Penelitian ini memiliki latar belakang masalah yaitu kurangnya keterampilan yang ada dimasyarakat, banyaknya pengangguran yang ada di Indonesia, dan banyaknya permintaan dari masyarakat untuk mengadakan pelatihan life skill. Tujuan dari penelitian ini yaitu ingin mengetahui proses serta hasil pelatihan membuat sablon oleh warga belajar di SKB Kabupaten Ciamis. Metode yang digunakan pada penelitian ini yaitu metode pendekatan kualitatif dengan deskriptif dengan teknik pengumpulan data yaitu wawancara, observasi, dan dokumentasi. Teknik analisis data yaitu reduksi data, penyajian data, dan verifikasi data serta penarikan kesimpulan. Sumber data pada penelitian ini yaitu sumber data primer dan sumber data sekunder. Hasil penelitian yang diperoleh pada penelitian proses pelatihan life skill membuat sablon dalam meningkatkan kemandirian warga belajar di Sanggar Kegiatan Belajar (SKB) Ciamis yaitu pelatihan membuat sablon memiliki sarana prasarana seperti ruangan kelas, alat dan bahan membuat sablon. Dalam pelaksanaanya pamong belajar yaitu memberikan materi dan metode praktek agar warga belajar dapat mudah paham. Tujuan program pelatihan sablon yaitu untuk menambah serta mengembangkan life skill warga belajar melalui pelatihan membuat sablon agar memiliki kemandirian dalam hidupnya dan memiliki keterampilan untuk kehidupannya di masa depan. Hasil pelatihan life skill membuat sablon, warga belajar mendapatkan ilmu pengetahuan tentang cara membuat sablon dan memiliki keterampilan dalam membuat sablon serta warga belajar juga bisa membuka usaha atau mendapatkan pekerjaan yang lebih baik. Simpulannya setelah mengikuti kegiatan pelatihan warga belajar bisa mendapatkan pekerjaan atau dapat menyesuaikan kerja yang lebih baik dan dapat membuka usaha di bidang pembuatan sablon. Memperoleh penghasilan yang mencukupi, mempunyai aktualitas diri serta mengembangkan keterampilan untuk hidup lebih baik.simpulan dapat meningkatkan life skill dan kemandirian warga belajar.
{"title":"Pelatihan Life Skill Membuat Sablon dalam Meningkatkan Kemandirian Warga Belajar di Sanggar Kegiatan Belajar Kabupaten Ciamis","authors":"Dhanni Meisya, Lilis Karwati","doi":"10.59935/lej.v3i1.179","DOIUrl":"https://doi.org/10.59935/lej.v3i1.179","url":null,"abstract":"Penelitian ini memiliki latar belakang masalah yaitu kurangnya keterampilan yang ada dimasyarakat, banyaknya pengangguran yang ada di Indonesia, dan banyaknya permintaan dari masyarakat untuk mengadakan pelatihan life skill. Tujuan dari penelitian ini yaitu ingin mengetahui proses serta hasil pelatihan membuat sablon oleh warga belajar di SKB Kabupaten Ciamis. Metode yang digunakan pada penelitian ini yaitu metode pendekatan kualitatif dengan deskriptif dengan teknik pengumpulan data yaitu wawancara, observasi, dan dokumentasi. Teknik analisis data yaitu reduksi data, penyajian data, dan verifikasi data serta penarikan kesimpulan. Sumber data pada penelitian ini yaitu sumber data primer dan sumber data sekunder. Hasil penelitian yang diperoleh pada penelitian proses pelatihan life skill membuat sablon dalam meningkatkan kemandirian warga belajar di Sanggar Kegiatan Belajar (SKB) Ciamis yaitu pelatihan membuat sablon memiliki sarana prasarana seperti ruangan kelas, alat dan bahan membuat sablon. Dalam pelaksanaanya pamong belajar yaitu memberikan materi dan metode praktek agar warga belajar dapat mudah paham. Tujuan program pelatihan sablon yaitu untuk menambah serta mengembangkan life skill warga belajar melalui pelatihan membuat sablon agar memiliki kemandirian dalam hidupnya dan memiliki keterampilan untuk kehidupannya di masa depan. Hasil pelatihan life skill membuat sablon, warga belajar mendapatkan ilmu pengetahuan tentang cara membuat sablon dan memiliki keterampilan dalam membuat sablon serta warga belajar juga bisa membuka usaha atau mendapatkan pekerjaan yang lebih baik. Simpulannya setelah mengikuti kegiatan pelatihan warga belajar bisa mendapatkan pekerjaan atau dapat menyesuaikan kerja yang lebih baik dan dapat membuka usaha di bidang pembuatan sablon. Memperoleh penghasilan yang mencukupi, mempunyai aktualitas diri serta mengembangkan keterampilan untuk hidup lebih baik.simpulan dapat meningkatkan life skill dan kemandirian warga belajar.","PeriodicalId":46861,"journal":{"name":"International Journal of Lifelong Education","volume":"46 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90704042","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 : 2023-04-22DOI: 10.1080/02601370.2023.2196449
