Pub Date : 2021-12-03DOI: 10.1177/14779714211042911
Cyril Mbeau‐ache, Brian R. Banks, Christina Ford
This study examines the levels of self-directed learning skills for students on the Access to HE course at City College and how these skills relate to their academic achievement. In this study, 101 students participated in a survey and their self-directed learning readiness was measured using the Self-Directed Learning Readiness Scale (SRSSDL). Achievement was determined using the Universities and Colleges Admissions Service (UCAS) tariff point system. The findings showed that 38% of students on the course had moderate levels of self-directed learning and 62% had high levels of self-directedness. The mean SRSSDL score for all students who took part in the study indicated just an above moderate level of self-directed learning. These findings suggest that areas for improvement should be identified and evaluated and strategies adopted with the help of the teacher to help improve students’ self-directed learning skills. Results from further analysis revealed that self-directed learning is strongly correlated with students’ academic achievement and that SRSSDL total score significantly predicted UCAS points (p = .049). Based on these findings, including components of self-directed learning in teaching for students on the Access to HE course might be beneficial in improving their overall achievement.
{"title":"The self-directed learning readiness of access to HE students at City College Plymouth, United Kingdom","authors":"Cyril Mbeau‐ache, Brian R. Banks, Christina Ford","doi":"10.1177/14779714211042911","DOIUrl":"https://doi.org/10.1177/14779714211042911","url":null,"abstract":"This study examines the levels of self-directed learning skills for students on the Access to HE course at City College and how these skills relate to their academic achievement. In this study, 101 students participated in a survey and their self-directed learning readiness was measured using the Self-Directed Learning Readiness Scale (SRSSDL). Achievement was determined using the Universities and Colleges Admissions Service (UCAS) tariff point system. The findings showed that 38% of students on the course had moderate levels of self-directed learning and 62% had high levels of self-directedness. The mean SRSSDL score for all students who took part in the study indicated just an above moderate level of self-directed learning. These findings suggest that areas for improvement should be identified and evaluated and strategies adopted with the help of the teacher to help improve students’ self-directed learning skills. Results from further analysis revealed that self-directed learning is strongly correlated with students’ academic achievement and that SRSSDL total score significantly predicted UCAS points (p = .049). Based on these findings, including components of self-directed learning in teaching for students on the Access to HE course might be beneficial in improving their overall achievement.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":"28 1","pages":"449 - 462"},"PeriodicalIF":1.9,"publicationDate":"2021-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42344593","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-01DOI: 10.1177/14779714211055491
Per Andersson, K. Muhrman
The aim of this study is to analyse how formal adult education in Sweden is enacted locally. For this analysis, the data consist of a nationwide survey sent to Swedish municipalities, background data on municipalities from public statistics and interviews with representatives of 20 municipalities. Swedish formal adult education, which includes general, vocational and Swedish for immigrants courses, is a responsibility of the municipality, but courses are not necessarily organised internally by the municipality. The results show how adult education is enacted in different ways. There are systems for outsourcing courses to various other providers, typically private training companies. There are thus both private and public providers, but courses are paid for by the municipality, which is also responsible of quality assurance. The quality assurance is typically enacted with a focus on students, via surveys and statistics on outcomes, but quality measures also target providers. Swedish adult education is characterised by extensive marketisation with many private providers and a broad supply of courses, but the municipalities are experiencing quality problems among providers, and some municipalities are considering extending their internal provision. There is also a labour-market focus where training programmes to improve adults’ employability are prioritised.
