Pub Date : 2022-04-29DOI: 10.1177/14779714221089362
Arianne Maraj, Milagros Calderón-Moya, Domenique Sherab, R. Ghosh
Much research focuses on schooling for refugee children in resettlement contexts; however, limited research addresses young adult refugees (YAR) between 16–24 years in the adult education (AE) system. This paper strives to fill this gap by providing the perspectives of 12 AE practitioners who welcomed and worked with Syrian YAR in Quebec, Canada. Practitioners’ experiences and challenges faced with this refugee population reveal strategies needed to enable YAR to flourish and attain their objectives, including a call for systemic change in AE. Critical race theory and the capabilities approach set the conceptual framework guided by a narrative inquiry methodology. Semi-structured interviews provided the data that were thematically analyzed through collaborative work. From our understanding of the effectiveness of AE approaches for YAR, it is clear, based on the insights provided by the practitioners, that the face of AE has changed, and its current approach does not work for the YAR population.
{"title":"Reflecting on the experiences of Syrian refugee young adults in adult education in Quebec: The practitioners’ perspective","authors":"Arianne Maraj, Milagros Calderón-Moya, Domenique Sherab, R. Ghosh","doi":"10.1177/14779714221089362","DOIUrl":"https://doi.org/10.1177/14779714221089362","url":null,"abstract":"Much research focuses on schooling for refugee children in resettlement contexts; however, limited research addresses young adult refugees (YAR) between 16–24 years in the adult education (AE) system. This paper strives to fill this gap by providing the perspectives of 12 AE practitioners who welcomed and worked with Syrian YAR in Quebec, Canada. Practitioners’ experiences and challenges faced with this refugee population reveal strategies needed to enable YAR to flourish and attain their objectives, including a call for systemic change in AE. Critical race theory and the capabilities approach set the conceptual framework guided by a narrative inquiry methodology. Semi-structured interviews provided the data that were thematically analyzed through collaborative work. From our understanding of the effectiveness of AE approaches for YAR, it is clear, based on the insights provided by the practitioners, that the face of AE has changed, and its current approach does not work for the YAR population.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46662267","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 : 2022-04-26DOI: 10.1177/14779714221093091
Sarah A. Capello
For decades, the field of education has been criticized for failing to distinguish between the PhD and EdD degrees. However, the Carnegie Project on the Education Doctorate has recently redefined the EdD as a professional practice doctorate and offered a framework for program (re)design that includes the generation and application of practitioner knowledge to identify, investigate, and solve problems of practice. This renewed focus on (re)designing EdD programs provides a timely segue into rethinking doctoral assessments in EdD programs. This document analysis demonstrates how one near-ubiquitous assessment, the comprehensive examination, can be reimagined to serve as a site for reinforcing practitioner-oriented program outcomes. This manuscript reports how an EdD program implemented alternative comprehensive examinations to support student growth toward a variety of practitioner-oriented program outcomes. The findings indicate that the alternative assessments fostered student growth in all program outcomes and allowed students to meet several purposes of traditional comprehensive exams while also demonstrating that other purposes of comprehensive exams are misaligned with revised visions for EdD education. The implications of this study are that EdD assessments should be aligned with program outcomes and that program administrators should abandon traditional comprehensive exams for assessments that support practitioner growth and development.
{"title":"Linking assessments to program outcomes in practitioner-oriented EdD programs: An alternative to comprehensive examinations","authors":"Sarah A. Capello","doi":"10.1177/14779714221093091","DOIUrl":"https://doi.org/10.1177/14779714221093091","url":null,"abstract":"For decades, the field of education has been criticized for failing to distinguish between the PhD and EdD degrees. However, the Carnegie Project on the Education Doctorate has recently redefined the EdD as a professional practice doctorate and offered a framework for program (re)design that includes the generation and application of practitioner knowledge to identify, investigate, and solve problems of practice. This renewed focus on (re)designing EdD programs provides a timely segue into rethinking doctoral assessments in EdD programs. This document analysis demonstrates how one near-ubiquitous assessment, the comprehensive examination, can be reimagined to serve as a site for reinforcing practitioner-oriented program outcomes. This manuscript reports how an EdD program implemented alternative comprehensive examinations to support student growth toward a variety of practitioner-oriented program outcomes. The findings indicate that the alternative assessments fostered student growth in all program outcomes and allowed students to meet several purposes of traditional comprehensive exams while also demonstrating that other purposes of comprehensive exams are misaligned with revised visions for EdD education. The implications of this study are that EdD assessments should be aligned with program outcomes and that program administrators should abandon traditional comprehensive exams for assessments that support practitioner growth and development.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41981705","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 : 2022-04-25DOI: 10.1177/14779714221089360
Gennes Hendry Shirima
This paper reports the findings of a study that had examined the operations of open schools for out-of-secondary-school youth and adults in Tanzania. Its objective was to establish the practicality of the policy guidelines in guiding the operations of open schools and the emerging controversies and dynamics in their daily operations. This qualitative study collected data using documentary review and interviews, which was later subjected to thematic analysis. The study found contradictory and incongruous policy guidelines for open schools that largely rendered them impractical. Moreover, misinterpretations, varying understandings and inconsistencies in practices among open schools were common occurrences. There also emerged several dynamics in guiding the operations of open schools such as un-standardised practices, erratic registrations and persistence of uncontrolled open schools in the black market. In consequence, it was difficult to rationally manage their practices. Overall, the rather misplaced policy priority governing the operations of open schools calls for a special attention and impetus to bring about the desired positive change in this education sub-sector.
