scholarly journals Generational Differences in Adult Education Methodology – The Point of View of the Instructors

2021 ◽  
Vol 10 (2) ◽  
pp. 51-55
Author(s):  
Szilárd Malatyinszki
Keyword(s):  
Adult Education ◽  
Adult Learning ◽  
Digital Technology ◽  
Time Management ◽  
Generational Differences ◽  
Production Equipment ◽  
Age Difference ◽  
Operating Characteristics ◽  
Digital Competence ◽  
Human Skills

Abstract The methodology of adult learning has changed significantly. Today, it is no longer possible to consider it a homogeneous group of trainees with a significant age difference. Different methods and tools are available to acquire knowledge. Digital technology, changes in time management, and changes in the way information is processed require new methods in adult learning. The acquisition of knowledge is necessary to enable workers to contribute to the digitization of the operating characteristics of production equipment and machinery in the context of Industry 4.0 and, on the other hand, to enable the combination of robotic and human skills to be launched in the 21st century through Industry 5.0. In our research, we examine the perspectives of adult education institutions, adult education professionals, and the people involved in adult education to ameliorate the use of digital technology in adult education as effectively as possible. We looked at the readiness and openness of institutions and trainers and the digital competencies and expectations of adult learning users of different generations. With our research, we got to know the situation of adult education enterprises operating in Hungary, in the Békés County, the needs and learning habits of different generations, and determined the directions of digital competence development in adult education.

Introduction to Augmented Reality Training in the Industrial Environment

2021 ◽  
pp. 216-227
Author(s):  
Hocine Chebi
Keyword(s):  
Augmented Reality ◽  
Information And Communication Technologies ◽  
Time Management ◽  
Technological Development ◽  
Communication Technologies ◽  
Production Equipment ◽  
Remote Maintenance ◽  
New Information ◽  
Information And Communication ◽  
Human Skills

Faced with technological development and that of new information and communication technologies (NICTs), organizations' service structures and their processes have become increasingly flexible, interactive, and virtual. Industrial maintenance is one of the features that can take advantage of this change based on NICTs. The objective is to improve the reliability and availability of industrial equipment and installations, as well as to maintain a knowledge base allowing the capitalization of human skills. This makes it possible to keep production equipment at a distance and quickly by relying on remote maintenance and e-maintenance platforms. This allows real-time management between operators around industrial problems related to maintenance. In this chapter, the authors describe the change in the maintenance function between the classic strategy and the modern strategy, explaining the contribution of augmented reality to help solve problems in a remote maintenance or industrial e-maintenance task.

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.

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

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.

Koranlektüre-Kurse für „Intellektuelle“ in Dakar, Senegal: religiöse Erwachsenenbildung in frankophonen Mittelschichtsmilieus

Sociologus ◽  
2020 ◽  
Vol 70 (2) ◽  
pp. 159-179
Author(s):  
Nadine Sieveking
Keyword(s):  
Adult Education ◽  
Middle Class ◽  
Time Management ◽  
Specific Method ◽  
Effective Time ◽  
Secular Education ◽  
Social Positioning ◽  
The Social ◽  
Material Conditions ◽  
Arabic Speaking

Seit 2015 werden in Dakar Koranlektürekurse von einer Organisation angeboten, die verspricht, mittels einfacher und effizienter Methoden die Fähigkeiten zum eigenständigen Lesen des Korans innerhalb von drei Monaten zu vermitteln. Diese kostenpflichtigen Kurse sind auf eine spezielle Zielgruppe in frankophonen urbanen Bildungsmilieus zugeschnitten, die als „Intellektuelle“ bezeichnet wird. Der Artikel untersucht den Erfolg der Kurse und die soziale Positionierung der Beteiligten, die sich aus arabophonen (Lehrende) und frankophonen (Lernende) Bildungsgruppen rekrutieren. Letzteren wurde nach der Unabhängigkeit ein exklusiver Status als nationale Bildungselite zugeschrieben, der durch anhaltende Islamisierungsprozesse ‚von unten‘ zunehmend in Frage gestellt wird. Die Analyse zeigt, dass die Kurse dazu beitragen, die symbolischen Grenzen zwischen francisants und arabisants abzubauen und den frankophonen Teilnehmenden helfen, einen sozialen Status aufrecht zu erhalten, der respektable Modernität verkörpert. Eine wichtige Rolle für den Erfolg der Kurse spielen außerdem das effektive Zeitmanagement, die pädagogischen Methoden sowie die bürokratischen, räumlichen und materiellen Organisationsstrukturen, die dem Habitus der in säkularen, modernen Bildungssystemen sozialisierten Zielgruppe entsprechen. Qur’an Reading Courses for “Intellectuals” in Dakar, Senegal: Religious Adult Education in Francophone Middle Class Milieus Since 2015, a certain type of Quran reading course has been offered in Dakar. With their simple but efficient methods, these courses promise attendees the ability to read the Quran within three months. They are subject to fees and target a specific social group, identified as “intellectuals” and located within francophone educated urban milieus. The article examines the success of these courses and the social positioning of its participants, who are drawn from Arabic-speaking (teachers) and francophone (students) educated groups. Since Senegal’s independence, the latter have been ascribed an exclusive status as the national educated elite – a status that is increasingly questioned in ongoing Islamization processes ‘from below’. The analysis shows that the courses contribute to a weakening of the symbolic boundaries between francisants and arabisants and help the participants to reinforce a social status that embodies notions of respectable modernity. The specific method and pedagogy of the courses also play an important role in their success, as do their effective time management, their bureaucratic structures, and their spatial and material conditions, since these all correspond to the habitus of the target group whose members have been socialized within modern secular education systems.