{"title":"Marketisation of adult education in Sweden","authors":"Per Andersson, K. Muhrman","doi":"10.1177/14779714211055491","DOIUrl":"https://doi.org/10.1177/14779714211055491","url":null,"abstract":"The aim of this study is to analyse how formal adult education in Sweden is enacted locally. For this analysis, the data consist of a nationwide survey sent to Swedish municipalities, background data on municipalities from public statistics and interviews with representatives of 20 municipalities. Swedish formal adult education, which includes general, vocational and Swedish for immigrants courses, is a responsibility of the municipality, but courses are not necessarily organised internally by the municipality. The results show how adult education is enacted in different ways. There are systems for outsourcing courses to various other providers, typically private training companies. There are thus both private and public providers, but courses are paid for by the municipality, which is also responsible of quality assurance. The quality assurance is typically enacted with a focus on students, via surveys and statistics on outcomes, but quality measures also target providers. Swedish adult education is characterised by extensive marketisation with many private providers and a broad supply of courses, but the municipalities are experiencing quality problems among providers, and some municipalities are considering extending their internal provision. There is also a labour-market focus where training programmes to improve adults’ employability are prioritised.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":"28 1","pages":"674 - 691"},"PeriodicalIF":1.9,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41991545","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-28DOI: 10.1177/14779714211049261
Wonmai Punksungka, T. Yamashita, Abigail Helsinger, R. Karam, P. Cummins, Jenna W. Kramer
This study examined the associations between adult education and training (AET) participation, educational attainment, literacy skills, gender, and race/ethnicity among the U.S. adult population aged 25 to 65 years old (n = 5,450). Given the socioeconomic advancements of women and racial/ethnic minorities in the last few decades, including higher educational attainment, increased labor force participation, and greater income, and as new data becomes available, it is important to re-examine AET participation by gender and race/ethnicity in the U.S while controlling for educational attainment and literacy skills. This study employed the 2012/2014 Program for International Assessment of Adult Competencies (PIAAC) public-use file (PUF). Binary logistic regression was used to examine (1) any AET, (2) formal AET, and (3) non-formal AET across all variables of interest. Indeed, educational attainment and literacy skills are associated with greater AET participation. Further analyses showed that more women than men participated in all forms of AET, and there were some variations in AET participation by racial/ethnic minorities. More Black, Hispanic, and other racial/ethnic minority adults participated in formal AET, and more Black adults participated in all forms of AET, compared to their White counterparts. This study also provides within-race/ethnicity group variations.
{"title":"Re-examining Adult Education and Training Participation by Education, Literacy, Gender, and Race/Ethnicity in the U.S.","authors":"Wonmai Punksungka, T. Yamashita, Abigail Helsinger, R. Karam, P. Cummins, Jenna W. Kramer","doi":"10.1177/14779714211049261","DOIUrl":"https://doi.org/10.1177/14779714211049261","url":null,"abstract":"This study examined the associations between adult education and training (AET) participation, educational attainment, literacy skills, gender, and race/ethnicity among the U.S. adult population aged 25 to 65 years old (n = 5,450). Given the socioeconomic advancements of women and racial/ethnic minorities in the last few decades, including higher educational attainment, increased labor force participation, and greater income, and as new data becomes available, it is important to re-examine AET participation by gender and race/ethnicity in the U.S while controlling for educational attainment and literacy skills. This study employed the 2012/2014 Program for International Assessment of Adult Competencies (PIAAC) public-use file (PUF). Binary logistic regression was used to examine (1) any AET, (2) formal AET, and (3) non-formal AET across all variables of interest. Indeed, educational attainment and literacy skills are associated with greater AET participation. Further analyses showed that more women than men participated in all forms of AET, and there were some variations in AET participation by racial/ethnic minorities. More Black, Hispanic, and other racial/ethnic minority adults participated in formal AET, and more Black adults participated in all forms of AET, compared to their White counterparts. This study also provides within-race/ethnicity group variations.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":"28 1","pages":"634 - 657"},"PeriodicalIF":1.9,"publicationDate":"2021-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45559449","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-25DOI: 10.1177/14779714211054555
Kaela Leyretana, J. E. Trinidad
Although there has been a rich amount of research about lifelong learning providing benefits such as economic advancement and personal fulfillment, less is known about factors that increase or decrease a person’s likelihood of pursuing it. Nonetheless, knowing these predictors and barriers can have practical consequences on encouraging people to have continued education. Using a national US dataset (n = 1651), our analyses showed people’s pursuit of different lifelong learning modalities and revealed significant predictors and barriers of lifelong learning. Counterintuitively, employment and time constraints did not prevent individuals from pursuing educational opportunities; they actually helped predict it. Additionally, limited information—rather than cost—was a stronger driver in preventing people from pursuing lifelong learning. Taken together, the research has implications for encouraging people to pursue lifelong learning.