{"title":"A paradigm shift in guiding the operations of open schools in Tanzania: Praxis of emerging controversies and dynamics","authors":"Gennes Hendry Shirima","doi":"10.1177/14779714221089360","DOIUrl":"https://doi.org/10.1177/14779714221089360","url":null,"abstract":"This paper reports the findings of a study that had examined the operations of open schools for out-of-secondary-school youth and adults in Tanzania. Its objective was to establish the practicality of the policy guidelines in guiding the operations of open schools and the emerging controversies and dynamics in their daily operations. This qualitative study collected data using documentary review and interviews, which was later subjected to thematic analysis. The study found contradictory and incongruous policy guidelines for open schools that largely rendered them impractical. Moreover, misinterpretations, varying understandings and inconsistencies in practices among open schools were common occurrences. There also emerged several dynamics in guiding the operations of open schools such as un-standardised practices, erratic registrations and persistence of uncontrolled open schools in the black market. In consequence, it was difficult to rationally manage their practices. Overall, the rather misplaced policy priority governing the operations of open schools calls for a special attention and impetus to bring about the desired positive change in this education sub-sector.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41966604","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 : 2022-04-21DOI: 10.1177/14779714221087756
I. Biao
This article that is located within the alternative knowledge systems paradigm, discusses both the ancient and modern concepts of lifelong learning in relation to Africa’s development. It identifies ancient Greece’s education and African traditional education as two ancient lifelong learning typologies relevant to the current discussion. Ancient Greece’s education is a forerunner to modern education while African traditional education is one typology of education that remains relevant to African developmental aspirations. The modern concept of lifelong learning highlighted in this article is the one made popular by the United Nations Educational Scientific and Cultural Organisation (UNESCO). The article reviews the socialisation processes and worldviews prevalent within the West and Africa alongside the 50%, 40% and 7% Africa’s best primary, secondary and tertiary education success rates respectively and concludes that incongruity between the two socialisation processes and worldviews are responsible for this nearly two-century-old modest contribution of modern education to Africa’s development. Consequently, the article concludes that only a combination of both modern and African lifelong learning would expedite Africa’s socio-economic development.
{"title":"Lifelong learning and African development","authors":"I. Biao","doi":"10.1177/14779714221087756","DOIUrl":"https://doi.org/10.1177/14779714221087756","url":null,"abstract":"This article that is located within the alternative knowledge systems paradigm, discusses both the ancient and modern concepts of lifelong learning in relation to Africa’s development. It identifies ancient Greece’s education and African traditional education as two ancient lifelong learning typologies relevant to the current discussion. Ancient Greece’s education is a forerunner to modern education while African traditional education is one typology of education that remains relevant to African developmental aspirations. The modern concept of lifelong learning highlighted in this article is the one made popular by the United Nations Educational Scientific and Cultural Organisation (UNESCO). The article reviews the socialisation processes and worldviews prevalent within the West and Africa alongside the 50%, 40% and 7% Africa’s best primary, secondary and tertiary education success rates respectively and concludes that incongruity between the two socialisation processes and worldviews are responsible for this nearly two-century-old modest contribution of modern education to Africa’s development. Consequently, the article concludes that only a combination of both modern and African lifelong learning would expedite Africa’s socio-economic development.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47933971","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 : 2022-04-17DOI: 10.1177/14779714221094989
S. Lattke
{"title":"Book Review: The Role of Higher Education in the Professionalisation of Adult Educators","authors":"S. Lattke","doi":"10.1177/14779714221094989","DOIUrl":"https://doi.org/10.1177/14779714221094989","url":null,"abstract":"","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45835381","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 : 2022-04-13DOI: 10.1177/14779714221087277
Bo Klauth, Regina L. Garza Mitchell
Nearly one-quarter of American adults have low-level literacy skills. Existing research provides a great deal of quantitative information about skill levels and attainment, but little information exists that highlights the contextualized experiences of adult learners. In this phenomenological study, we explored individual adult learners’ experiences in a community-based literacy program. A purposive sample of eight adult learners participated in semi-structured interviews. The study shows that the tutors’ caring and understanding attitude towards the learners, friendship relationships between the tutors and learners, and the tutors’ use of individualized interventions for their learners were vital in shaping their positive learning experience. The study also highlights how the learners’ motivation and support system played in helping them persist in the program. The literacy program transformed their lives and meant “a chance” for making a change.
