Pub Date : 2023-06-20DOI: 10.1177/10451595231184928
Xi Lin
This study explores the potential of ChatGPT as a virtual tutor to facilitate self-directed learning (SDL) among adult learners in asynchronous online contexts. Although SDL has been identified as a critical skill, factors such as the lack of skills to find resources and the absence of a supportive learning environment could impede adult learners’ ability to engage in SDL. By harnessing the power of AI, ChatGPT can assist adult learners in setting learning goals, locating available resources, designing personalized learning plans, monitoring their performance, and reflecting on their learning experiences, ultimately leading to the effective completion of SDL. This study also discusses several existing limitations and challenges, including the need for instructors to provide guidance on creating prompts to use ChatGPT effectively, the possibility of learners becoming reliant on ChatGPT, the significance of institutions to provide policies of proper use of ChatGPT, and the necessary for AI developers to continuously improve the algorithms and data used by the system to minimize the likelihood of providing incorrect and irrelevant information. Additionally, some questions are raised regarding the balance between the use of ChatGPT and engagement with human instructors to ensure optimal learning outcomes. This study aims to enlighten adult educators and practitioners towards the integration of ChatGPT in asynchronous online learning to facilitate adult learning.
{"title":"Exploring the Role of ChatGPT as a Facilitator for Motivating Self-Directed Learning Among Adult Learners","authors":"Xi Lin","doi":"10.1177/10451595231184928","DOIUrl":"https://doi.org/10.1177/10451595231184928","url":null,"abstract":"This study explores the potential of ChatGPT as a virtual tutor to facilitate self-directed learning (SDL) among adult learners in asynchronous online contexts. Although SDL has been identified as a critical skill, factors such as the lack of skills to find resources and the absence of a supportive learning environment could impede adult learners’ ability to engage in SDL. By harnessing the power of AI, ChatGPT can assist adult learners in setting learning goals, locating available resources, designing personalized learning plans, monitoring their performance, and reflecting on their learning experiences, ultimately leading to the effective completion of SDL. This study also discusses several existing limitations and challenges, including the need for instructors to provide guidance on creating prompts to use ChatGPT effectively, the possibility of learners becoming reliant on ChatGPT, the significance of institutions to provide policies of proper use of ChatGPT, and the necessary for AI developers to continuously improve the algorithms and data used by the system to minimize the likelihood of providing incorrect and irrelevant information. Additionally, some questions are raised regarding the balance between the use of ChatGPT and engagement with human instructors to ensure optimal learning outcomes. This study aims to enlighten adult educators and practitioners towards the integration of ChatGPT in asynchronous online learning to facilitate adult learning.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":"5 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86367982","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 : 2023-06-09DOI: 10.1177/10451595231182447
A. Anderson, Justina Or
Collaborative Online International Learning (COIL) is a simulated global exchange experience that utilizes technology to bridge the gap between classrooms worldwide. Past research suggests that COIL may be useful in facilitating intercultural communication effectiveness and cultural humility for adult learners. As such, this quantitative study sought to examine the effects of a COIL experience that connected adult learners in the United States and Brazil on their intercultural effectiveness and cultural humility. Two instruments were used to collect data, including the Cultural Humility Scale and Intercultural Effectiveness Scale before and after the COIL experience. Data analyses revealed statistically significant increases in participants’ intercultural effectiveness and cultural humility following the COIL experience. These findings provided insights into the effects of COIL on the intercultural effectiveness and cultural humility of adult learners. They also informed andragogical practices for cultivating attitudes, skills, and behaviors for intercultural interactions among adult learners in educational and other professional settings. However, further research on the outcomes of COIL is beneficial.