Morgan B. Zolkwer, Rafael Hidalgo, B. Singer
ABSTRACT There is Individual variation in how people interact with videos presented in online distance education. Educational videos can be embedded with interactive content to increase engagement and make cognition more efficient. Accordingly, we predicted that embedding questions during videos (rather than after) would enhance the performance of question-answering and be preferred by students. We also hypothesised that the benefits of presenting questions during videos might increase with age. Using a counter-balanced within-subject design, each participant watched short videos with questions embedded either during the video or presented after the video, and we then surveyed their experiences. Although there were no differences in correct responses, participants answered questions posed during videos more efficiently than questions presented after. Females enjoyed questions during videos more than males. Younger individuals (e.g. 25–34) seemed to benefit more from questions during videos than slightly older students (35–44). Interestingly, with increasing age (from 25 to 74), there was a shift in preference towards answering questions after, rather than during, videos. Overall, embedding questions was an effective and well-liked method for enhancing the interactivity of module-related videos. The age of students should be considered when embedding questions.
{"title":"Making educational videos more engaging and enjoyable for all ages: an exploratory study on the influence of embedded questions","authors":"Morgan B. Zolkwer, Rafael Hidalgo, B. Singer","doi":"10.1080/02601370.2023.2196449","DOIUrl":"https://doi.org/10.1080/02601370.2023.2196449","url":null,"abstract":"ABSTRACT There is Individual variation in how people interact with videos presented in online distance education. Educational videos can be embedded with interactive content to increase engagement and make cognition more efficient. Accordingly, we predicted that embedding questions during videos (rather than after) would enhance the performance of question-answering and be preferred by students. We also hypothesised that the benefits of presenting questions during videos might increase with age. Using a counter-balanced within-subject design, each participant watched short videos with questions embedded either during the video or presented after the video, and we then surveyed their experiences. Although there were no differences in correct responses, participants answered questions posed during videos more efficiently than questions presented after. Females enjoyed questions during videos more than males. Younger individuals (e.g. 25–34) seemed to benefit more from questions during videos than slightly older students (35–44). Interestingly, with increasing age (from 25 to 74), there was a shift in preference towards answering questions after, rather than during, videos. Overall, embedding questions was an effective and well-liked method for enhancing the interactivity of module-related videos. The age of students should be considered when embedding questions.","PeriodicalId":46861,"journal":{"name":"International Journal of Lifelong Education","volume":"42 1","pages":"283 - 297"},"PeriodicalIF":1.8,"publicationDate":"2023-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43201316","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 : 2023-04-17DOI: 10.1080/02601370.2023.2201689
Henrik Nordvall, Pamela Wadende, M. Amutabi
ABSTRACT This article reports an empirical case study of a community self-help group (chama) in Western Kenya, utilising the study circle model promoted by a Swedish non-governmental organisation. Methodologically, it is a qualitative study using semi-structured interviews and participant observation for data collection. The results show that the study circle idea was transferred and translated through a locally pre-existing social infrastructure for learning, i.e. a farming collective organised and based on the widespread Kenyan tradition of chama. When the chama embraced the study circle and made local sense of it, they did so by mainly sticking to the same form of meetings and activities they previously had. The added value of referring to the activity as a study circle was that it expanded the group’s networks and increased its chances to invite specialists for consultation. Also, some increase in status for the group compared to other (non – study circle) chamas was noted.
