different parts of the world and use different theoretical frameworks—critical literary studies; critical theory; and postcolonial and Critical Race Theory, respectively—to complicate the immigrant Self and story. They argue that the use of autoethnography in adult education has the potential to illuminate issues of class, race, gender, and nationality to disrupt the typical immigrant narrative and allow for the advent of new immigrant stories and Subjects. Each narrative is unique; however, they do share the following commonalities: Critique of the postcolonial condition and the colonization of the Subject and culture; complicating the Black–White binary paradigm of race; centering anti-racist praxis; and suggestions for decolonizing the Self and adult education. The authors engage in this anti-racist work in solidarity with the Black Lives Matter movement, in an effort to dismantle systemic inequities and give voice to the subaltern. Patterns arising from their examination of these issues reveal new questions adult educators could consider as we teach, learn with, and from immigrant adult learners, whose cultural-historical contexts remain multi-layered and complex, rather than linear.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":"36 1","pages":"40 - 49"},"PeriodicalIF":1.3,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91018406","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 : 2021-02-01DOI: 10.1177/1045159520951276
Susan Rose
{"title":"Book Review: Education, Immigration, and Migration: Policy, Leadership, and Praxis for a Changing World by Arar, K., Brooks, J.S., & Bogotch, I.","authors":"Susan Rose","doi":"10.1177/1045159520951276","DOIUrl":"https://doi.org/10.1177/1045159520951276","url":null,"abstract":"","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":"35 1","pages":"53 - 54"},"PeriodicalIF":1.3,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87190036","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 : 2021-01-27DOI: 10.1177/1045159520987304
Jianling Xie, Jianzhong Xu, Tianlan Wei, Kasia Gallo, M. Giles, Yan Zhan, Yan Zeng, Xiang Huang, Xia Liu
This exploratory qualitative case study investigates how graduate students in education experience, attribute, and combat academic boredom. Three areas of concern are addressed: (a) the contributing factors to boredom, (b) how attributional style (internal vs. external) relates to coping with boredom, and (c) the differences between combating class-related boredom and learning-related boredom. Results showed that the onset of boredom was mostly influenced by a lack of interest, lack of utility value, and autonomy frustration. This study extended the existing literature by discovering an interaction between students’ attributional style and their coping strategies for boredom during classroom instruction. Specifically, students who argued that the instructor should hold more responsibility for boredom in class tended to take avoidance coping as their primary strategy (e.g., doodling). By comparison, students who opted to approach the problem positively (e.g., taking notes) are prone to attribute internally. Attribution does not appear to have a mediating effect on the relationship between experience of boredom and coping strategies for learning-related boredom. Implications for graduate and adult education and findings in the context of recent theoretical frameworks are discussed.
{"title":"Contributing Factors, Attribution, and Coping in Academic Boredom: An Exploratory Case Study of Graduate Students in Education","authors":"Jianling Xie, Jianzhong Xu, Tianlan Wei, Kasia Gallo, M. Giles, Yan Zhan, Yan Zeng, Xiang Huang, Xia Liu","doi":"10.1177/1045159520987304","DOIUrl":"https://doi.org/10.1177/1045159520987304","url":null,"abstract":"This exploratory qualitative case study investigates how graduate students in education experience, attribute, and combat academic boredom. Three areas of concern are addressed: (a) the contributing factors to boredom, (b) how attributional style (internal vs. external) relates to coping with boredom, and (c) the differences between combating class-related boredom and learning-related boredom. Results showed that the onset of boredom was mostly influenced by a lack of interest, lack of utility value, and autonomy frustration. This study extended the existing literature by discovering an interaction between students’ attributional style and their coping strategies for boredom during classroom instruction. Specifically, students who argued that the instructor should hold more responsibility for boredom in class tended to take avoidance coping as their primary strategy (e.g., doodling). By comparison, students who opted to approach the problem positively (e.g., taking notes) are prone to attribute internally. Attribution does not appear to have a mediating effect on the relationship between experience of boredom and coping strategies for learning-related boredom. Implications for graduate and adult education and findings in the context of recent theoretical frameworks are discussed.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":"21 1","pages":"99 - 113"},"PeriodicalIF":1.3,"publicationDate":"2021-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84578071","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 : 2021-01-27DOI: 10.1177/1045159520988361
Alexander C. Gardner, Heather N. Maietta, P. Gardner, Niki Perkins
This study sought to fill a gap in the literature by considering the role of motivation in post-secondary aspirations of adult learners, specifically full versus part-time status, previous level of educational attainment, years of work experience, and the selection of an academic program. The data from this study came from adult students ages 25 and older at 8 institutions in the Midwest. Statistical analysis determined there were significant differences in gender motivation, level of education is predictive of type of educational credential being pursued, and type of adult learner motivation influences which degree, academic program, and enrollment status is pursued by adult learners. Furthermore, this research revealed as adults acquire more work experience, their postsecondary educational aspirations are more likely motivated by extrinsic factors. These findings have meaningful implications for linking motivation with continuance and graduation from collegiate programs for which this paper identifies and discusses in the context of postsecondary education.