{"title":"Fostering Intercultural Effectiveness and Cultural Humility in Adult Learners Through Collaborative Online International Learning","authors":"A. Anderson, Justina Or","doi":"10.1177/10451595231182447","DOIUrl":"https://doi.org/10.1177/10451595231182447","url":null,"abstract":"Collaborative Online International Learning (COIL) is a simulated global exchange experience that utilizes technology to bridge the gap between classrooms worldwide. Past research suggests that COIL may be useful in facilitating intercultural communication effectiveness and cultural humility for adult learners. As such, this quantitative study sought to examine the effects of a COIL experience that connected adult learners in the United States and Brazil on their intercultural effectiveness and cultural humility. Two instruments were used to collect data, including the Cultural Humility Scale and Intercultural Effectiveness Scale before and after the COIL experience. Data analyses revealed statistically significant increases in participants’ intercultural effectiveness and cultural humility following the COIL experience. These findings provided insights into the effects of COIL on the intercultural effectiveness and cultural humility of adult learners. They also informed andragogical practices for cultivating attitudes, skills, and behaviors for intercultural interactions among adult learners in educational and other professional settings. However, further research on the outcomes of COIL is beneficial.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":"11 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88574217","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 : 2023-06-07DOI: 10.1177/10451595231178298
Junghwan Kim, Miranda A. Livingston, Bora Jin, Miriam Watts, Jihee Hwang
This review study aims to understand the concept of adults’ digital health literacy (DHL), a recently emerging significant concept but still confused. For this, we seek to find the core competencies of digital health literacy by comparing those of existing relevant literacy concepts (i.e., health literacy and digital literacy). We identified seven core competencies of DHL across analytical, context-specific, and socioecological aspects: (a) traditional literacy, (b) information literacy, (c) media literacy, (d) health-related literacy, (e) technology literacy, (f) scientific literacy, and (g) socioecological nature. We also found the shared core aspects among DHL and digital and health literacies. The findings of this study contributed not only to grasping the concept of digital health literacy better but also to providing a fundamental basis for programs to enhance the DHL of adults. This article concludes with discussions about the findings and practical and academic implications.
{"title":"Fundamentals of Digital Health Literacy: A Scoping Review of Identifying Core Competencies to Use in Practice","authors":"Junghwan Kim, Miranda A. Livingston, Bora Jin, Miriam Watts, Jihee Hwang","doi":"10.1177/10451595231178298","DOIUrl":"https://doi.org/10.1177/10451595231178298","url":null,"abstract":"This review study aims to understand the concept of adults’ digital health literacy (DHL), a recently emerging significant concept but still confused. For this, we seek to find the core competencies of digital health literacy by comparing those of existing relevant literacy concepts (i.e., health literacy and digital literacy). We identified seven core competencies of DHL across analytical, context-specific, and socioecological aspects: (a) traditional literacy, (b) information literacy, (c) media literacy, (d) health-related literacy, (e) technology literacy, (f) scientific literacy, and (g) socioecological nature. We also found the shared core aspects among DHL and digital and health literacies. The findings of this study contributed not only to grasping the concept of digital health literacy better but also to providing a fundamental basis for programs to enhance the DHL of adults. This article concludes with discussions about the findings and practical and academic implications.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":"3 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88837937","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 : 2023-05-23DOI: 10.1177/10451595231178279
Justina Or, Elizabeth Golba
Because professional ethical engagement is essential to the delivery of high-quality healthcare services, health professions education programs must have effective instructional practices to train future healthcare providers of various disciplines to practice ethically. As research has found reflection to be an effective instructional practice for educating adult learners and teaching professional ethics, promoting health professions students’ tendency to reflect by boosting their reflective capacity may be helpful. Therefore, the study sought to examine the relationships between reflective capacity and professional ethical engagement to offer quantitative evidence for the significance of reflection in professional ethical engagement among health professions students. Correlational analyses revealed a strong, positive relationship between reflective capacity and professional ethical engagement in health professions students. Reflective capacity, specifically reflection-on-action and self-appraisal, could predict professional ethical engagement in health professions students. These findings provided insights into the reflective capacity and professional ethical engagement in health professions students. However, further research on the relationship between reflective capacity and professional ethical engagement in adult learners of health professions is needed.
