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":"28 1","pages":"3 - 4"},"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":"28 1","pages":"354 - 377"},"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":"29 1","pages":"170 - 194"},"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":"29 1","pages":"106 - 123"},"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}
Pub Date : 2022-03-08DOI: 10.1177/14779714221079368
L. Roe
Service-Learning is a form of experiential learning where faculty integrate a service or community engagement component into academic coursework. Supported by a growing body of literature documenting the impact of service-learning on undergraduate students as a high-impact practice in the United States, the scholarship and practice of service-learning frequently neglects graduate students as an important and unique demographic of learners. Graduate students pursue master’s degrees to achieve their career goals, but employers claim that students are graduating ill-prepared for the workforce. The disconnect between employers’ perspectives and students’ educational goals presented an opportunity to explore the relationship between service-learning and career preparation using Knowles’ andragogy as a theoretical framework. The purpose of this interpretive phenomenological analysis study was to explore the relationship between service-learning and career preparation from the perspective of graduate students as adult learners. Findings suggest that (1) service-learning is both as a professional experience itself and is an opportunity to further prepare for their future careers and (2) service-learning is a genuine way for students to develop skills and self-efficacy important to their career trajectory. Recommendations are provided for educators who are considering integrating service-learning into their teaching to support the professional goals of graduate students.
{"title":"Applying andragogy to service-learning in graduate education: An interpretive phenomenological analysis","authors":"L. Roe","doi":"10.1177/14779714221079368","DOIUrl":"https://doi.org/10.1177/14779714221079368","url":null,"abstract":"Service-Learning is a form of experiential learning where faculty integrate a service or community engagement component into academic coursework. Supported by a growing body of literature documenting the impact of service-learning on undergraduate students as a high-impact practice in the United States, the scholarship and practice of service-learning frequently neglects graduate students as an important and unique demographic of learners. Graduate students pursue master’s degrees to achieve their career goals, but employers claim that students are graduating ill-prepared for the workforce. The disconnect between employers’ perspectives and students’ educational goals presented an opportunity to explore the relationship between service-learning and career preparation using Knowles’ andragogy as a theoretical framework. The purpose of this interpretive phenomenological analysis study was to explore the relationship between service-learning and career preparation from the perspective of graduate students as adult learners. Findings suggest that (1) service-learning is both as a professional experience itself and is an opportunity to further prepare for their future careers and (2) service-learning is a genuine way for students to develop skills and self-efficacy important to their career trajectory. Recommendations are provided for educators who are considering integrating service-learning into their teaching to support the professional goals of graduate students.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":"29 1","pages":"147 - 169"},"PeriodicalIF":1.9,"publicationDate":"2022-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43385440","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 : 2022-02-13DOI: 10.1177/14779714211072304
Elaine Hoter, Reina Rutlinger Reiner
This article examines how mature Israeli teachers returning to academia after many years cope with the burden of their masters' studies in addition to their work as teachers and how the college can improve the well-being of these students and help avoid academic burnout. The study is based on repeated in-depth interviews with 18 female teachers. The analysis of the interviews and observations points to four areas that need to be considered. First, transformation, how returning to academic studies while working full-time changed the students’ lives. Second, the academic climate, the clarity of the elements in the program, coordination between the lecturers, relationships with teaching staff, as well as the facilities offered in the college. Third, academic burnout, which includes time management, challenges of balancing work, family and studies, and coping with frustration. The final theme is support, the importance of support by families, workplace, the staff, and their peers on their learning experience. The results point to the need for more coordination between staff, involving students in academic and administrative decisions and to introduce an ongoing program accompanying the M.Ed program that includes a support system to help reduce stress and avoid academic burnout.
