Review: Planning Responsibly for Adult Education: A Guide to Negotiating Power and Interests, Planning Programs for Adult Learners: A Practical Guide for Educators, Trainers, and Staff Developers

In this article, the quality of media studies education through effective teaching utilizing audiovisual media technologies and audiovisual content (audiovisual media communications) to budding journalists as adult learners (18 years and older) is researched, with results primarily intended for application in radio lessons at all educational levels and disciplines (including adult education). Nowadays, audiovisual media communications play an important role in the modern and visual-centric way of our life, while they require all of us to possess multiple-multimodal skills to have a successful professional practice and career, and especially those who study media studies, such as tomorrow’s new journalists. Data were collected after three interactive teachings with emphasis on educational effectiveness in technology-enhanced learning, through a specially designed written questionnaire with a qualitative and quantitative form (evaluation form), as case study experiments that applied qualitative action research with quasi-experiments. The results (a) confirmed (i) the theory of audiovisual media in education, as well as (ii) the genealogical characteristics and habits of budding journalists as highlighted in basic generational theory, something which appears to be in agreement with findings of previous studies and research; and (b) showed that (i) teaching methodology and educational techniques aimed primarily at adult learners in adult education kept the interest and attention of the budding journalists through the use of such specific educational communication tools as audiovisual media technologies, as well as (ii) sound/audio media, as audiovisual content may hold a significant part in a lecture.

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Are adult learners in Europe happier than non-learners? Statistical evidence from the European Social Survey

European Educational Research Journal ◽

10.1177/14749041211014608 ◽

2021 ◽

pp. 147490412110146

Author(s):

Ellen Boeren

Keyword(s):

Adult Education ◽

Adult Learners ◽

Adult Learning ◽

European Social Survey ◽

Welfare Regimes ◽

Participation Rates ◽

Social Survey ◽

Academic Literature ◽

The United Kingdom ◽

The Relationship

This paper borrows insights from the literature on European welfare regimes to analyse the relationship between happiness and participation in adult education. The academic literature and policy discourses on adult education tend to claim that participation in learning is correlated with happiness despite the lack of strong European comparative empirical evidence on this topic. This paper uses data from the latest Wave of the European Social Survey to analyse the happiness perceptions of nearly 20,000 adults between the ages of 25 and 64 who live in 16 European countries (15 European Union countries and the United Kingdom). Results indicate that while adult learners on average tend to be happier than non-learners, this correlation weakens when controlling for determinants of participation and happiness and for the countries in which these adults live. Confirming the importance of welfare regimes, this study found that adults in Finland tend to be happier than those in other countries, regardless of their participation in adult education. Happiness scores were lowest in Bulgaria and Hungary, countries with low participation rates in adult education and with the biggest differences in happiness scores between learners and non-learners. It is argued that the presence of well-structured adult learning provision might be an important characteristic of welfare regimes but that happiness is determined by much more than being an adult learner.

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Transformative Learning: a Concept and Powerful Vision for Adult Education

Anwer Khan Modern Medical College Journal ◽

10.3329/akmmcj.v8i2.33670 ◽

2017 ◽

Vol 8 (2) ◽

pp. 128-131

Author(s):

Md Mahfuzar Rahman ◽

AK Mahbubul Hoque

Keyword(s):

Adult Education ◽

Adult Learners ◽

Transformative Learning ◽

Factual Knowledge ◽

Multiple Points ◽

Social Lives ◽

Medical College ◽

Beliefs And Values ◽

Substantial Change

Transformative learning is a process of learning that individuals to changes their critically assumptions and beliefs and consciously making and implementing plans that bring about new ways. It is a fundamentally rational and analytical process. It is also a process of getting beyond gaining factual knowledge alone to instead become learns in some meaningful way. It involves questioning assumptions, beliefs and values, and considering multiple points of view, while always seeking to verify reasoning. This learning is to make interpretations from the person's own beliefs, judgments and feelings and consciously define the meaning of the experience1 or a process of learning that creates a substantial change in the habits, ideas and/or outlook of an individual. This article highlights concept and theories that deals with the paradigm shift of changes needed among adult learners, role of educators and learners towards development of individual and social lives in addition to existing perspective (traditional) of teaching & learning practice. Practices of transformative learning vision and process in adult education have the scope to bring improved critical thinking and a way of changing life style.Anwer Khan Modern Medical College Journal Vol. 8, No. 2: Jul 2017, P 128-131