{"title":"Predicting or preventing lifelong learning? The role of employment, time, cost, and prior achievement","authors":"Kaela Leyretana, J. E. Trinidad","doi":"10.1177/14779714211054555","DOIUrl":"https://doi.org/10.1177/14779714211054555","url":null,"abstract":"Although there has been a rich amount of research about lifelong learning providing benefits such as economic advancement and personal fulfillment, less is known about factors that increase or decrease a person’s likelihood of pursuing it. Nonetheless, knowing these predictors and barriers can have practical consequences on encouraging people to have continued education. Using a national US dataset (n = 1651), our analyses showed people’s pursuit of different lifelong learning modalities and revealed significant predictors and barriers of lifelong learning. Counterintuitively, employment and time constraints did not prevent individuals from pursuing educational opportunities; they actually helped predict it. Additionally, limited information—rather than cost—was a stronger driver in preventing people from pursuing lifelong learning. Taken together, the research has implications for encouraging people to pursue lifelong learning.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":"627 ","pages":"658 - 673"},"PeriodicalIF":1.9,"publicationDate":"2021-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41282208","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-12DOI: 10.1177/14779714211054131
M. Osborne
This issue of JACE coincides with the world moving towards the end of the second year of the COVID-19 pandemic, and as is evident not also from the academic literature, but only in the popular media, the education sector and learning more generally, has been particularly challenged. It is appropriate therefore that we begin this issue with an account from psychologists, Lorentz Neuwirth, Svetlana Jović and B Runi Mukherji from the State University of NewYork (SUNY) OldWestbury, of how a public institution at the centre of the pandemic can respond to needs of a diverse student population. Many of the other articles in this issue are also from other researchers and practitioners in the US, perhaps reflecting the proportionately larger population of authors in the country working in the field of adult education. Moving further south in the US, the next article from Christopher Bennett, E-Ling Hsiao, Dianne Dees, Daesang Kim andMichael Bochenko considers the impact of the TRIO programme, a well-known national initiative to support the retention of non-traditional, first generation and low-income students, on older students at a public state college in the state of Georgia. Their results amongst a significant cohort of students points to a number of positive outcomes of interventions. Still in the US, Virginia Montero-Hernandez and Steven Drouin consider the stories of first generation graduate students with Mexican parents. The findings from their research point to the importance of self-actualisation and of the contributions of this group to their families and community. Experiences of trauma are a core narrative of this work with the Latinx community. Back in New York state, the work of Sarantsetseg Davaasambuu and Christine Zagari considers the needs and satisfaction of a group of community college students taking non-credit courses, and how their college can respond to these. They argue that these adult students, who form a significant cohort of the population of colleges in the US, have been largely overlooked by researchers. Although a study of one particular institution, their five recommendations may have wider implications for the sector. In this issue, we are really criss-crossing the US, and our next article from Lauren Mangus, Cheryl Somers, Jina Yoon, Ty Partridge and Francesca Perniceis considers the achievement of young adults studying at a large, urban university in the Midwest. Using an ecological approach, they consider factors that include self-efficacy, motivation, study
{"title":"Editorial","authors":"M. Osborne","doi":"10.1177/14779714211054131","DOIUrl":"https://doi.org/10.1177/14779714211054131","url":null,"abstract":"This issue of JACE coincides with the world moving towards the end of the second year of the COVID-19 pandemic, and as is evident not also from the academic literature, but only in the popular media, the education sector and learning more generally, has been particularly challenged. It is appropriate therefore that we begin this issue with an account from psychologists, Lorentz Neuwirth, Svetlana Jović and B Runi Mukherji from the State University of NewYork (SUNY) OldWestbury, of how a public institution at the centre of the pandemic can respond to needs of a diverse student population. Many of the other articles in this issue are also from other researchers and practitioners in the US, perhaps reflecting the proportionately larger population of authors in the country working in the field of adult education. Moving further south in the US, the next article from Christopher Bennett, E-Ling Hsiao, Dianne Dees, Daesang Kim andMichael Bochenko considers the impact of the TRIO programme, a well-known national initiative to support the retention of non-traditional, first generation and low-income students, on older students at a public state college in the state of Georgia. Their results amongst a significant cohort of students points to a number of positive outcomes of interventions. Still in the US, Virginia Montero-Hernandez and Steven Drouin consider the stories of first generation graduate students with Mexican parents. The