{"title":"A Correlational Study on Reflective Capacity and Ethical Engagement in Adult Learners of Health Professions","authors":"Justina Or, Elizabeth Golba","doi":"10.1177/10451595231178279","DOIUrl":"https://doi.org/10.1177/10451595231178279","url":null,"abstract":"Because professional ethical engagement is essential to the delivery of high-quality healthcare services, health professions education programs must have effective instructional practices to train future healthcare providers of various disciplines to practice ethically. As research has found reflection to be an effective instructional practice for educating adult learners and teaching professional ethics, promoting health professions students’ tendency to reflect by boosting their reflective capacity may be helpful. Therefore, the study sought to examine the relationships between reflective capacity and professional ethical engagement to offer quantitative evidence for the significance of reflection in professional ethical engagement among health professions students. Correlational analyses revealed a strong, positive relationship between reflective capacity and professional ethical engagement in health professions students. Reflective capacity, specifically reflection-on-action and self-appraisal, could predict professional ethical engagement in health professions students. These findings provided insights into the reflective capacity and professional ethical engagement in health professions students. However, further research on the relationship between reflective capacity and professional ethical engagement in adult learners of health professions is needed.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":"200 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83072514","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 : 2023-03-15DOI: 10.1177/10451595231161346
Gina Sarabella
{"title":"Book Review: on Teaching and Learning About Family Literacy and Family Literacy Programs","authors":"Gina Sarabella","doi":"10.1177/10451595231161346","DOIUrl":"https://doi.org/10.1177/10451595231161346","url":null,"abstract":"","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":"87 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73498699","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 : 2023-02-28DOI: 10.1177/10451595231159430
Lilian H. Hill, Carol Rogers-Shaw, Davin J. Carr-Chellman
Manuscript submissions that are not adequately defined as adult education are a dilemma we, as the coeditors of Adult Learning, frequently confront. Many lack sufficient references to contemporary adult education literature. Instead, some manuscripts we receive are situated in higher education with insufficient attention paid to how the participants are “adults.” Sometimes, authors arguewith us whenwe suggest the addition of more careful description of adult participants and the inclusion of more adult education literature. Adult and higher education are distinct but related disciplineswith established disciplinary boundaries that serve to maintain disciplinary uniqueness, values, and epistemologies, and provide professional identity and disciplinary cohesion (Starr-Glass, 2019). The purpose of this editorial is to investigate the disciplinary boundaries of adult education and higher education, explore the concept of interdisciplinarity, and provide guidance to authors who might be considering submitting to Adult Learning.
{"title":"But, is it Adult Education? Disciplinary Boundaries of Adult Education and Higher Education","authors":"Lilian H. Hill, Carol Rogers-Shaw, Davin J. Carr-Chellman","doi":"10.1177/10451595231159430","DOIUrl":"https://doi.org/10.1177/10451595231159430","url":null,"abstract":"Manuscript submissions that are not adequately defined as adult education are a dilemma we, as the coeditors of Adult Learning, frequently confront. Many lack sufficient references to contemporary adult education literature. Instead, some manuscripts we receive are situated in higher education with insufficient attention paid to how the participants are “adults.” Sometimes, authors arguewith us whenwe suggest the addition of more careful description of adult participants and the inclusion of more adult education literature. Adult and higher education are distinct but related disciplineswith established disciplinary boundaries that serve to maintain disciplinary uniqueness, values, and epistemologies, and provide professional identity and disciplinary cohesion (Starr-Glass, 2019). The purpose of this editorial is to investigate the disciplinary boundaries of adult education and higher education, explore the concept of interdisciplinarity, and provide guidance to authors who might be considering submitting to Adult Learning.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":"40 1","pages":"59 - 67"},"PeriodicalIF":1.3,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79982004","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 : 2023-01-13DOI: 10.1177/10451595231151732
Xi Lin
This qualitative study examines student learning experiences toward a student-developed case study activity for online discussion guided by a three-tier case method model. Forty-five students were recruited from four online adult education courses. Analysis of students’ feedback shows that this activity leads to students’ positive learning experiences, including provoking critical thinking towards the discussion topic and providing unique resources for adult educators. The student-developed case study activity also helps establish a supportive peer relationship and engages students through analyzing a variety of student-developed cases, as well as interacting with the instructor and exchanging ideas with peers. This study furthermore indicates the potential usefulness of the proposed model as a guide for case study activities in the field of adult education and beyond.