{"title":"Preventing academic burnout and ensuring the wellbeing of teachers returning to academic studies","authors":"Elaine Hoter, Reina Rutlinger Reiner","doi":"10.1177/14779714211072304","DOIUrl":"https://doi.org/10.1177/14779714211072304","url":null,"abstract":"This article examines how mature Israeli teachers returning to academia after many years cope with the burden of their masters' studies in addition to their work as teachers and how the college can improve the well-being of these students and help avoid academic burnout. The study is based on repeated in-depth interviews with 18 female teachers. The analysis of the interviews and observations points to four areas that need to be considered. First, transformation, how returning to academic studies while working full-time changed the students’ lives. Second, the academic climate, the clarity of the elements in the program, coordination between the lecturers, relationships with teaching staff, as well as the facilities offered in the college. Third, academic burnout, which includes time management, challenges of balancing work, family and studies, and coping with frustration. The final theme is support, the importance of support by families, workplace, the staff, and their peers on their learning experience. The results point to the need for more coordination between staff, involving students in academic and administrative decisions and to introduce an ongoing program accompanying the M.Ed program that includes a support system to help reduce stress and avoid academic burnout.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":"29 1","pages":"41 - 68"},"PeriodicalIF":1.9,"publicationDate":"2022-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46711446","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 : 2022-01-20DOI: 10.1177/14779714211056962
Edgar A. Burns
Mid-career men and women professionals describe their pervasive sense of ‘lateness’ retraining in law. Against industry patterns of lawyers wishing to leave the profession, these individuals had chosen to assert or reassert a desire to become lawyers partway through existing careers. What cultural narratives mediate the process of making this professional career shifts? In contrast to younger students, these ‘later’ career changers differed in career experiences and expected career trajectories. They all spoke about their personal sense of career lateness relative to time-flow norms, but only some reflected on the subsequent implications of their career shift. Interviewees worked in Victoria, Australia and in New Zealand. This article applies Bourdieu’s concept of hysteresis to career lateness along with other career transition concepts to explore career changers’ internal disquiet about their ‘off time’ career transitions. Perceptions of career lateness – hysteresis in Bourdieu’s terms – arise from changing fields, losing/re-positioning occupational capital or stretching between old and new habitus in their post-transition career as lawyers or work using their new law degrees.
{"title":"Adult educational ‘lateness’ norms: hysteresis in mid-career retraining in law","authors":"Edgar A. Burns","doi":"10.1177/14779714211056962","DOIUrl":"https://doi.org/10.1177/14779714211056962","url":null,"abstract":"Mid-career men and women professionals describe their pervasive sense of ‘lateness’ retraining in law. Against industry patterns of lawyers wishing to leave the profession, these individuals had chosen to assert or reassert a desire to become lawyers partway through existing careers. What cultural narratives mediate the process of making this professional career shifts? In contrast to younger students, these ‘later’ career changers differed in career experiences and expected career trajectories. They all spoke about their personal sense of career lateness relative to time-flow norms, but only some reflected on the subsequent implications of their career shift. Interviewees worked in Victoria, Australia and in New Zealand. This article applies Bourdieu’s concept of hysteresis to career lateness along with other career transition concepts to explore career changers’ internal disquiet about their ‘off time’ career transitions. Perceptions of career lateness – hysteresis in Bourdieu’s terms – arise from changing fields, losing/re-positioning occupational capital or stretching between old and new habitus in their post-transition career as lawyers or work using their new law degrees.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":"28 1","pages":"480 - 498"},"PeriodicalIF":1.9,"publicationDate":"2022-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43702178","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 : 2021-12-23DOI: 10.1177/14779714211061590
K. Sadique, J. Tangen
Guided tours of memorial museums have sought to have an impact on visitors through an affective learning environment and critical reflection leading to ‘action’. However, there is limited work investigating the pedagogical underpinnings of such guided tours in order to understand whether they can facilitate action. This paper presents reflections of 21 students’ experiences of educational visits to the former Nazi extermination and concentration camp Auschwitz-Birkenau, Poland between 2017 and 2018. Students identified the guided tour of Auschwitz-Birkenau as having an affective dimension that enhanced understanding and brought about a perspective transformation but action was ill-defined. In considering ill-defined action, this paper attempts to frame understanding of the guided tour of the memorial museum within the context of Transformative Learning. It concludes that guiding practices should incorporate space for reflection and provide examples of potential ‘action’ so that visitors can mobilise their deeper understanding and experience long-term personal ‘change’.