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Domestic and International Perspectives on Financing Adult Education and Training

Innovation in Aging ◽

10.1093/geroni/igab046.1509 ◽

2021 ◽

Vol 5 (Supplement_1) ◽

pp. 389-390

Author(s):

Abigail Helsinger ◽

Oksana Dikhtyar ◽

Phyllis Cummins ◽

Nytasia Hicks

Keyword(s):

Older Adults ◽

Adult Education ◽

Adult Learners ◽

Low Income ◽

The United States ◽

Education And Training ◽

Technological Advancement ◽

Middle Aged ◽

Structured Interviews ◽

And Training

Abstract Adult education and training (AET) over the life-course is necessary to participate in economic, social, and political activities in the time of globalization and technological advancement. However, little research has been done to identify mechanisms to fund AET opportunities among middle-aged and older adults from a comparative international perspective. Our study aimed to identify strategies to finance AET opportunities for middle-aged and older adults through an international lens, to help identify barriers and facilitators in effort to best support adult learners regardless of education background or socioeconomic characteristics. We carried out a descriptive qualitative study to facilitate an in-depth understanding of funding mechanisms available to adult learners in the selected countries, from the perspective of adult education and policy experts. Data were collected using semi-structured interviews with 61 international adult education experts from government agencies, non-governmental organizations, and education institutions. Our informants represented 10 countries including Australia, Canada, Germany, Italy, the Netherlands, Norway, Singapore, Sweden, the United Kingdom, and the United States. Data included at least one in-depth phone or web-based qualitative interview per informant in addition to information gathered from written materials (e.g., peer-reviewed publications and organizational reports). We identified three financing options that arose as themes: government-sponsored funding; employer-sponsored funding; and self-funding. We found that government-sponsored funding is especially important for low-skilled, low-income older adults for whom employer-sponsored or self-funding is not available. Our results have implications for lifelong AET policy changes, such as adaptations of successful AET funding programs across global communities.

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Integration of Indigenous Knowledge into Adult Learning Material Development and the Facilitation Methodology

Education Research International ◽

10.1155/2021/2231759 ◽

2021 ◽

Vol 2021 ◽

pp. 1-10

Author(s):

Yalalem Assefa

Keyword(s):

Adult Education ◽

Adult Learners ◽

Adult Learning ◽

Indigenous Knowledge ◽

Knowledge Integration ◽

Data Gathering ◽

Real Life ◽

Learning Material ◽

Learning Materials ◽

Material Development

Connecting indigenous knowledge systems and practices with adult education programs has priceless value of promoting and transferring indigenous perspectives from generation to generation. Indeed, education is the surest path to ensuring social continuity when it ought to be based on the real-life experiences of learners and what their immediate environment and social realities entail. This demands the development of relevant adult learning materials and the utilization of participatory facilitation methodologies. Considering this in mind, this study was aimed to explore the integration of indigenous knowledge into adult education practices. In doing so, a case-study design was employed. The study sample was composed of eighteen experts, seven adult education literacy center coordinators, and seventy adult learners. Interview and FGD were considered the major data-gathering tools. Also, thematic analysis was the center of this study’s data analysis. As a result, the finding indicated that even though adult learners have diverse learning experiences, narrow emphasis has been given to the development of learning concepts and objectives in adult learning materials. The application of appropriate facilitation methods through participating experienced learners remains symbolic. To enhance the positive inclusion of indigenous knowledge into adult learning, learning material and its facilitation environment must be conducive and adequately be portraited. Therefore, the objective of this study is to explore the existing practice of indigenous knowledge integration into adult education in North Wollo, from the perspectives of learning material development and utilization of the facilitation methodology.