{"title":"Using a Student-Developed Case Study Activity for Online Discussion Guided by a Three-Tier Case Method Model","authors":"Xi Lin","doi":"10.1177/10451595231151732","DOIUrl":"https://doi.org/10.1177/10451595231151732","url":null,"abstract":"This qualitative study examines student learning experiences toward a student-developed case study activity for online discussion guided by a three-tier case method model. Forty-five students were recruited from four online adult education courses. Analysis of students’ feedback shows that this activity leads to students’ positive learning experiences, including provoking critical thinking towards the discussion topic and providing unique resources for adult educators. The student-developed case study activity also helps establish a supportive peer relationship and engages students through analyzing a variety of student-developed cases, as well as interacting with the instructor and exchanging ideas with peers. This study furthermore indicates the potential usefulness of the proposed model as a guide for case study activities in the field of adult education and beyond.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":"20 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84781998","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 : 2023-01-05DOI: 10.1177/10451595221149768
S. Howell, Michael C. Johnson, Jana C. Hansen
One of the pedagogical benefits that emerged from the pandemic period for adult learners was that teachers, in addition to supporting institutions, were more willing to consider and introduce technological innovations to the learning experience. For 2 years, teachers and institutions had no choice. Unanticipatedly, some of these innovative strategies also engaged and empowered otherwise hesitant instructors and marginalized adult learners. This article briefly introduces categories of instructional technology tools that emerged from this period to help democratize adult learning—giving all adults opportunities to be heard, manage anxiety and introverted tendencies, to work with others, and to inform learning decisions for instructor and student alike, etc. These practices are briefly contextualized and referenced within the field using both Michael Moore’s Theory of Transactional Distance and Garrison, Anderson and Archer’s Community of Inquiry theoretical framework. The four categories of instructional technology tools featured in this article include: (1) Annotation (social) tools; (2) Backchanneling tools; (3) Collaboration tools; and (4) Polling (student response systems) tools.
{"title":"The Innovative Use of Technological Tools (the ABCs and Ps) to Help Adult Learners Decrease Transactional Distance and Increase Learning Presence","authors":"S. Howell, Michael C. Johnson, Jana C. Hansen","doi":"10.1177/10451595221149768","DOIUrl":"https://doi.org/10.1177/10451595221149768","url":null,"abstract":"One of the pedagogical benefits that emerged from the pandemic period for adult learners was that teachers, in addition to supporting institutions, were more willing to consider and introduce technological innovations to the learning experience. For 2 years, teachers and institutions had no choice. Unanticipatedly, some of these innovative strategies also engaged and empowered otherwise hesitant instructors and marginalized adult learners. This article briefly introduces categories of instructional technology tools that emerged from this period to help democratize adult learning—giving all adults opportunities to be heard, manage anxiety and introverted tendencies, to work with others, and to inform learning decisions for instructor and student alike, etc. These practices are briefly contextualized and referenced within the field using both Michael Moore’s Theory of Transactional Distance and Garrison, Anderson and Archer’s Community of Inquiry theoretical framework. The four categories of instructional technology tools featured in this article include: (1) Annotation (social) tools; (2) Backchanneling tools; (3) Collaboration tools; and (4) Polling (student response systems) tools.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":"70 1","pages":"181 - 187"},"PeriodicalIF":1.3,"publicationDate":"2023-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91211043","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 : 2022-12-19DOI: 10.1177/10451595221145206
W. Griswold, Meera Patel, Edith Gnanadass
Environmental injustice is often an intersection of economic, social, and environmental disparities. Addressing the inequities borne by communities overburdened with such disparities requires local learning opportunities. Exploring how and what participants learn during community education projects can help inform and improve practice, which was the focus of this study. This study reports on a larger community environmental education project involving participatory action research, which involved community residents in Chicago learning to monitor local air quality using low-cost air sensors. The experiences of 14 volunteer air monitors were collected using focus group interviews and analyzed using Braun and Clarke’s (2006) approach to thematic analysis. Participant learning focused on new and existing skills related to science/technology, interpersonal communication, and local environment. Volunteers built skills in using low-cost air sensors, taught other community members about air monitoring and local air quality, and devised strategies for improving community air quality and health. This exploration of the experiences of community residents learning to use low-cost air monitors has three applications to community education practice related to addressing inequity: utilizing community members as educators, developing community capacity to engage with science, and normalizing equitable processes. The study’s findings mark a contribution by the field of adult and community education to both Critical Science Agency and low-cost air monitoring literature, in addition to the Education for Sustainability literature by addressing the lack of focus on sustainability and equity by highlighting a community-based PAR project focused on developing local capacity of marginalized communities to address air quality issues.