{"title":"Transforming lives through a literacy program: An exploration of adult learners’ experiences","authors":"Bo Klauth, Regina L. Garza Mitchell","doi":"10.1177/14779714221087277","DOIUrl":"https://doi.org/10.1177/14779714221087277","url":null,"abstract":"Nearly one-quarter of American adults have low-level literacy skills. Existing research provides a great deal of quantitative information about skill levels and attainment, but little information exists that highlights the contextualized experiences of adult learners. In this phenomenological study, we explored individual adult learners’ experiences in a community-based literacy program. A purposive sample of eight adult learners participated in semi-structured interviews. The study shows that the tutors’ caring and understanding attitude towards the learners, friendship relationships between the tutors and learners, and the tutors’ use of individualized interventions for their learners were vital in shaping their positive learning experience. The study also highlights how the learners’ motivation and support system played in helping them persist in the program. The literacy program transformed their lives and meant “a chance” for making a change.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43055850","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 : 2022-04-12DOI: 10.1177/14779714221094903
M. Osborne
With the expansion of the coverage of JACE in each of its issues, Volume 28.1 offers a plethora of contributions from around the world. Despite the increasing challenges that we have all experienced during the period of the COVID-19 pandemic, and in particular the pressures in carrying out research, our contributors show that research and scholarship remains high on their agenda. The issue begins withTabithaMukeredzi’s exploration of workplace learning amongst professionals working in Adult Education and Training Centres in South Africa. Her major recommendation of this study to government in her country is to promote in the future ‘deep learning-in-practice and minimise the surface learning in crisis management that is prevalent in the centres’. There follows two articles from Greece. The focus of Pandelis Kiprianos and Ioannis Mpourgos is Second Chance Schools for adults in an area in the west of the country, and the reasons that those who drop out of school use this part of the education system. Theodora Doufexi and Anastasia Pampouri consider another part of the system: continuing professional education programmes of the Centre of Vocational Training in central Greece. Their study shows a link between progression within the workplace and a positive evaluation of the effectiveness of training programmes. Nicolás Didier addresses the important topic of educational mismatch experienced by employees in Chile, where some 83.6% of those in work are either under-educated or over-educated. Using large-scale secondary data analysis from the Socioeconomic Characterisation Survey, he also inter alia explores credential inflation and job polarisation. These issues are discussed in the context of the fourth industrial revolution. The paper from Isaac Biney concerns the familiar topic of participation of adult learners in higher education, and the factors that hinder their progress in distance education mode. In this case, these challenges are explored using McCluskey’s Theory of Margin. Less familiar are accounts of this issue from Ghana, with here the sample of learners being drawn from the Accra Learning Centre. The next contribution from Charlie Potter also considers adult learners in higher education, in this case in the United States. In a large-scale quantitative analysis of the ‘Beginning Postsecondary Students 12/ 14’ dataset, this study focuses on the experiences of institutional transfer for adult students. It considers the characteristics, demographics and experiences of adult transfer
