Adult Education in Community Organisations Supporting Homeless Adults: Exploring the Impact of Austerity Politics

2018 ◽  
pp. 179-198 ◽  
Author(s):  
Katy Jones
Keyword(s):  
Adult Education ◽  
Homeless Adults ◽  
Community Organisations ◽  
The Impact

scholarly journals How Do the Timing and Duration of Courses Affect Participation in Adult Learning and Education? A Panel Analysis

2021 ◽  
pp. 074171362110190
Author(s):  
Fabian Rüter ◽  
Andreas Martin
Keyword(s):  
Adult Education ◽  
Adult Learning ◽  
Fixed Effects ◽  
Research Literature ◽  
Temporal Organization ◽  
Educational Institutions ◽  
Positive Effects ◽  
Matching Process ◽  
Education Participation ◽  
The Impact

Participation in adult learning and education requires the availability of, and accessibility to, learning opportunities provided by educational institutions. One fundamental element is time. Adult learning and education participation can only be realized by successfully matching individual time-availabilities with the temporal organization of provided courses. To address this required matching process, this study contributes to research literature as one of the first studies that investigates the impact of timing and course duration on participation counts (longitudinally). For this, we use organizational data from public adult education centers ( Volkshochschulen—VHS; the main adult education providers in Germany) from 2007 to 2017. Methodologically, random- and fixed-effects models are applied. We find significant positive effects on participation counts between increasing program breadth in terms of temporal formats and increasing average course duration.

Can adult education change extremist attitudes?

2005 ◽  
Author(s):  
John Preston ◽  
Leon Feinstein ◽  
T. Marion Anderson
Keyword(s):  
Cluster Analysis ◽  
Adult Education ◽  
General Population ◽  
Attitude Change ◽  
National Child Development Study ◽  
Causal Processes ◽  
Education Change ◽  
Conditional Association ◽  
The Impact ◽  
The Relationship

Although adult education leads to a moderation of racist or authoritarian attitudes amongst the general population, little is known concerning the impact of adult education on individuals with extremist racist–authoritarian views. In this paper we group individuals from the NCDS (National Child Development Study) into various racist–authoritarian categories at ages 33 and 42 using cluster analysis. Following this identification we test various hypothesis concerning the relationship between adult education and attitude change. In particular, questioning whether adult education can transform attitudes amongst those with racist–authoritarian attitudes and/or whether adult education can sustain non-extremist views. Although there is evidence of a conditional association between adult education and sustaining non-extremist views we are sceptical concerning the ability of adult education to change extremist positions. We conclude that further work on the mechanisms linking education and extremist attitudes is required if we are to identify causal processes.

scholarly journals THE IMPACT OF THE TRAINER’ COMMUNICATIONAL STYLE ON ADULT LEARNERS ‘LEARNING STYLES

2020 ◽  
Vol 8 (5) ◽  
pp. 139-145
Author(s):  
Ionela Roxana Urea ◽  
Cristina Cora Pirvu
Keyword(s):  
Adult Education ◽  
Adult Learners ◽  
Learning Styles ◽  
Learning Style ◽  
Continuous Improvement ◽  
Statistical Processing ◽  
Communication Style ◽  
Vocational Counselling ◽  
The Impact ◽  
The Relationship

Today, it is clear to everyone that regardless of the studies completed, the process of continuous improvement is necessary depending on the field in which they work. Each country has designed specific strategies in the field of adult education, as part of lifelong learning. Our research had the aim to highlight, beyond the type of training program for adults, the relationship between the communication style of trainers involved in adult education and the learning style of adult learners. In our research we used: a) the “Questionnaire S.C. (Analysis of Communication Style) b) the Romanian version of “Learning style Questionnaire”; c) non-directive interviews; d) statistical processing methods.  The results that came from the data allow us to see the influences of the trainers’ communicational style upon the learning style of adult learners during the training sessions. The conclusions are significant for developing proper vocational counselling programs for trainers that are involved in training adult learners.