{"title":"Swedish study circles encounter Kenyan chamas: a case study on the global interaction of traditions in non-formal adult education","authors":"Henrik Nordvall, Pamela Wadende, M. Amutabi","doi":"10.1080/02601370.2023.2201689","DOIUrl":"https://doi.org/10.1080/02601370.2023.2201689","url":null,"abstract":"ABSTRACT This article reports an empirical case study of a community self-help group (chama) in Western Kenya, utilising the study circle model promoted by a Swedish non-governmental organisation. Methodologically, it is a qualitative study using semi-structured interviews and participant observation for data collection. The results show that the study circle idea was transferred and translated through a locally pre-existing social infrastructure for learning, i.e. a farming collective organised and based on the widespread Kenyan tradition of chama. When the chama embraced the study circle and made local sense of it, they did so by mainly sticking to the same form of meetings and activities they previously had. The added value of referring to the activity as a study circle was that it expanded the group’s networks and increased its chances to invite specialists for consultation. Also, some increase in status for the group compared to other (non – study circle) chamas was noted.","PeriodicalId":46861,"journal":{"name":"International Journal of Lifelong Education","volume":"42 1","pages":"313 - 327"},"PeriodicalIF":1.8,"publicationDate":"2023-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48375546","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 : 2023-04-09DOI: 10.1080/02601370.2023.2200206
Celestin Mayombe
ABSTRACT The purpose of this article was to examine social marketing strategies Adult Education and Training (AET) centres in South Africa use during entrepreneurship training programmes. The sample was drawn from AET centres of the KwaZulu-Natal (KZN) province. The study used the qualitative approach (semi-structured interviews) to collect data from adult trainees and centre managers. However, the broader study upon which this article is based utilised mixed research methods, that is, quantitative and qualitative approaches. The main findings of the study reveal that the social marketing strategies that the AET centres apply to turn unemployed adults into entrepreneurs entails mobilising external stakeholders to create opportunities for trainees to access financial and non-financial support for the start-up and growth of micro-enterprises. The study tentatively concludes that social marketing strategies are effective tools AET centres can use to turn unemployed adults into entrepreneurs and facilitate socio-economic transformation in impoverished communities. As a practical implication for policy, there is need for policymakers at local and national levels to embrace social marketing to enhance the effectiveness of entrepreneurship training for poverty reduction among unemployed and vulnerable population groups.
{"title":"Applying social marketing strategies in entrepreneurship training to turn unemployed adults into entrepreneurs in South Africa","authors":"Celestin Mayombe","doi":"10.1080/02601370.2023.2200206","DOIUrl":"https://doi.org/10.1080/02601370.2023.2200206","url":null,"abstract":"ABSTRACT The purpose of this article was to examine social marketing strategies Adult Education and Training (AET) centres in South Africa use during entrepreneurship training programmes. The sample was drawn from AET centres of the KwaZulu-Natal (KZN) province. The study used the qualitative approach (semi-structured interviews) to collect data from adult trainees and centre managers. However, the broader study upon which this article is based utilised mixed research methods, that is, quantitative and qualitative approaches. The main findings of the study reveal that the social marketing strategies that the AET centres apply to turn unemployed adults into entrepreneurs entails mobilising external stakeholders to create opportunities for trainees to access financial and non-financial support for the start-up and growth of micro-enterprises. The study tentatively concludes that social marketing strategies are effective tools AET centres can use to turn unemployed adults into entrepreneurs and facilitate socio-economic transformation in impoverished communities. As a practical implication for policy, there is need for policymakers at local and national levels to embrace social marketing to enhance the effectiveness of entrepreneurship training for poverty reduction among unemployed and vulnerable population groups.","PeriodicalId":46861,"journal":{"name":"International Journal of Lifelong Education","volume":"42 1","pages":"298 - 312"},"PeriodicalIF":1.8,"publicationDate":"2023-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43207967","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 : 2023-03-30DOI: 10.1080/02601370.2023.2196096
Ephrem Abdon, F. William, P. Tandika
ABSTRACT Access and use of mobile phones by communities in rural areas is a topical issue in different countries. However, there has been limited empirical literature to account for mobile phone use in rural areas for development and lifelong learning. This study employed the data which were collected from 66 phone users in rural areas to report on their technological literacy in the use of mobile phones. The data were generated through questionnaires, focus group discussions and practical tests. Descriptive statistics and thematic analysis were employed to analyse the data. The analysis revealed that the majority of adults in rural communities could use mobile phones through voice calls and short messages only. Only a few of them could use mobile phones to access internet services. Financial transactions and searching for information on weather, health, politics and businesses were challenging to them. This led to the conclusion that rural communities need to be empowered to access internet services through mobile phones to enhance their socio-economic development activities. It is recommended that technological literacy programmes on the use of mobile phones and the internet to maximise productivity be implemented in rural communities that are mostly farmers and producers of raw materials.