{"title":"Editorial","authors":"M. Osborne","doi":"10.1177/14779714221094903","DOIUrl":"https://doi.org/10.1177/14779714221094903","url":null,"abstract":"With the expansion of the coverage of JACE in each of its issues, Volume 28.1 offers a plethora of contributions from around the world. Despite the increasing challenges that we have all experienced during the period of the COVID-19 pandemic, and in particular the pressures in carrying out research, our contributors show that research and scholarship remains high on their agenda. The issue begins withTabithaMukeredzi’s exploration of workplace learning amongst professionals working in Adult Education and Training Centres in South Africa. Her major recommendation of this study to government in her country is to promote in the future ‘deep learning-in-practice and minimise the surface learning in crisis management that is prevalent in the centres’. There follows two articles from Greece. The focus of Pandelis Kiprianos and Ioannis Mpourgos is Second Chance Schools for adults in an area in the west of the country, and the reasons that those who drop out of school use this part of the education system. Theodora Doufexi and Anastasia Pampouri consider another part of the system: continuing professional education programmes of the Centre of Vocational Training in central Greece. Their study shows a link between progression within the workplace and a positive evaluation of the effectiveness of training programmes. Nicolás Didier addresses the important topic of educational mismatch experienced by employees in Chile, where some 83.6% of those in work are either under-educated or over-educated. Using large-scale secondary data analysis from the Socioeconomic Characterisation Survey, he also inter alia explores credential inflation and job polarisation. These issues are discussed in the context of the fourth industrial revolution. The paper from Isaac Biney concerns the familiar topic of participation of adult learners in higher education, and the factors that hinder their progress in distance education mode. In this case, these challenges are explored using McCluskey’s Theory of Margin. Less familiar are accounts of this issue from Ghana, with here the sample of learners being drawn from the Accra Learning Centre. The next contribution from Charlie Potter also considers adult learners in higher education, in this case in the United States. In a large-scale quantitative analysis of the ‘Beginning Postsecondary Students 12/ 14’ dataset, this study focuses on the experiences of institutional transfer for adult students. It considers the characteristics, demographics and experiences of adult transfer","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47946820","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 : 2022-04-01DOI: 10.1177/14779714221082691
L. Fiorini, Anna Borg, Manwel Debono
Introduction: The COVID-19 pandemic resulted in many tertiary institutions switching overnight from taught to online lectures without much preparation. Studies suggest that the sudden change has impacted on students’ satisfaction with online learning in differing ways. Yet, little is known about how this change impacted specifically on adult part-time students, which is the focus of this study. Methods: Part-time adult undergraduate students responded to a mixed methods online questionnaire. Close-ended questions were analysed quantitatively in order to determine levels of satisfaction with online learning during COVID-19 as well as its correlates. Open-ended questions were analysed qualitatively in order to explore the perceived benefits and challenges associated with online learning during this period. Results: Levels of satisfaction with online learning were found to be high, especially among students who were female, those who did not have young children, had partners who worked in excess of 40 hours, were able to follow lectures from locations other than the home, and those following non-technical courses. Several benefits of online learning were identified, including time saved on commuting, the ability to study from the comfort of home and the fact that lectures could now be recorded. Challenges included those related to technology, a lack of interaction amongst students and part-time lecturers who struggled with the sudden switch to online learning. Despite this, most students indicated they would like online lectures to continue to various degrees even after it was safe to return to class. Conclusion and implications: Online lectures were generally rated positively by adult part-time students. In view of the benefits and some of the challenges associated with online learning, it is recommended that future academic programmes adopt a blended approach whilst more support is provided to those who find it challenging to follow lectures from home.