scholarly journals The Impact of Social Media Technologies on Adult Learning

2018 ◽  
Vol 8 (5) ◽  
pp. 3747 ◽  
Author(s):  
Khalil Alsaadat
Keyword(s):  
Social Media ◽  
Adult Education ◽  
Adult Learners ◽  
Adult Learning ◽  
Learning Outcomes ◽  
Learning Context ◽  
Media Technologies ◽  
Use Of Social Media ◽  
The Impact

Technology and social media have presented significant tools for adult learners to learn and advance continually. Fast technological advancements have enabled development of technologies used for learning. Expansion of various tools has given professors, educaters, trainers, instructers, many alternatives towards the implementation of the technology supported learning. The use of social media can improve adult learning outcomes and academic accomplishment. Social media is increasingly proven to be beneficial in adult learning and has a huge potential for adult education. This paper sheds some lights on benefits of social media for adult learners, this is incorporated through the review of previous work and some barriers that encounters social media for learning purposes. Also some social media models are reviewed to show the growth and effect of social media in adult learning context, and suggestions and recommendations are provided.

scholarly journals COVID-19 Pandemic and Possible Futures of Adult Online Learning in Higher Education : Six Trends That Could Shape the Future

2021 ◽  
pp. 72-85
Author(s):  
Nicolas Gagnon
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Adult Education ◽  
Online Education ◽  
Time Span ◽  
Emerging Trends ◽  
The Future ◽  
Adult Online Learning ◽  
The Impact ◽  
Insight Into

The COVID-19 pandemic has had and will have, profound effects on adult education (Boeren, Roumell & Roessger, 2020; Kapplinger & Lichte, 2020) and online learning practices. The impact was unprecedented and led to the largest and quickest transformation of pedagogic practice ever seen in contemporary universities (Brammer & Clark, 2020). Although it is too soon for a full assessment, the first step is to gain insight into an understanding of the macro trends taking shape inside and outside the walls of institutions and then explore how these trends may affect the future. Against this background, a question arises: How is the COVID-19 pandemic shaping the future of adult online learning in higher education? Drawing on adult education and higher education scholarly and practitioner literature published over the last year, the purpose of this paper is threefold: (i) in the context of the COVID-19 pandemic, to identify and analyze emerging trends that could shape the future of adult online education in higher education, (ii) to analyze these trends over a longer time span in the literature, and (iii) to explore the possible futures of adult education and online learning in higher education.

scholarly journals Using mHealth to Increase Treatment Utilization Among Recently Incarcerated Homeless Adults (Link2Care): Protocol for a Randomized Controlled Trial (Preprint)

2018 ◽  
Author(s):  
Jennifer M Reingle Gonzalez ◽  
Michael S Businelle ◽  
Darla Kendzor ◽  
Michele Staton ◽  
Carol S North ◽  
...  
Keyword(s):  
Mental Health ◽  
Social Support ◽  
Substance Abuse ◽  
Case Management ◽  
The United States ◽  
Case Managers ◽  
Smartphone App ◽  
Homeless Adults ◽  
Usual Case ◽  
The Impact

