scholarly journals The situational approach in adult education: Modeling situations using the vee diagram

2021 ◽  
Vol 9 (2) ◽  
pp. 032-042
Author(s):  
Jamal Barhone ◽  
Omar Erradi ◽  
Maha Khaldi ◽  
Mohamed Erradi ◽  
Mohamed Khaldi
Keyword(s):  
Adult Education ◽  
Adult Learners ◽  
Educational Research ◽  
Situated Learning ◽  
Design Development ◽  
Learning Situation ◽  
Modified Model ◽  
E Learning

Much educational research has raised the effectiveness of situational teaching or training aroaches, especially for adult learners in work situations, due to their social and professional nature. The situational aroach (SAP) or situated learning (SL) to refer to the learner, stipulates that learning cannot be isolated from the context of its alications, and that knowledge is insertable from action. In this context, the situation becomes central in the acquisition of knowledge and the development of capacities and skills, which are now the aims. We therefore deduce that any design, development and implementation of e-learning training for adults is imperatively based on the modelling of the said learning situation. The objective of this article is to analyze certain models of situations and to propose a model-process more relevant with e-learning training for adults. For the sake of modelling visibility, we use a modified model of the Vee diagram from Gowing’s model.

Online Education Programs for Adult Learners in Higher Education

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.

Justification Based on Rational Training

2010 ◽  
pp. 146-165
Author(s):  
Karim A. Remtulla
Keyword(s):  
Adult Education ◽  
Adult Learners ◽  
Sense Of Self ◽  
Cultural Critique ◽  
Learning Needs ◽  
Exploratory Case Study ◽  
E Learning ◽  
Worker Identity ◽  
And Training

This chapter produces a socio-cultural critique of the ‘rational training’ workplace e-learning scenario. In this workplace e-learning scenario, workplace e-learning for workplace adult education training is used to justify the workforce through standards, categories, and measures. The alienating effects that arise out of this rush towards technocentric rationalization of the workforce through workplace e-learning are also discussed. These are the unintended and paradoxically opposite outcomes to the effects actually anticipated. An exploratory case study problematizes the unquestioned acceptance of the technological artefacts of workplace e-learning within organizations as credible sources to provide a rationale to justify workforces within workplaces. This approach critiques the presumption of infallibility of the technological artefacts of workplace e-learning; considers the short-comings of the conceiving of workplace e-learning as ‘finished’; and, reveals the ‘underdetermined’ nature of workplace e-learning technological artefacts. Socio-cultural insensitivity from workplace e-learning, in this scenario, comes from the basic, unquestioned assumption that workers are essentially socially flawed and culturally inferior; accountable for overcoming their sociocultural flaws and inferiorities; and, need to be justified by workplace e-learning, through standards, categories, and measures, to meet the expectations of the infallible and commodified workplace. A workplace e-learning that is deployed to justify the workforce, through standardization, categorization, and measurement, all result in a workforce being alienated from: (a) each other (worker-worker alienation); (b) their work (worker-work alienation); and, (c) their personal identities and sense of self (worker-identity alienation). Social rationalization is not the means to social justice in the workplace when it comes to workplace adult education and training, workplace e-learning, and the diverse and multicultural learning needs of a global cohort of adult learners.

Marketing and Promoting Online Adult Education

2011 ◽  
pp. 41-55
Author(s):  
Victor X. Wang
Keyword(s):  
Adult Education ◽  
Adult Learners ◽  
Online Education ◽  
21St Century ◽  
Student Population ◽  
Classroom Teaching ◽  
Education Programs ◽  
E Learning

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.g., 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 teaching. Some of the major issues revolving around online education and adult learners such as policy, access, completion, and equity have been addressed in this chapter. The purpose of this chapter is to show it’s possible to rely on practice and research to harness the great, yet untapped potential of online education to market and promote online education programs, especially among adult learners. Marketing and promoting online education programs are equally as important as helping adult learners learn.

Online Adult Education

2010 ◽  
pp. 506-520
Author(s):  
Victor X. Wang
Keyword(s):  
Adult Education ◽  
Adult Learners ◽  
Online Education ◽  
21St Century ◽  
Student Population ◽  
Education Programs ◽  
E Learning

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.g., 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 have been addressed in this chapter. The purpose of this chapter is to 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.