{"title":"Assessment of the community’s technological literacy in the use of mobile phones for rural development","authors":"Ephrem Abdon, F. William, P. Tandika","doi":"10.1080/02601370.2023.2196096","DOIUrl":"https://doi.org/10.1080/02601370.2023.2196096","url":null,"abstract":"ABSTRACT Access and use of mobile phones by communities in rural areas is a topical issue in different countries. However, there has been limited empirical literature to account for mobile phone use in rural areas for development and lifelong learning. This study employed the data which were collected from 66 phone users in rural areas to report on their technological literacy in the use of mobile phones. The data were generated through questionnaires, focus group discussions and practical tests. Descriptive statistics and thematic analysis were employed to analyse the data. The analysis revealed that the majority of adults in rural communities could use mobile phones through voice calls and short messages only. Only a few of them could use mobile phones to access internet services. Financial transactions and searching for information on weather, health, politics and businesses were challenging to them. This led to the conclusion that rural communities need to be empowered to access internet services through mobile phones to enhance their socio-economic development activities. It is recommended that technological literacy programmes on the use of mobile phones and the internet to maximise productivity be implemented in rural communities that are mostly farmers and producers of raw materials.","PeriodicalId":46861,"journal":{"name":"International Journal of Lifelong Education","volume":"42 1","pages":"270 - 282"},"PeriodicalIF":1.8,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49465722","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 : 2023-03-04DOI: 10.1080/02601370.2023.2194807
M. Milana, Ulrik Brandi, S. Hodge, Tetyana Hoggan-Kloubert, E. Knight
On 24 January 2023, the world celebrated the 5 International Day of Education proclaimed by the United Nations to highlight the importance of education for the development of individuals and societies, as well as promoting access to quality education for all. This year’s celebration was particularly significant as it came just a few months after the United Nations convened the Transforming Education Summit, in September 2022. The summit was called in response to a global crisis in education – ‘one of equity and inclusion, quality, and relevance’ (United Nations, n.d.., 2 para.). During times of crisis, such as the COVID-19 pandemic, it becomes increasingly clear that anticipating and rethinking possible futures of education is a human and institutional necessity. However, the question arises as to whether it is only during times of crisis that we imagine or anticipate possible futures for education, when considering contemporary media coverage of everyday affairs but also recent academic literature concerned with the politics of the future by International Organizations (IOs) (Global Society, 36, 2022) or Reimagining adult education and lifelong learning for all (Benavot et al., 2022). Leading scholars like Dewey, Mezirow or Jarvis have written extensively on the necessity of reflecting on ‘imaginative futures’ as a crucial aspect for lifelong education. In a previous editorial we questioned IOs as ‘competent’ agents to shape lifelong education’s future (Hodge et al., 2021). In this editorial we further explore how futures of education are imagined, for what purpose and by whom – using UNESCO’s work as an example – to then consider the implications for lifelong education scholarship. In tracing the ‘history of the future’, Adam (2010) argues that such comprehension has passed through developmental phases based first on fate (i.e. a realm of the supernatural outside a person’s control), then on fortune (i.e. a realm of potential personal action and wealth creation), until today recognition that,
2023年1月24日，全世界庆祝了联合国宣布的第五个国际教育日，以强调教育对个人和社会发展的重要性，并促进人人获得优质教育。今年的庆祝活动意义非凡，因为就在2022年9月联合国召开转型教育峰会几个月后。此次峰会的召开是为了应对全球教育危机——“公平和包容、质量和相关性的危机”（联合国，未另行说明，第2段）。在新冠肺炎大流行等危机时期，人们越来越清楚地认识到，预测和重新思考教育可能的未来是人类和机构的必要性。然而，问题是，我们是否只有在危机时期才能想象或预测教育的未来，考虑到当代媒体对日常事务的报道，以及国际组织（IOs）最近关注未来政治的学术文献（全球社会，362022）或重塑成人教育和全民终身学习（Benavot等人，2022）。杜威、梅齐罗或贾维斯等著名学者撰写了大量文章，阐述反思“想象力的未来”作为终身教育的一个重要方面的必要性。在之前的一篇社论中，我们质疑IO是塑造终身教育未来的“合格”代理人（Hodge et al.，2021）。在这篇社论中，我们以联合国教科文组织的工作为例，进一步探讨了教育的未来是如何想象的，目的是什么，由谁来设想，然后考虑对终身教育奖学金的影响。在追溯“未来的历史”时，Adam（2010）认为，这种理解经历了发展阶段，首先是基于命运（即一个人无法控制的超自然领域），然后是基于财富（即潜在的个人行动和财富创造领域），直到今天才认识到，