{"title":"‘I feel like I can’t do a lot’: Affectivity, reflection and action in ‘Transformative’ genocide education","authors":"K. Sadique, J. Tangen","doi":"10.1177/14779714211061590","DOIUrl":"https://doi.org/10.1177/14779714211061590","url":null,"abstract":"Guided tours of memorial museums have sought to have an impact on visitors through an affective learning environment and critical reflection leading to ‘action’. However, there is limited work investigating the pedagogical underpinnings of such guided tours in order to understand whether they can facilitate action. This paper presents reflections of 21 students’ experiences of educational visits to the former Nazi extermination and concentration camp Auschwitz-Birkenau, Poland between 2017 and 2018. Students identified the guided tour of Auschwitz-Birkenau as having an affective dimension that enhanced understanding and brought about a perspective transformation but action was ill-defined. In considering ill-defined action, this paper attempts to frame understanding of the guided tour of the memorial museum within the context of Transformative Learning. It concludes that guiding practices should incorporate space for reflection and provide examples of potential ‘action’ so that visitors can mobilise their deeper understanding and experience long-term personal ‘change’.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":"28 1","pages":"522 - 539"},"PeriodicalIF":1.9,"publicationDate":"2021-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44259349","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 : 2021-12-09DOI: 10.1177/14779714211043903
Lata Das, Prakash Kumar
The present study is part of an exploratory research study conducted to understand the Learning experiences of adult learners in Higher Education Institutes in India. The primary aim of the present study was to examine the motivational orientations of adult learners for lifelong educational courses and hence, the Educational Participation Scale (EPS) by Boshier was used to examine the motivational orientations among adult learners enrolled in selected lifelong courses. In total, seven motivational factors were identified among the adult learners to enrol in the Programmes: Communication skills and Social contact, Professional advancement, Intellectual recreation, Cognitive interest, Family Togetherness, Children Relationship and Educational Compensation. Age, gender, type of course and educational background had varying influences on the motivational orientation of the adult learners. Though professional advancement was found to be higher, Communication skills, social contact and family togetherness was found to be significantly higher among older research participants aged 50 years and above.
{"title":"‘Motivational orientation for adult learners’","authors":"Lata Das, Prakash Kumar","doi":"10.1177/14779714211043903","DOIUrl":"https://doi.org/10.1177/14779714211043903","url":null,"abstract":"The present study is part of an exploratory research study conducted to understand the Learning experiences of adult learners in Higher Education Institutes in India. The primary aim of the present study was to examine the motivational orientations of adult learners for lifelong educational courses and hence, the Educational Participation Scale (EPS) by Boshier was used to examine the motivational orientations among adult learners enrolled in selected lifelong courses. In total, seven motivational factors were identified among the adult learners to enrol in the Programmes: Communication skills and Social contact, Professional advancement, Intellectual recreation, Cognitive interest, Family Togetherness, Children Relationship and Educational Compensation. Age, gender, type of course and educational background had varying influences on the motivational orientation of the adult learners. Though professional advancement was found to be higher, Communication skills, social contact and family togetherness was found to be significantly higher among older research participants aged 50 years and above.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":"28 1","pages":"615 - 633"},"PeriodicalIF":1.9,"publicationDate":"2021-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48844134","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 : 2021-12-06DOI: 10.1177/14779714211042037
Tanuj Negi, Shashi Jain
A common observation in Transformative Learning (TL) literature is the scarcity of ways to gauge the extent of personal transformation. This is despite a recorded history of more than four decades and the existence of multiple schools of thought in TL. Also, there has been insufficient exploration of the personal transformation of profession changers in the TL space. We believe it is important to operationalize the key concepts of the TL theory through quantitative methods to make way for newer insights. In this paper, using the case of profession changers from India, we extend Mezirow’s work on six types of ‘Habits of Mind’ beyond their original conceptualization by identifying constituent latent factors. We examine and establish the reliability and validity of these factors and recommend a factor-based scale approach for application.
{"title":"Observing the impact of profession change on ‘habits of mind’: A factor oriented approach","authors":"Tanuj Negi, Shashi Jain","doi":"10.1177/14779714211042037","DOIUrl":"https://doi.org/10.1177/14779714211042037","url":null,"abstract":"A common observation in Transformative Learning (TL) literature is the scarcity of ways to gauge the extent of personal transformation. This is despite a recorded history of more than four decades and the existence of multiple schools of thought in TL. Also, there has been insufficient exploration of the personal transformation of profession changers in the TL space. We believe it is important to operationalize the key concepts of the TL theory through quantitative methods to make way for newer insights. In this paper, using the case of profession changers from India, we extend Mezirow’s work on six types of ‘Habits of Mind’ beyond their original conceptualization by identifying constituent latent factors. We examine and establish the reliability and validity of these factors and recommend a factor-based scale approach for application.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":"28 1","pages":"499 - 521"},"PeriodicalIF":1.9,"publicationDate":"2021-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42910680","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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