findings from their research point to the importance of self-actualisation and of the contributions of this group to their families and community. Experiences of trauma are a core narrative of this work with the Latinx community. Back in New York state, the work of Sarantsetseg Davaasambuu and Christine Zagari considers the needs and satisfaction of a group of community college students taking non-credit courses, and how their college can respond to these. They argue that these adult students, who form a significant cohort of the population of colleges in the US, have been largely overlooked by researchers. Although a study of one particular institution, their five recommendations may have wider implications for the sector. In this issue, we are really criss-crossing the US, and our next article from Lauren Mangus, Cheryl Somers, Jina Yoon, Ty Partridge and Francesca Perniceis considers the achievement of young adults studying at a large, urban university in the Midwest. Using an ecological approach, they consider factors that include self-efficacy, motivation, study","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":"27 1","pages":"139 - 140"},"PeriodicalIF":1.9,"publicationDate":"2021-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46055353","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-24DOI: 10.1177/14779714211037359
A. Sverdlik, S. Rahimi, R. Vallerand
University students’ passion for their studies has been previously demonstrated to be important for both their academic performance and their personal well-being. However, no studies to date have explored the role of passion for one’s studies on both academic and personal outcomes in a single model. The present research sought to determine the role of passion in adult university students’ self-regulated learning and psychological well-being (Study 1), as well as the process by which passion shapes these outcomes, namely academic emotions, in Study 2. It was hypothesised that harmonious passion would positively predict both self-regulated learning and psychological well-being in Study 1. Furthermore, the mediating role of academic emotions between passion and outcomes was tested using a prospective design over time in Study 2. Results provided support for the proposed model. Implications for future research and practice focusing on the role of passion in facilitating adaptive emotions, use of self-regulation and well-being in adult students are discussed.
{"title":"Examining the role of passion in university students’ academic emotions, self-regulated learning and well-being","authors":"A. Sverdlik, S. Rahimi, R. Vallerand","doi":"10.1177/14779714211037359","DOIUrl":"https://doi.org/10.1177/14779714211037359","url":null,"abstract":"University students’ passion for their studies has been previously demonstrated to be important for both their academic performance and their personal well-being. However, no studies to date have explored the role of passion for one’s studies on both academic and personal outcomes in a single model. The present research sought to determine the role of passion in adult university students’ self-regulated learning and psychological well-being (Study 1), as well as the process by which passion shapes these outcomes, namely academic emotions, in Study 2. It was hypothesised that harmonious passion would positively predict both self-regulated learning and psychological well-being in Study 1. Furthermore, the mediating role of academic emotions between passion and outcomes was tested using a prospective design over time in Study 2. Results provided support for the proposed model. Implications for future research and practice focusing on the role of passion in facilitating adaptive emotions, use of self-regulation and well-being in adult students are discussed.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":"28 1","pages":"426 - 448"},"PeriodicalIF":1.9,"publicationDate":"2021-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41995300","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-14DOI: 10.1177/14779714211037357
V. Ochieng, M. Ngware
Investment in sub-Sahara Africa's (SSA’s) youth through effective capacity development, involving adoption of contemporary skills development approaches, is integral in alleviating the region’s high youth unemployment rates as it will equip the youth with skills needed for employment. Skills that are needed are those that holistically develop the youth skills-set, including technical/hard and soft-skills, dubbed whole youth development (WYD) skills. This paper thus explores Technical and Vocational Education and Training (TVET) students’ understanding of soft-skills and its development. The paper utilizes data collected from a TVET study in Kenya that was carried in 9 of the 47 counties, targeting learners aged 15–24 years. The selected counties were those that had national polytechnics for national representation, except one (Turkana county), which was selected to represent youth from marginalized counties. A descriptive cross-sectional study design was adopted for this study. The findings indicate that there is a good understanding of soft-skills among the targeted respondents, with extra-curricular activities playing a key role in promoting TVET students’ soft-skills. However, inadequate human resource and low level of awareness on soft-skills among instructors contribute to inadequate soft-skills learning. This calls for a concerted effort among key education stakeholders on the development of instructors’ and institutions’ capacities for a plausible soft-skills outcome.
