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

Technical Education ◽

Education And Training ◽

Career And Technical ◽

Culturally Informed ◽

E Learning ◽

Learning Research ◽

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.

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

Vocational Education Technologies and Advances in Adult Learning ◽

10.4018/978-1-4666-0252-6.ch009 ◽

2012 ◽

pp. 99-115

Author(s):

Karim A. Remtulla

Keyword(s):

Adult Education ◽

Adult Learning ◽

Technical Education ◽

Education And Training ◽

Career And Technical ◽

Culturally Informed ◽

E Learning ◽

Learning Research ◽

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.

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

International Journal of Adult Vocational Education and Technology ◽

10.4018/javet.2010070103 ◽

2010 ◽

Vol 1 (3) ◽

pp. 27-45

Author(s):

Karim A. Remtulla

Keyword(s):

Adult Education ◽

Adult Learning ◽

Learning Outcomes ◽

Education And Training ◽

Career And Technical ◽

Culturally Informed ◽

E Learning ◽

Learning Research ◽

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.

Handbook of Research on E-Learning Applications for Career and Technical Education ◽

Evolution of Adult Education

10.4018/978-1-60566-739-3.ch060 ◽

2009 ◽

pp. 791-804 ◽

Cited By ~ 3

Author(s):

Vivian W. Mott

Keyword(s):

Adult Education ◽

Adult Learning ◽

Continuing Education ◽

Technical Education ◽

Adult And Continuing Education ◽

Career And Technical ◽

E Learning ◽

The Impact ◽

Adult And Continuing

This chapter explores first the evolution of adult learning primarily in a Western context and particularly in terms of career and technical education. The discussion includes not only lifelong and self-directedlearning, but also the various contexts and venues in which career and technical education occurs. The chapter concludes with both the challenge and promise of e-learning in the field of adult and continuing education, asking what the impact of e-learning specifically may be for learners, stake-holders, instructors, and the field itself.

Postsecondary education and training as we know it is not enough: Why we need to leaven postsecondary strategy with more attention to employment policy, social policy, and career and technical education in high school

PsycEXTRA Dataset ◽

10.1037/e726542011-001 ◽

2010 ◽

Author(s):

Anthony P. Carnevale

Keyword(s):

High School ◽

Social Policy ◽

Postsecondary Education ◽

Technical Education ◽

Education And Training ◽

Employment Policy ◽

Career And Technical ◽

Handbook of Research on E-Learning Applications for Career and Technical Education ◽

Real-Time in Cyberspace

10.4018/978-1-60566-739-3.ch010 ◽

2009 ◽

pp. 128-143

Author(s):

Shalin Hai-Jew

Keyword(s):

Real Time ◽

Technical Education ◽

Interactive Television ◽

Clear Understanding ◽

Career And Technical ◽

Interactive Lectures ◽

E Learning ◽

And Training ◽

Synchronous Time

Using live, synchronous time effectively in an instructor-led e-learning course requires a clear understanding of the dynamics of real-time, live interactivity. Synchronous interactivity enables live learning, demonstrations, collaborations, lab simulations, human-driven simulations, desktop simulations, live multi-data-stream events, and plenty of valuable learning and training. These may include webinars, online conventions, chat sessions, interactive television, and interactive lectures in CTE. These synchronous events may be non-human-facilitated or human-facilitated. To maximize synchronous time requires pedagogical preparation and the training of participants, setting the pace, troubleshooting technological challenges, and striving to create accessibility pre-, during- and post-event. This chapter will address some strategies for using live sessions in career and technical education to optimize the synergies of real-time.

Teaching Adult Learners in Online Career and Technical Education

Web-Based Education ◽

10.4018/978-1-61520-963-7.ch011 ◽

2010 ◽

pp. 144-162

Author(s):

Victor M. Hernández-Gantes

Keyword(s):

Adult Learners ◽

Adult Learning ◽

Online Education ◽

Curriculum Design ◽

Technical Education ◽

Traditional Learning ◽

Career And Technical ◽

Emerging Trends ◽

The Status

Online education is becoming an important component ofcareer and technical education (CTE) in teacher preparationand at the graduate level. In the midst of such growth, andin response to questions about quality compared with traditional learning, there is a consensus that onlinecourses and programs should be designed based on the needs of adult learners. However, much of the literature inonline CTE lacks implicit connections to emerging notions ofadult development and learning. This article provides an overview of the status of online education in CTE at the postsecondary level, discusses related issues and current research focus, and highlights adult learning developmentsand the implications for curriculum design, instruction, anduse of technology. The article concludes with an outline of emerging trends bridging adult learning and onlineeducation relevant to career and technical education.