{"title":"Imagining the futures for lifelong education under the “promissory legitimacy” of international organisations","authors":"M. Milana, Ulrik Brandi, S. Hodge, Tetyana Hoggan-Kloubert, E. Knight","doi":"10.1080/02601370.2023.2194807","DOIUrl":"https://doi.org/10.1080/02601370.2023.2194807","url":null,"abstract":"On 24 January 2023, the world celebrated the 5 International Day of Education proclaimed by the United Nations to highlight the importance of education for the development of individuals and societies, as well as promoting access to quality education for all. This year’s celebration was particularly significant as it came just a few months after the United Nations convened the Transforming Education Summit, in September 2022. The summit was called in response to a global crisis in education – ‘one of equity and inclusion, quality, and relevance’ (United Nations, n.d.., 2 para.). During times of crisis, such as the COVID-19 pandemic, it becomes increasingly clear that anticipating and rethinking possible futures of education is a human and institutional necessity. However, the question arises as to whether it is only during times of crisis that we imagine or anticipate possible futures for education, when considering contemporary media coverage of everyday affairs but also recent academic literature concerned with the politics of the future by International Organizations (IOs) (Global Society, 36, 2022) or Reimagining adult education and lifelong learning for all (Benavot et al., 2022). Leading scholars like Dewey, Mezirow or Jarvis have written extensively on the necessity of reflecting on ‘imaginative futures’ as a crucial aspect for lifelong education. In a previous editorial we questioned IOs as ‘competent’ agents to shape lifelong education’s future (Hodge et al., 2021). In this editorial we further explore how futures of education are imagined, for what purpose and by whom – using UNESCO’s work as an example – to then consider the implications for lifelong education scholarship. In tracing the ‘history of the future’, Adam (2010) argues that such comprehension has passed through developmental phases based first on fate (i.e. a realm of the supernatural outside a person’s control), then on fortune (i.e. a realm of potential personal action and wealth creation), until today recognition that,","PeriodicalId":46861,"journal":{"name":"International Journal of Lifelong Education","volume":"42 1","pages":"121 - 124"},"PeriodicalIF":1.8,"publicationDate":"2023-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47651744","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 : 2023-02-19DOI: 10.1080/02601370.2023.2177759
Carmen Baumeler, Sonja Engelage, Christine Hämmerli, Patrizia Salzmann
ABSTRACT Recognition of prior learning (RPL) is often said to facilitate lifelong learning and occurs when already-acquired learning outcomes are officially valued. The education system is a central arena of RPL, allowing facilitated access to or shortening of study programmes. This study explores RPL practices in Switzerland. We ask the following research question: How do professional education institutions regulate, practice, and justify RPL? We start from the premise that RPL practices in higher education institutions are shaped by national RPL policies, professional bodies, and the nature of the respective labour markets. However, within these framework conditions, higher education institutions also create their own organisational policies, thereby promoting or hindering RPL. In addition, the study programme’s knowledge domain and the responsible persons’ pedagogic agency, shaped by their pedagogic concepts and individual attitudes, are also guiding factors. To answer our research question, we conducted qualitative comparative case studies and compared the RPL practices of professional education institutions that offer study programmes for hospitality management and social education. Our results show that organisations offering the same professional study programmes regulate, practice, and justify RPL differently, indicating the importance of organisational gatekeepers’ pedagogic agency.