{"title":"Part-time adult students’ satisfaction with online learning during the COVID-19 pandemic","authors":"L. Fiorini, Anna Borg, Manwel Debono","doi":"10.1177/14779714221082691","DOIUrl":"https://doi.org/10.1177/14779714221082691","url":null,"abstract":"Introduction: The COVID-19 pandemic resulted in many tertiary institutions switching overnight from taught to online lectures without much preparation. Studies suggest that the sudden change has impacted on students’ satisfaction with online learning in differing ways. Yet, little is known about how this change impacted specifically on adult part-time students, which is the focus of this study. Methods: Part-time adult undergraduate students responded to a mixed methods online questionnaire. Close-ended questions were analysed quantitatively in order to determine levels of satisfaction with online learning during COVID-19 as well as its correlates. Open-ended questions were analysed qualitatively in order to explore the perceived benefits and challenges associated with online learning during this period. Results: Levels of satisfaction with online learning were found to be high, especially among students who were female, those who did not have young children, had partners who worked in excess of 40 hours, were able to follow lectures from locations other than the home, and those following non-technical courses. Several benefits of online learning were identified, including time saved on commuting, the ability to study from the comfort of home and the fact that lectures could now be recorded. Challenges included those related to technology, a lack of interaction amongst students and part-time lecturers who struggled with the sudden switch to online learning. Despite this, most students indicated they would like online lectures to continue to various degrees even after it was safe to return to class. Conclusion and implications: Online lectures were generally rated positively by adult part-time students. In view of the benefits and some of the challenges associated with online learning, it is recommended that future academic programmes adopt a blended approach whilst more support is provided to those who find it challenging to follow lectures from home.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66020599","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 : 2022-03-24DOI: 10.1177/14779714221075829
W. Davis, M. Esposito, Jennifer Brown Urban, M. Linver
The purpose of this instrumental, multisite case study is to examine fidelity, adaptation, and differentiation challenges found at Wood Badge, a nationwide Boy Scouts of America training for adult volunteer leaders. Our iterative analysis of more than 900 pages of fieldnotes and 400 pages of documents revealed facilitators often explicitly taught syllabus content during the trainings. Observers noted 119 minor differentiations across trainings, notably involving facilitator delivery methods and the duration and scheduling of training segments. Facilitators observed 16 adaptations, which appeared to be based on external conditions at trainings or facilitator preferences, and just three instances of differentiation. Our analysis of the trainings surfaced key fidelity/adaptation issues like overadherence, conflicting notions of deviation, and the impact of preparation on fidelity. In addition, we identified factors influencing facilitators’ use of adaptation and differentiation. Recommendations for large-scale trainings are made based on the study’s findings.
{"title":"“Oh, I thought we’d be different”: A multifocal, interdisciplinary examination of the fidelity/adaptation challenge","authors":"W. Davis, M. Esposito, Jennifer Brown Urban, M. Linver","doi":"10.1177/14779714221075829","DOIUrl":"https://doi.org/10.1177/14779714221075829","url":null,"abstract":"The purpose of this instrumental, multisite case study is to examine fidelity, adaptation, and differentiation challenges found at Wood Badge, a nationwide Boy Scouts of America training for adult volunteer leaders. Our iterative analysis of more than 900 pages of fieldnotes and 400 pages of documents revealed facilitators often explicitly taught syllabus content during the trainings. Observers noted 119 minor differentiations across trainings, notably involving facilitator delivery methods and the duration and scheduling of training segments. Facilitators observed 16 adaptations, which appeared to be based on external conditions at trainings or facilitator preferences, and just three instances of differentiation. Our analysis of the trainings surfaced key fidelity/adaptation issues like overadherence, conflicting notions of deviation, and the impact of preparation on fidelity. In addition, we identified factors influencing facilitators’ use of adaptation and differentiation. Recommendations for large-scale trainings are made based on the study’s findings.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49607191","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 : 2022-03-23DOI: 10.1177/14779714221084346
S. Billett, A. Leow, Shuyi Chua, A. H. Le
The COVID-19 pandemic has precipitated an unprecedented education crisis, causing severe disruption to global education systems. One consequence has been an increased demand for online educational platforms, leading to a shift from face-to-face to online teaching. This was the case in Singapore where online educational provisions were quickly adopted and implemented by institutions providing continuing education and training to adult learners. This paper reports on the data from a survey of 258 participants on the accessibility and effectiveness of the different modes of learning (i.e. online learning, face-to-face learning, and a combination of both) based on comparisons prior to and after the onset of COVID-19. The findings indicate that familiarity with online platforms enhances the potential efficacy of online provisions of continuing education and training, but also illuminate issues concerning the kinds of experiences required for effective continuing education and training, with implications for providers and educators in and beyond Singapore.
{"title":"Changing attitudes about online continuing education and training: A Singapore case study","authors":"S. Billett, A. Leow, Shuyi Chua, A. H. Le","doi":"10.1177/14779714221084346","DOIUrl":"https://doi.org/10.1177/14779714221084346","url":null,"abstract":"The COVID-19 pandemic has precipitated an unprecedented education crisis, causing severe disruption to global education systems. One consequence has been an increased demand for online educational platforms, leading to a shift from face-to-face to online teaching. This was the case in Singapore where online educational provisions were quickly adopted and implemented by institutions providing continuing education and training to adult learners. This paper reports on the data from a survey of 258 participants on the accessibility and effectiveness of the different modes of learning (i.e. online learning, face-to-face learning, and a combination of both) based on comparisons prior to and after the onset of COVID-19. The findings indicate that familiarity with online platforms enhances the potential efficacy of online provisions of continuing education and training, but also illuminate issues concerning the kinds of experiences required for effective continuing education and training, with implications for providers and educators in and beyond Singapore.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42239052","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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