BACKGROUND There is a significant revolving door of incarceration among homeless adults. Homeless adults who receive professional coordination of individualized care (ie, case management) during the period following their release from jail experience fewer mental health and substance use problems, are more likely to obtain stable housing, and are less likely to be reincarcerated. This is because case managers work to meet the various needs of their clients by helping them to overcome barriers to needed services (eg, food, clothing, housing, job training, substance abuse and mental health treatment, medical care, medication, social support, proof of identification, and legal aid). Many barriers (eg, limited transportation, inability to schedule appointments, and limited knowledge of available services) prevent homeless adults who were recently released from incarceration from obtaining available case management, crisis management, substance abuse, and mental health services. OBJECTIVE The aim of the Link2Care study is to assess the effectiveness of a smartphone app for increasing case management and treatment service utilization, and in turn reduce homelessness and rearrest. The goals of this research are to (1) assess the impact of an innovative smartphone app that will prompt and directly link recently incarcerated homeless adults to community-based case management services and resources and (2) utilize in-person and smartphone-based assessments to identify key variables (eg, alcohol or drug use, social support, psychological distress, and quality of life) that predict continued homelessness and rearrest. METHODS Homeless adults (N=432) who enroll in a shelter-based Homeless Recovery Program after release from the Dallas County Jail will be randomly assigned to one of the three treatment groups: (1) usual case management, (2) usual case management plus smartphone, and (3) usual case management with a study-provided smartphone that is preloaded with an innovative case management app (smartphone-based case management). Those assigned to smartphone-based case management will receive smartphones that prompt (twice weekly) connections to shelter-based case managers. The app will also offer direct links to case managers (available during normal business hours) and crisis interventionists (available 24 hours a day, 7 days a week) with the touch of a button. RESULTS Recruitment began in the spring of 2018, and data collection will conclude in 2021. CONCLUSIONS This research represents an important step toward integrated service connection and health care service provision for one of the most underserved, high need, and understudied populations in the United States. CLINICALTRIAL ClinicalTrials.gov NCT03399500; https://clinicaltrials.gov/ct2/show/NCT03399500 (Archived by WebCite at http://www.webcitation.org/6zSJwdgUS) REGISTERED REPORT IDENTIFIER RR1-10.2196/9868

scholarly journals DIGITAL STORYTELLING AS A TEACHING METHOD IN ADULT EDUCATION - THE CORRELATION BETWEEN ITS EFFECTIVENESS AND WORKING MEMORY

2021 ◽  
Vol 8 (12) ◽  
Author(s):  
Konstantina Karanasiou ◽  
Christos Drosos ◽  
Dimitris Tseles ◽  
Dimitris Piromalis ◽  
Nikos Tsotsolas
Keyword(s):  
Working Memory ◽  
Adult Education ◽  
Digital Storytelling ◽  
Teaching Method ◽  
Learning Performance ◽  
Effective Learning ◽  
Excellent Teaching ◽  
Information And Communication ◽  
Digital Stories ◽  
The Impact

<p>In recent years, technology has been growing rapidly. The impact that Information and Communication Technology (ICT) and associated teaching tools have on the learning process is already significant, and this is expected to grow further in the future. Digital Storytelling (DST) is a combination of interaction and learning at the same time and it could prove to be an excellent teaching method at the disposal of the educator. The present study is an attempt to examine the impact of the method in adult education, providing that the learners are the creators of digital stories. In addition, the current research is an attempt to examine the relationship between learners’ Working Memory and the impact of DST on their learning performance. The research has been conducted in a public vocational training institute. The findings revealed that DST is an effective learning tool in adult education that can improve learners’ performance. In addition, the findings suggest that the method is more effective in learners which have higher working memory rates than others.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0987/a.php" alt="Hit counter" /></p>

Challenges Next Door – A Case Study of Learning for Life

2001 ◽  
Vol 7 (1) ◽  
pp. 45-57 ◽  
Author(s):  
Susan Crichton ◽  
Ellen Kinsel
Keyword(s):  
Adult Education ◽  
Adult Learners ◽  
Rural Community ◽  
Western Canada ◽  
Employment Skills ◽  
Personal Empowerment ◽  
The Impact ◽  
The Relationship ◽  
Facilitated Learning

This paper reports on the findings of an ongoing study of adult learners at the Facilitated Learning Centre (FLC) in New Denver, British Columbia, Canada and focuses on the relationship between adult education, personal empowerment and learning. The program is grounded within models of situated cognition rather than focussing on employment skills and was started seven years ago in a small, rural community in western Canada. The study looks at the impact the program has had on learners, literacy, employability, participation in unpaid work, and personal empowerment.

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