{"title":"Recognition of prior learning in professional education from an organisational perspective","authors":"Carmen Baumeler, Sonja Engelage, Christine Hämmerli, Patrizia Salzmann","doi":"10.1080/02601370.2023.2177759","DOIUrl":"https://doi.org/10.1080/02601370.2023.2177759","url":null,"abstract":"ABSTRACT Recognition of prior learning (RPL) is often said to facilitate lifelong learning and occurs when already-acquired learning outcomes are officially valued. The education system is a central arena of RPL, allowing facilitated access to or shortening of study programmes. This study explores RPL practices in Switzerland. We ask the following research question: How do professional education institutions regulate, practice, and justify RPL? We start from the premise that RPL practices in higher education institutions are shaped by national RPL policies, professional bodies, and the nature of the respective labour markets. However, within these framework conditions, higher education institutions also create their own organisational policies, thereby promoting or hindering RPL. In addition, the study programme’s knowledge domain and the responsible persons’ pedagogic agency, shaped by their pedagogic concepts and individual attitudes, are also guiding factors. To answer our research question, we conducted qualitative comparative case studies and compared the RPL practices of professional education institutions that offer study programmes for hospitality management and social education. Our results show that organisations offering the same professional study programmes regulate, practice, and justify RPL differently, indicating the importance of organisational gatekeepers’ pedagogic agency.","PeriodicalId":46861,"journal":{"name":"International Journal of Lifelong Education","volume":"42 1","pages":"208 - 221"},"PeriodicalIF":1.8,"publicationDate":"2023-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48275890","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 : 2023-02-05DOI: 10.1080/02601370.2023.2173815
Tana Cuming, Sarah Verdon, Laura Hoffman, Suzanne C. Hopf, Lisa Brown
ABSTRACT In order to realise career and personal goals, as well as financial autonomy and security, many women are pursuing higher education alongside the role of motherhood. Student-mothers face many challenges when engaging in higher education, and many fail to complete their studies. This phenomenological study applies a feminist lens to the choices, motivations and barriers experienced by student-mothers. Data from two focus groups were analysed inductively through a feminist lens to identify emerging themes.The three main themes emerging from the data were: (1) student-mothers’ considerations for engaging in blended online learning; (2) the challenges for student-mothers studying through blended online learning; and (3) self-actualisation through blended online higher education. This research makes an important contribution to the literature by illuminating the study-work-life conflict experienced by student-mothers engaging in blended online learning. The findings of this research have implications for both higher education providers and policy makers. The findings highlight the barriers and facilitators facing mothers’ return to study via blended online learning and provide key insights for addressing these. Future research would benefit from exploring these issues with a larger and more diverse sample considering the perspectives of mothers from different language, socioeconomic and cultural backgrounds.