Infallibility of Innovative Artefacts

Socio-Cultural Impacts of Workplace E-Learning ◽

10.4018/978-1-61520-835-7.ch005 ◽

2010 ◽

pp. 86-106

Author(s):

Karim A. Remtulla

Keyword(s):

Adult Learning ◽

Technological Innovation ◽

Learning Objects ◽

Cultural Impacts ◽

Cultural Paradigm ◽

E Learning ◽

Learning Scenarios ◽

Learning Research ◽

Similarities And Differences ◽

This chapter discusses the cultural paradigm of ‘innovative artefacts’ in the workplace. This cultural paradigm is one of two proposed paradigms that shape socio-culturally insensitive, technological artefactual approaches to workplace e-learning research and study. Subsequently, this paradigm also socially reshapes workplace e-leaning historicity for workplace adult education and training, resulting in socio-cultural impacts on the workforce. Technological innovation and business process change dominate workplace transformations. At the same time, any discussion on the socio-cultural impacts of workplace e-learning must also take into account that workplace e-learning is arguably both a technological innovation and as well as a business administration process, all of which affect adult learning in the workplace. Critical theory problematizes these relations between technology and technological progress as well as workplace e-learning. The ‘presumption of neutrality’ is highlighted as it influences the shaping of workplace e-learning and its dubious, shifting, and reversible impacts on the workforce. A focused discourse analysis of the connotations and assumptions that have further shaped e-learning for the workplace over the past decade illustrate workplace e-learning’s changing emphases over the years, from administrational to associational to artefactual, today. The technological artefacts of workplace elearning now deserve closer scrutiny. The similarities and differences between ‘online learning and simulations’, ‘learning objects’, and ‘learning management systems’ are highlighted as each of these technological artefacts, more often than not, is taken as equivalent to and a substitute for learning. The ‘presumption of neutrality’ now also comes to fruition in the ‘infallibility paradox’ for workplace e-learning. For workplace e-learning, adherence to the belief in the infallibility of innovative artefacts leads to two workplace e-learning scenarios: (a) instrumental instruction (see Chapter 7); and, (b) rational training (see Chapter 8).

Definitive Readings in the History, Philosophy, Theories and Practice of Career and Technical Education ◽

Adult Learning and CTE

10.4018/978-1-61520-747-3.ch011 ◽

2010 ◽

pp. 180-196 ◽

Cited By ~ 2

Author(s):

Judith Parker

Keyword(s):

Adult Learning ◽

Web 2.0 ◽

Technical Education ◽

Printing Press ◽

Career And Technical ◽

History Of ◽

Efficient Learning ◽

Future Growth

While the fields of adult learning and career and technical education began in isolated silos, as the fields emerged, their histories became entwined and technology had a profound influence on their growth and direction. This chapter will begin by exploring the beginnings of adult learning and CTE as two fields developing in parallel paths and serving two different audiences. However, as the fields developed, there is evidence of their entwinement in both the literature and programs within organizations. In addition, from the Gutenberg printing press to today’s Web 2.0, technology has played an important part in the development and direction of both of these fields This chapter will examine this history of silos and connections and continue to explore the role of technology in the future growth and meshing of these fields to generate even more effective and efficient learning.

Handbook of Research on E-Learning Applications for Career and Technical Education ◽

E-Learning Spaces

10.4018/978-1-60566-739-3.ch004 ◽

2009 ◽

pp. 47-58 ◽

Cited By ~ 3

Author(s):

Lesley Farmer

Keyword(s):

Technical Education ◽

The State ◽

Learning Spaces ◽

Career And Technical ◽

Current Trends ◽

E Learning

This chapter analyzes the state of learning spaces as they impact career and technical education. Relevant theories and models about physical learning spaces transfer to e-learning spaces. Critical features for planning e-learning spaces are detailed, and current trends in designing e-learning spaces are noted.

Assessing and Evaluating Adult Learning in Career and Technical Education

10.4018/978-1-61520-745-9 ◽

2011 ◽

Cited By ~ 1

Keyword(s):

Adult Learning ◽

Technical Education ◽

Career And Technical