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

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.

Towards More Socio-Culturally Sensitive Research and Study of Workplace E-Learning

2014 ◽  
pp. 2026-2042
Author(s):  
Karim A. Remtulla
Keyword(s):  
Adult Education ◽  
Adult Learning ◽  
Career And Technical Education ◽  
Technical Education ◽  
Education And Training ◽  
Career And Technical ◽  
Culturally Informed ◽  
E Learning ◽  
Learning Research ◽  
And Training

This article advocates workplace adult education and training researchers and scholar practitioners interested in career and technical education (CTE), adult education and technology, and who are attempting social and cultural critiques of workplace e-learning. The emphasis on the technological and artefactual in workplace e-learning research and study are not producing the expected learning outcomes from workplace adult education and training to the degree anticipated. Given increasingly global and diverse workforces, the research and study of workplace e-learning as a socio-culturally ‘negotiated' space may be an alternate approach toward a more socially and culturally informed understanding of adult learning from workplace e-learning.

A Case Study of Innovation Platforms for Agricultural Research, Extension, and Development

2015 ◽  
pp. 173-197 ◽  
Author(s):  
Matthew L. S. Gboku ◽  
Oitshepile M. Modise ◽  
Jenneh F. Bebeley
Keyword(s):  
Decision Making ◽  
Adult Education ◽  
Leadership Development ◽  
Adult Learning ◽  
Sierra Leone ◽  
Agricultural Research ◽  
Agricultural Extension ◽  
Leadership Roles ◽  
Agricultural Technologies

Stakeholder organizations clearly need to have more than a symbolic role in IAR4D decision making. They are currently hindered by their lack of knowledge of leadership roles and capacity to implement the IAR4D. In this chapter, the authors have presented the use of the IAR4D in Sierra Leone with clear justification of how it fits into contemporary approaches and interventions at the national, regional and global levels. The chapter focuses on the “Dissemination of New Agricultural Technologies in Africa (DONATA)” project in Sierra Leone as a shining example of leadership development and adult learning in both formal and non-formal settings. The authors highlight current challenges of the use of innovation platforms through IARD and articulate implications of the case study for adult education, agricultural extension and non-formal training in agricultural research institutions. The chapter ends with recommendations for surmounting the current challenges of the case described.

Exploring the Role of Adult Learning Theory in Understanding Employees' Participation in Non-Mandatory Training

2018 ◽  
pp. 48-80
Author(s):  
Jayaranjani Sutha
Keyword(s):  
Adult Education ◽  
Adult Learning ◽  
Learning Theory ◽  
Organizational Support ◽  
Adult Learning Theory ◽  
Unique Role ◽  
Mandatory Training ◽  
The Relationship ◽  
Theoretical Foundations

The theme of employees' non-mandatory training participation intention has been viewed as being supported by limited theoretical foundations, specifically expectancy theory of motivation and perceived organizational support theory. Although contributions made by adult learning theory have long been acknowledged, it is important to recognize the unique role it has played by incorporating three theoretical pillars and consequently providing a strong foundation for employees' non-mandatory training participation intention. By identifying the relationship between employees' non-mandatory training participation intention and one of its closely allied fields, viz. adult education, this article argues that it is actually adult learning theory that provides a foundation and linkage for both fields.

Theorizing African American Women’s Learning and Development

2012 ◽  
pp. 38-55 ◽  
Author(s):  
Marilyn Y. Byrd ◽  
Dominique T. Chlup
Keyword(s):  
African American ◽  
Adult Education ◽  
Adult Learning ◽  
Predominantly White ◽  
African American Women ◽  
Research Strategy ◽  
Learning Theories ◽  
Learning And Development ◽  
Adult Learning Theories ◽  
Women's Narratives

This study is a qualitative, interpretative examination of nine African American women’s encounters with race, gender, and social class (intersectionality) in predominantly white organizations and the learning experiences that emerged from these encounters. Rather than continuing to operate from a Eurocentric view of learning, this study contributes to the scholarly discussion the learning perspectives of African American Women (AAW). Black feminist theory is used as a socio-cultural framework to explain how AAW learn from issues emerging from intersectionality. A narrative approach to inquiry was the research strategy employed. Three major learning orientations emerged from the women’s narratives: learning from influential sources, learning through divine guidance, and learning through affirmation of self. The authors contend that expanding the conversation of adult learning theories to include socio-cultural theories derived from black women’s scholarship may be necessary to move the field of adult education toward more inclusive ways of theorizing adult learning. Implications for the field of adult education and the emerging workforce diversity paradigm are provided.

Community of Inquiry in Adult Online Learning

2010 ◽  
pp. 474-489 ◽  
Author(s):  
Zehra Akyol ◽  
D. Randy Garrison
Keyword(s):  
Online Learning ◽  
Adult Education ◽  
Adult Learning ◽  
Learning Communities ◽  
Teaching And Learning ◽  
Community Of Inquiry ◽  
Online Learning Communities ◽  
Positive Attitudes ◽  
Research Findings ◽  
Adult Online Learning

The adult education literature emphasizes communitybuilding in order to increase effectiveness and success ofonline teaching and learning. In this chapter theCommunity of Inquiry Framework that was developed by Garrison, Anderson and Archer (2000) has been introduced as a promising theory for adult learning in onlineenvironments. The chapter discusses the potential of the CoI framework to create effective adult online learning communities by utilizing the research findings from anonline course. Overall, the research findings showed that students had positive attitudes toward the communitydeveloped in the course and that their perception of constituting elements of the community of inquiry was significantly related to perceived learning and satisfaction.

Sign in / Sign up

Export Citation Format

Share Document