{"title":"Postsecondary Adult Learner Motivation: An Analysis of Credentialing Patterns and Decision Making Within Higher Education Programs","authors":"Alexander C. Gardner, Heather N. Maietta, P. Gardner, Niki Perkins","doi":"10.1177/1045159520988361","DOIUrl":"https://doi.org/10.1177/1045159520988361","url":null,"abstract":"This study sought to fill a gap in the literature by considering the role of motivation in post-secondary aspirations of adult learners, specifically full versus part-time status, previous level of educational attainment, years of work experience, and the selection of an academic program. The data from this study came from adult students ages 25 and older at 8 institutions in the Midwest. Statistical analysis determined there were significant differences in gender motivation, level of education is predictive of type of educational credential being pursued, and type of adult learner motivation influences which degree, academic program, and enrollment status is pursued by adult learners. Furthermore, this research revealed as adults acquire more work experience, their postsecondary educational aspirations are more likely motivated by extrinsic factors. These findings have meaningful implications for linking motivation with continuance and graduation from collegiate programs for which this paper identifies and discusses in the context of postsecondary education.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":"356 1","pages":"15 - 31"},"PeriodicalIF":1.3,"publicationDate":"2021-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80148356","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 : 2021-01-06DOI: 10.1177/1045159520984547
L.-M. Kaiser, Kelly Mckenna
One of the most obvious and immediate impacts of the COVID-19 crisis on education was the rapid shift from in-person to remote instruction. This affected almost all K-12, higher education, and adult education settings in an incredibly short timeframe (United Nations Educational, Scientific, and Cultural Organization, n.d.) and often with minimal support to facilitate the transition. This rapid conversion to remote education offers consequences for adult learners and educators (Boeren et al., 2020). While imperative to understand and address these issues, the field also has an opportunity for a positive outcome. The shift to remote education created a “need to know” about how to teach and learn at a distance, which translates to educators seeking new teaching approaches. This presents a unique opportunity to recognize adult educators as exemplars and leaders in both online and in-person education, including sharing our wealth of teaching knowledge with people and organizations, many of whom do not realize the expertise adult education practitioners and researchers have to offer. This article does not attempt to identify a comforting outcome amid the myriad of issues facing adult education as result of the pandemic. Rather, we intend to recognize the situation facing education and to illuminate our obligation to share our collective knowledge and experience.
2019冠状病毒病危机对教育最明显和最直接的影响之一是从面对面教学迅速转向远程教学。这在极短的时间内影响了几乎所有的K-12、高等教育和成人教育机构(联合国教育、科学和文化组织，n.d)，而且往往只有很少的支持来促进过渡。这种向远程教育的快速转变对成人学习者和教育者产生了影响(Boeren et al.， 2020)。虽然必须理解和解决这些问题，但该领域也有机会取得积极成果。向远程教育的转变创造了一种“需要知道”如何远程教学和学习的需求，这意味着教育工作者寻求新的教学方法。这提供了一个独特的机会，让我们认识到成人教育工作者是在线和面对面教育的榜样和领导者，包括与人们和组织分享我们丰富的教学知识，其中许多人没有意识到成人教育从业者和研究人员必须提供的专业知识。这篇文章并没有试图在成人教育因大流行而面临的无数问题中找出一个令人欣慰的结果。相反，我们打算认识到教育面临的形势，并阐明我们有义务分享我们的集体知识和经验。
{"title":"COVID-19 and the Shift to Remote Education: Opportunity and Obligation for Adult Educators","authors":"L.-M. Kaiser, Kelly Mckenna","doi":"10.1177/1045159520984547","DOIUrl":"https://doi.org/10.1177/1045159520984547","url":null,"abstract":"One of the most obvious and immediate impacts of the COVID-19 crisis on education was the rapid shift from in-person to remote instruction. This affected almost all K-12, higher education, and adult education settings in an incredibly short timeframe (United Nations Educational, Scientific, and Cultural Organization, n.d.) and often with minimal support to facilitate the transition. This rapid conversion to remote education offers consequences for adult learners and educators (Boeren et al., 2020). While imperative to understand and address these issues, the field also has an opportunity for a positive outcome. The shift to remote education created a “need to know” about how to teach and learn at a distance, which translates to educators seeking new teaching approaches. This presents a unique opportunity to recognize adult educators as exemplars and leaders in both online and in-person education, including sharing our wealth of teaching knowledge with people and organizations, many of whom do not realize the expertise adult education practitioners and researchers have to offer. This article does not attempt to identify a comforting outcome amid the myriad of issues facing adult education as result of the pandemic. Rather, we intend to recognize the situation facing education and to illuminate our obligation to share our collective knowledge and experience.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":"1 1","pages":"181 - 183"},"PeriodicalIF":1.3,"publicationDate":"2021-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83591379","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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