{"title":"‘One Person Cannot Change It; It’s Going to Take a Community’: Addressing Inequity through Community Environmental Education","authors":"W. Griswold, Meera Patel, Edith Gnanadass","doi":"10.1177/10451595221145206","DOIUrl":"https://doi.org/10.1177/10451595221145206","url":null,"abstract":"Environmental injustice is often an intersection of economic, social, and environmental disparities. Addressing the inequities borne by communities overburdened with such disparities requires local learning opportunities. Exploring how and what participants learn during community education projects can help inform and improve practice, which was the focus of this study. This study reports on a larger community environmental education project involving participatory action research, which involved community residents in Chicago learning to monitor local air quality using low-cost air sensors. The experiences of 14 volunteer air monitors were collected using focus group interviews and analyzed using Braun and Clarke’s (2006) approach to thematic analysis. Participant learning focused on new and existing skills related to science/technology, interpersonal communication, and local environment. Volunteers built skills in using low-cost air sensors, taught other community members about air monitoring and local air quality, and devised strategies for improving community air quality and health. This exploration of the experiences of community residents learning to use low-cost air monitors has three applications to community education practice related to addressing inequity: utilizing community members as educators, developing community capacity to engage with science, and normalizing equitable processes. The study’s findings mark a contribution by the field of adult and community education to both Critical Science Agency and low-cost air monitoring literature, in addition to the Education for Sustainability literature by addressing the lack of focus on sustainability and equity by highlighting a community-based PAR project focused on developing local capacity of marginalized communities to address air quality issues.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":"12 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89850274","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 : 2022-12-13DOI: 10.1177/10451595221143542
Fujuan Tan
Most would agree that concepts of diversity, globalization, and internationalization are important for the well-being of society. This notion is perhaps especially true in Appalachia, where the population is predominantly homogenous (Pollard & Jacobsen, 2020), and economic success and educational attainment lags the rest of the US (Greenberg, 2016; Pollard & Jacobsen, 2020). For those fully understanding the abovementioned concepts as well as the Appalachian region, the latter could arguably benefit from embracing the former. I am from China. I have spent 15 years in the US, first obtaining a PhD in adult and postsecondary education in the West, and then obtaining a faculty position at a regional university in the heart (the central subregion) of Appalachia, which has one of the least diverse populations in the country. I have faced challenges and learned lessons as I developed, found my place in, and pursued the promotion of diversity, globalization, and internationalization in central Appalachia. Below, I share my pathway to transformation, and my practice and reflection of teaching, scholarship, and service, in hopes they will help inform an understanding of the importance of infusing diversity and internationalization into institutions and programs of adult learning in the Appalachian area, and beyond. Moreover, learned lessons and techniques described may be of use to adult educators with similar missions all levels ranging from local to global.
{"title":"Promoting Diversity, Globalization, and Internationalization in Appalachia: Experiences of an International University Faculty Member","authors":"Fujuan Tan","doi":"10.1177/10451595221143542","DOIUrl":"https://doi.org/10.1177/10451595221143542","url":null,"abstract":"Most would agree that concepts of diversity, globalization, and internationalization are important for the well-being of society. This notion is perhaps especially true in Appalachia, where the population is predominantly homogenous (Pollard & Jacobsen, 2020), and economic success and educational attainment lags the rest of the US (Greenberg, 2016; Pollard & Jacobsen, 2020). For those fully understanding the abovementioned concepts as well as the Appalachian region, the latter could arguably benefit from embracing the former. I am from China. I have spent 15 years in the US, first obtaining a PhD in adult and postsecondary education in the West, and then obtaining a faculty position at a regional university in the heart (the central subregion) of Appalachia, which has one of the least diverse populations in the country. I have faced challenges and learned lessons as I developed, found my place in, and pursued the promotion of diversity, globalization, and internationalization in central Appalachia. Below, I share my pathway to transformation, and my practice and reflection of teaching, scholarship, and service, in hopes they will help inform an understanding of the importance of infusing diversity and internationalization into institutions and programs of adult learning in the Appalachian area, and beyond. Moreover, learned lessons and techniques described may be of use to adult educators with similar missions all levels ranging from local to global.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":"70 1","pages":"117 - 120"},"PeriodicalIF":1.3,"publicationDate":"2022-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76723088","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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