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Integration of e-Consumer Elements in Adult and Community Education

International Journal of Learning and Development ◽

10.5296/ijld.v11i3.18923 ◽

2021 ◽

Vol 11 (3) ◽

pp. 101

Author(s):

Anastasia Nyawira Gakuru ◽

Joseph Mwinzi ◽

Joseph Nungu ◽

Samson Gunga

Keyword(s):

Adult Education ◽

Adult Learners ◽

Mixed Method ◽

Research Study ◽

Community Education ◽

Mixed Method Research ◽

Technological Advances ◽

The World ◽

Consumer Services ◽

Pertinent Question

Kenya, like other countries in Africa and across the world is in the grip of technological advances leading its agencies and parastatals to digitize their operations. A pertinent question, therefore, is whether adult and community education, in its current packaging in Kenya, is empowering the participants to engage in using e-consumer services actively, meaningfully, and in beneficial ways in their daily transactions. This study, therefore, sought to investigate the level of integration of e-Consumer elements in Adult and Community Education. The study adopted a mixed-method research study targeting adult learners in Nairobi County, adult education officers, and adult education instructors. The study collected data using interviews and questionnaires. The study established that integration of ICT services in adult centers is still facing numerous challenges which are evident by the poor use of e-consumer services by the adult learners.

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Online Education Programs for Adult Learners in Higher Education

Andragogical and Pedagogical Methods for Curriculum and Program Development - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-4666-5872-1.ch013 ◽

2014 ◽

pp. 250-274

Author(s):

Victor X. Wang ◽

Valerie A. Storey

Keyword(s):

Higher Education ◽

Adult Education ◽

Adult Learners ◽

Online Education ◽

21St Century ◽

Student Population ◽

Education Programs ◽

Future Technology ◽

E Learning ◽

Technology Trends

To serve a significant portion of the student population, adult learners, in the academy in the 21st century, this chapter argues that online education (e-learning) has the potential to open wider the door to greater access and advancement for learners across their life spans than the traditional four walled classroom. Some of the major issues revolving around online education and adult learners, such as policy, access, completion, and equity, are addressed in this chapter. The purpose of this chapter is to identify future technology trends, and then show how we can rely on practice and research to harness the great yet untapped potential of online education to promote online education programs, especially among adult learners. Policy, access, completion, and equity must be well addressed if online adult education is to be employed effectively and efficiently.

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Towards Blended Learning Designs Fostering Adults' Social Capital

Ubiquitous Inclusive Learning in a Digital Era - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-6292-4.ch003 ◽

2019 ◽

pp. 55-80

Author(s):

Celine Cocquyt ◽

Anh Nguyet Diep ◽

Chang Zhu ◽

Maurice De Greef ◽

Tom Vanwing

Keyword(s):

Social Capital ◽

Instructional Design ◽

Adult Education ◽

Adult Learners ◽

Blended Learning ◽

Adult Educators ◽

Learning Design ◽

Information And Communication ◽

Ubiquitous Presence ◽

Practical Recommendations

In responding to the ubiquitous presence of information and communication technology (ICT) in the educational landscape, blended learning has been increasingly adopted in adult education. While adult educators and practitioners face challenges due to such pedagogical shifts in instructional design, they are also encouraged to underscore the emancipatory values of adult education to contribute to the global social exclusion combat. Thus, it is of particular significance to examine how different elements of the blended learning design can result in social outcomes for adult learners. By deconstructing the blended learning design into specific online and general supportive factors, the present chapter sheds more light on the question: How does learning in a blended environment contribute to adult learners' social capital? On top of that, practical recommendations for instructors are put forward.

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