{"title":"Whole youth development and employment: Exploring the nexus using qualitative data from a Kenyan study of Technical and Vocational Education and Training institutions","authors":"V. Ochieng, M. Ngware","doi":"10.1177/14779714211037357","DOIUrl":"https://doi.org/10.1177/14779714211037357","url":null,"abstract":"Investment in sub-Sahara Africa's (SSA’s) youth through effective capacity development, involving adoption of contemporary skills development approaches, is integral in alleviating the region’s high youth unemployment rates as it will equip the youth with skills needed for employment. Skills that are needed are those that holistically develop the youth skills-set, including technical/hard and soft-skills, dubbed whole youth development (WYD) skills. This paper thus explores Technical and Vocational Education and Training (TVET) students’ understanding of soft-skills and its development. The paper utilizes data collected from a TVET study in Kenya that was carried in 9 of the 47 counties, targeting learners aged 15–24 years. The selected counties were those that had national polytechnics for national representation, except one (Turkana county), which was selected to represent youth from marginalized counties. A descriptive cross-sectional study design was adopted for this study. The findings indicate that there is a good understanding of soft-skills among the targeted respondents, with extra-curricular activities playing a key role in promoting TVET students’ soft-skills. However, inadequate human resource and low level of awareness on soft-skills among instructors contribute to inadequate soft-skills learning. This calls for a concerted effort among key education stakeholders on the development of instructors’ and institutions’ capacities for a plausible soft-skills outcome.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":"28 1","pages":"558 - 594"},"PeriodicalIF":1.9,"publicationDate":"2021-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44521660","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-19DOI: 10.1177/14779714211030950
O. Devilly, Jamil Jasin, S. M. Lim, Yong Lim Foo
The increase in the number of adults returning to complete their university education as ‘non-traditional students’ brings more attention to the challenges of a standard degree format. This paper examines the experiences of seven non-traditional students undergoing a cooperative education programme in Singapore, where students would alternate spending a few days in a week at a university while working full-time for the remaining days, in relation to the challenges and opportunities of the programme. Using qualitative thematic analysis, we discovered four themes greatly affected by the programme design – motivations for enrolling, transferability of knowledge, work–study balance and coping mechanisms. Overall, some obstacles hindering adults from continuing education were addressed by this cooperative education programme. The strong integration of work and study roles ensured that adults did not need to leave their job before starting university, reducing time and money-related pressures while increasing their commitment level to education. Additionally, rigid institutional practices were mitigated by the flexibility given by teaching faculty and work supervisors. We suggested several improvements to better suit the rising number of adults wanting to attain a degree. With the research results and recommendations proposed herein, this paper is useful to various universities willing to adopt cooperative education.
{"title":"Experience of students in cooperative education – A case study of Singapore’s work-study degree programme","authors":"O. Devilly, Jamil Jasin, S. M. Lim, Yong Lim Foo","doi":"10.1177/14779714211030950","DOIUrl":"https://doi.org/10.1177/14779714211030950","url":null,"abstract":"The increase in the number of adults returning to complete their university education as ‘non-traditional students’ brings more attention to the challenges of a standard degree format. This paper examines the experiences of seven non-traditional students undergoing a cooperative education programme in Singapore, where students would alternate spending a few days in a week at a university while working full-time for the remaining days, in relation to the challenges and opportunities of the programme. Using qualitative thematic analysis, we discovered four themes greatly affected by the programme design – motivations for enrolling, transferability of knowledge, work–study balance and coping mechanisms. Overall, some obstacles hindering adults from continuing education were addressed by this cooperative education programme. The strong integration of work and study roles ensured that adults did not need to leave their job before starting university, reducing time and money-related pressures while increasing their commitment level to education. Additionally, rigid institutional practices were mitigated by the flexibility given by teaching faculty and work supervisors. We suggested several improvements to better suit the rising number of adults wanting to attain a degree. With the research results and recommendations proposed herein, this paper is useful to various universities willing to adopt cooperative education.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":"28 1","pages":"463 - 479"},"PeriodicalIF":1.9,"publicationDate":"2021-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/14779714211030950","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46768578","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-16DOI: 10.1177/14779714211026939
Denise Calhoun
This paper demonstrates the effects of education on cognitive functioning which could serve as an alternative preventive method to halt or delay cognitive decline in older adults. The purpose of this proposal is to discuss and illustrate the benefits of improving cognitive ability through continuing education. As such, taking advantage of educational programmes that are already in place would not only provide mental stimulation for older adults, but would be a source for social networking, as well as technology training and physical education activities. To establish a link between cognition and education, this paper provides examples from a number of studies as well as a review of a longitudinal study on educational differences in the prevalence of dementia. The findings of this systematic review revealed a connection between cognitive decline and education after considering regions and economic status. Suggestions from these reviews imply that keeping one’s mind stimulated could be influential in delaying the onset of dementia resulting in possibly extending the time older adults are independent.