Learning to Become Good Mothers: Immigrant Mothers as Adult Learners

2020 ◽  
Vol 70 (4) ◽  
pp. 377-394
Author(s):  
Yidan Zhu
Keyword(s):  
Adult Education ◽  
Adult Learners ◽  
Lifelong Learning ◽  
Healthy Lifestyle ◽  
Ways Of Knowing ◽  
Ethnographic Study ◽  
Immigrant Mothers ◽  
Foreign Land ◽  
E Learning ◽  
Everyday Learning

Immigrant mothers, who are socially constructed as an isolated group of people, are often excluded from the studies of adult learners. In adult education, few studies focus on immigrant mothers’ ways of learning, mothering, and knowing. Based on a critical ethnographical study, this article sheds lights on immigrant mothers’ learning in a foreign land. It unveils how immigrant mothers learn mothering skills and how their lifelong learning practice interacts with the ideology of mothering in contemporary neoliberal contexts. The data come from a 2-year critical ethnographic study that included 30 in-depth interviews with Chinese immigrant mothers in a Vancouver-based immigration settlement organization in Canada. The following five types of immigrant mothers’ lifelong learning practices are examined and analyzed: (a) learning parenting skills, (b) learning to find a job, (c) learning language, (d) learning to drive, and (e) learning to live a healthy lifestyle. This article argues that immigrant mothers’ lifelong learning practice constitutes a mechanism, one in which the ideology of mothering and immigrant mothers’ everyday learning and mothering deeply interact to reproduce race, gender, and class relations. This article concludes that there is a need to study immigrant mothers, as adult learners, and to reexamine knowledge systems, ideologies, and people’s different ways of knowing and learning in adult education.

scholarly journals Perancangan dan Pengembangan E-Learning pada Mata Kuliah Metode Penelitian di Fakultas Keguruan dan Ilmu Pendidikan Universitas Mahaputra Muhammad Yamin

2017 ◽  
Vol 1 (02) ◽  
pp. 104-111
Author(s):  
Afrahamiryano Afrahamiryano ◽  
Dewi Ariani
Keyword(s):  
Product Development ◽  
Research And Development ◽  
Educational Research ◽  
Research Methods ◽  
Lecture Note ◽  
Development Model ◽  
Needs Analysis ◽  
Development Research ◽  
Modified Model ◽  
E Learning

E-learning is designed to develop the skills of audio, visual and kinetic student. The development of e-learning is done through a research and development (Research and Development) using a modified model of the development of the development model Borg & Gall. The procedure of the study include: needs analysis, setting goals, product development, revision, validation, product testing, revision and final products. Products made using Camtasia software 7. The research has reached the stage develop. The purpose is to make the development of e-learning products that can optimize the ability of audio, visual and kinetic student. Furthermore, e-learning products tested and validated by a validator (expert). Based on the results of the validation and testing of products in the lecture note that the e-learning products is valid and effective for Educational Research Methods lecture.

Universalized Workplace Education

2010 ◽  
pp. 40-65
Author(s):  
Karim A. Remtulla
Keyword(s):  
Distance Education ◽  
Adult Education ◽  
Adult Learners ◽  
Information And Communication Technologies ◽  
Education And Training ◽  
Workplace Education ◽  
Knowledge Based ◽  
Global Workforce ◽  
E Learning ◽  
And Training

This chapter looks at the socio-cultural implications of universalized education for workers. A universalized education for workers by workplace e-learning happens through hypermedia-centric, constructivist-based workplace e-learning that configures technologies, constructivism, and instructors, for a knowledge-based workplace. Workplace e-learning for workplace adult education and training has changed over the past decade with respect to the changes and complexities of the learning process. This is especially true given the growing prevalence of information and communication technologies (ICTs). Distance education in the tertiary sector is looked at to see what is revealed from workplace adult education and training encounters with workplace e-learning. This raises questions about workplace e-learning for a global workforce. Workplace e-learning epitomizes a constructivist practice in the workplace; heavily based on European and Western industrialized values; and, remains unconcerned with the culturally specialized adult learning needs and goals of a diverse, global, and multi-facetted, cohort of adult learners. Looking primarily at the constructivist turn in distance education, perspectives of epistemology, ontology, and pedagogy, are referenced that support this trend. The universalizing ramifications of this hypermedia- centred, constructivist trend in workplace e-learning for workplace adult education and training are concerning for a global and diverse cohort of adult learners, who will come to represent the workforce in the future. Technique is increasingly used as the omnibus answer for all learners’ needs and goals. ‘Technology’ increasingly replaces epistemology and ontology as the singular perspective for authentic learning. Some of the unseen, conformist, and persuasive effects of technology, constructivism, and instructors, are now problematized for a global workforce.

scholarly journals Media Studies, Audiovisual Media Communications, and Generations: The Case of Budding Journalists in Radio Courses in Greece

2021 ◽  
Vol 2 (2) ◽  
pp. 155-192
Author(s):  
Constantinos Nicolaou ◽  
Maria Matsiola ◽  
Christina Karypidou ◽  
Anna Podara ◽  
Rigas Kotsakis ◽  
...  
Keyword(s):  
Adult Education ◽  
Adult Learners ◽  
Media Studies ◽  
Educational Communication ◽  
Teaching Methodology ◽  
Technology Enhanced Learning ◽  
Generational Theory ◽  
Audiovisual Media ◽  
Media Technologies ◽  
Media Communications

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.

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.

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