{"title":"Mothers’ experiences of engaging in blended online learning in higher education","authors":"Tana Cuming, Sarah Verdon, Laura Hoffman, Suzanne C. Hopf, Lisa Brown","doi":"10.1080/02601370.2023.2173815","DOIUrl":"https://doi.org/10.1080/02601370.2023.2173815","url":null,"abstract":"ABSTRACT In order to realise career and personal goals, as well as financial autonomy and security, many women are pursuing higher education alongside the role of motherhood. Student-mothers face many challenges when engaging in higher education, and many fail to complete their studies. This phenomenological study applies a feminist lens to the choices, motivations and barriers experienced by student-mothers. Data from two focus groups were analysed inductively through a feminist lens to identify emerging themes.The three main themes emerging from the data were: (1) student-mothers’ considerations for engaging in blended online learning; (2) the challenges for student-mothers studying through blended online learning; and (3) self-actualisation through blended online higher education. This research makes an important contribution to the literature by illuminating the study-work-life conflict experienced by student-mothers engaging in blended online learning. The findings of this research have implications for both higher education providers and policy makers. The findings highlight the barriers and facilitators facing mothers’ return to study via blended online learning and provide key insights for addressing these. Future research would benefit from exploring these issues with a larger and more diverse sample considering the perspectives of mothers from different language, socioeconomic and cultural backgrounds.","PeriodicalId":46861,"journal":{"name":"International Journal of Lifelong Education","volume":"42 1","pages":"177 - 194"},"PeriodicalIF":1.8,"publicationDate":"2023-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44602571","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 : 2023-01-31DOI: 10.1080/02601370.2023.2174197
N. Geerts, W. Schirmer, A. Vercruyssen, I. Glorieux
ABSTRACT Existing research on digital inclusion has shown that older adults (65+) are, in general, less digitally skilled than other age groups. While older adults can gain digital skills through ‘cold’ (formal) training by ICT instructors or through ‘warm’ (informal) support from family and friends, studies have suggested that formal training is more effective. Drawing on qualitative interview data of 26 ICT instructors, we 1) examine how their support contributes to the acquisition of digital skills in later life, and 2) explore the ICT instructors’ role in the digital inclusion of older adults. The instructors in our study identify specific strategies to address the mental and ageing-related barriers faced by older adults in acquiring digital skills. The ‘warm’ support provided by family and friends is a double-edged reason behind the need for ‘cold’ training. On the one hand, they gift devices, encourage uptake, and shape learning desires. On the other hand, participants turn to ICT training due to the limitations of informal support in terms of time, patience, and expertise. Drawing on the instructors’ descriptions and existing literature, we argue that ICT instructors play a necessary role in the digital inclusion of older adults as they close the ‘instruction gap’ left by warm experts.
{"title":"Bridging the ‘instruction gap’: how ICT instructors help older adults with the acquisition of digital skills","authors":"N. Geerts, W. Schirmer, A. Vercruyssen, I. Glorieux","doi":"10.1080/02601370.2023.2174197","DOIUrl":"https://doi.org/10.1080/02601370.2023.2174197","url":null,"abstract":"ABSTRACT Existing research on digital inclusion has shown that older adults (65+) are, in general, less digitally skilled than other age groups. While older adults can gain digital skills through ‘cold’ (formal) training by ICT instructors or through ‘warm’ (informal) support from family and friends, studies have suggested that formal training is more effective. Drawing on qualitative interview data of 26 ICT instructors, we 1) examine how their support contributes to the acquisition of digital skills in later life, and 2) explore the ICT instructors’ role in the digital inclusion of older adults. The instructors in our study identify specific strategies to address the mental and ageing-related barriers faced by older adults in acquiring digital skills. The ‘warm’ support provided by family and friends is a double-edged reason behind the need for ‘cold’ training. On the one hand, they gift devices, encourage uptake, and shape learning desires. On the other hand, participants turn to ICT training due to the limitations of informal support in terms of time, patience, and expertise. Drawing on the instructors’ descriptions and existing literature, we argue that ICT instructors play a necessary role in the digital inclusion of older adults as they close the ‘instruction gap’ left by warm experts.","PeriodicalId":46861,"journal":{"name":"International Journal of Lifelong Education","volume":"42 1","pages":"195 - 207"},"PeriodicalIF":1.8,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44691470","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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