{"title":"Rethinking the education potential of older adults to delay the onset of dementia","authors":"Denise Calhoun","doi":"10.1177/14779714211026939","DOIUrl":"https://doi.org/10.1177/14779714211026939","url":null,"abstract":"This paper demonstrates the effects of education on cognitive functioning which could serve as an alternative preventive method to halt or delay cognitive decline in older adults. The purpose of this proposal is to discuss and illustrate the benefits of improving cognitive ability through continuing education. As such, taking advantage of educational programmes that are already in place would not only provide mental stimulation for older adults, but would be a source for social networking, as well as technology training and physical education activities. To establish a link between cognition and education, this paper provides examples from a number of studies as well as a review of a longitudinal study on educational differences in the prevalence of dementia. The findings of this systematic review revealed a connection between cognitive decline and education after considering regions and economic status. Suggestions from these reviews imply that keeping one’s mind stimulated could be influential in delaying the onset of dementia resulting in possibly extending the time older adults are independent.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":"28 1","pages":"414 - 425"},"PeriodicalIF":1.9,"publicationDate":"2021-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48894967","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-08DOI: 10.1177/14779714211026688
T. Morozova, A. Volnuhin, A. Gertsog, V. Zhukov, T. Zaugol'nikova, E. Samokhina, TV Chegayeva
The article is devoted to the current state of continuing medical education for general practitioners in the city of Moscow and is based on a survey of general practitioners working in Moscow. Results demonstrate a lack of satisfaction with the organisation and content of training in its previous format, the absence of significant changes in the learning objectives following education reform and an ambiguous attitude towards this reform. The minimum continuing education requirements for general practitioners working in the city of Moscow were shown to consist of day release, short-term training, theoretical and practical orientation and the application of contemporary educational technologies. Conceptual approaches to the development of continuing medical education in the field of general medical practice in Moscow were formulated. These comprised organisation of training, setting of learning objectives, selection of forms and methods of training, determination of interactive training content, application of a competency-based approach and individualisation of the educational path.
{"title":"Conceptual approaches to the development of continuing medical education for general practitioners in Moscow","authors":"T. Morozova, A. Volnuhin, A. Gertsog, V. Zhukov, T. Zaugol'nikova, E. Samokhina, TV Chegayeva","doi":"10.1177/14779714211026688","DOIUrl":"https://doi.org/10.1177/14779714211026688","url":null,"abstract":"The article is devoted to the current state of continuing medical education for general practitioners in the city of Moscow and is based on a survey of general practitioners working in Moscow. Results demonstrate a lack of satisfaction with the organisation and content of training in its previous format, the absence of significant changes in the learning objectives following education reform and an ambiguous attitude towards this reform. The minimum continuing education requirements for general practitioners working in the city of Moscow were shown to consist of day release, short-term training, theoretical and practical orientation and the application of contemporary educational technologies. Conceptual approaches to the development of continuing medical education in the field of general medical practice in Moscow were formulated. These comprised organisation of training, setting of learning objectives, selection of forms and methods of training, determination of interactive training content, application of a competency-based approach and individualisation of the educational path.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":"28 1","pages":"291 - 303"},"PeriodicalIF":1.9,"publicationDate":"2021-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/14779714211026688","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46423036","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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