The Boshier's Education Participation Scale Factors Reflected in History

2014 ◽  
pp. 1151-1160
Author(s):  
Dennis Keefe
Keyword(s):  
Factor Analysis ◽  
Adult Education ◽  
Adult Learners ◽  
Adult Learning ◽  
Adult Participation ◽  
Scale Factors ◽  
Underlying Causes ◽  
Education Participation ◽  
Item Scale ◽  
Education Participation Scale

In the literature of andragogy and adult learning numerous authors have attempted to explain why adult learners decide to enroll in courses. Houle in 1961 started this line of research classifying adult motivations to learn into 3 categories. Later researchers, attempting to refine Houle's work, began using factor analysis to determine additional underlying causes of adult participation. Boshier, with his 6-factor, 42-item scale, is central in these later studies. This chapter takes another look at the EPS (Education Participation Scale) of Boshier but this time through the lens of history. Specifically, this chapter delves into the largest of the adult education phenomena in America in the latter 1800s, the Chautauquan Movement. Comments from adult learners who participated in Chautauqua are compared to the 7 factors and the 42 items of Boshier's Education Participation Scale, Form-F. Results of this study show a good fit between historical and modern motivations of learners.

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.

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.

Adult Learning in Relation To Prior Adult Education Participation

1968 ◽  
Vol 19 (1) ◽  
pp. 3-10 ◽  
Author(s):  
Douglas D. Sjogren ◽  
Alan B. Knox ◽  
Arden Grotelueschen
Keyword(s):  
Adult Education ◽  
Adult Learning ◽  
Education Participation

European Studies and Research in Adult Learning and Education

2017 ◽  
Author(s):  
Oriol Rios-Gonzalez
Keyword(s):  
Adult Education ◽  
Adult Learners ◽  
Adult Learning ◽  
Information And Communication Technologies ◽  
Current Knowledge ◽  
Knowledge Society ◽  
Communication Technologies ◽  
Educational Opportunities ◽  
Information And Communication ◽  
Underserved Groups

The European Commission launched a renewed agenda for adult learning with the objective of ensuring access to high-quality educational opportunities to adult learners for the promotion of their personal and professional development. Thus, European researchers in this field are paying attention to lifelong learning actions in order to address this challenge. Studies in this area are exploring how adult education can strengthen adults’ skills, in particular those required in the current knowledge society (information and communication technologies, problem solving, foreign languages, etc.). Simultaneously, some investigations focus in depth on the role that adult education can play in overcoming social exclusion for the most underserved groups. This paper describes the contributions of these investigations as well as the steps carried out by programs and theories that have contributed the most to adult learning. Lastly, future developments and challenges on this field are explained.

scholarly journals Adult education and academic libraries

2018 ◽  
Vol 119 (7/8) ◽  
pp. 422-431 ◽  
Author(s):  
Karen Bordonaro
Keyword(s):  
Adult Education ◽  
Adult Learners ◽  
Adult Learning ◽  
Literature Review ◽  
Academic Libraries ◽  
Academic Library ◽  
Academic Librarians ◽  
Learning Theories ◽  
Content Type ◽  
Library Users

Purpose The purpose of this paper is to offer practicing academic librarians an overview of adult education theories as a way to more deeply understand and further foster adult learning in academic libraries. Design/methodology/approach This paper is a literature review. Findings This review introduces academic librarians to a range of specific adult education learning theories; it offers examples of academic library users engaging in these types of adult learning; it considers how academic libraries can further foster adult learning; and it identifies major characteristics of adult learners. Originality/value This literature review offers a summative overview of adult education in a way that has not appeared in the library literature to date, along with explicit connections between adult education theories and academic library practices.

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.

Assessing Adult Learning and Learning Styles

2011 ◽  
pp. 143-153
Author(s):  
E. Paulette Isaac
Keyword(s):  
Adult Education ◽  
Adult Learners ◽  
Adult Learning ◽  
Learning Styles ◽  
Adult Educators ◽  
Learning And Development ◽  
Know How ◽  
Education Literature ◽  
Learning Assessments ◽  
Adult Learning And Development

Adults have different learning styles which can either enhance or deter their learning. In the conversation that follows, I discuss the utility of assessing adult learning and the diversity of learning styles. Adult education literature is replete with discussions on characteristics of adult learners and adult learning and development. But how do we actually know if adults gained the knowledge they set out to learn? We know that there are several factors that should be taken into consideration when facilitating adult learning, but as adult educators and practitioners of the field, it is equally important that we learn and/or know how to deploy various approaches in assessing adult learning. In this chapter are brief discussions on adult learning, learning styles, and learning assessments.

The Adult Learner in Higher Education

2021 ◽  
pp. 34-47
Author(s):  
Sumitra Balakrishnan
Keyword(s):  
Higher Education ◽  
Adult Education ◽  
Adult Learners ◽  
Adult Learning ◽  
Adult Learner ◽  
Classroom Environments ◽  
Theoretical Approaches ◽  
Behavioral Features ◽  
Learning Programs ◽  
Life Circumstances

Researchers and practitioners have come to understand adult learners as unique and different from child learners, and have developed different theoretical approaches, methodologies, and strategies attuned to their educational needs and life circumstances. This chapter examines the factors that impact the effectiveness of adult learning programs and classroom environments by using perspectives of education theorists. The needs of the adult learner, advantages of teaching adults, and principles that can be followed are explored with the help of Knowles' andragogy model. The importance of the classroom's eco-behavioral features—their physical and emotional environments—along with other factors that effectively facilitate the process of adult education are discussed. In this context, an adaptation of Astin's I-E-O's model is proposed to deepen the understanding of adult learning programs.

scholarly journals Andragogy: A Theory in Practice in Higher Education

2020 ◽  
Vol 4 (2) ◽  
pp. 54-69
Author(s):  
El-Amin Abeni
Keyword(s):  
Higher Education ◽  
Adult Education ◽  
Adult Learners ◽  
Adult Learning ◽  
Learning Styles ◽  
Learning Style ◽  
Teaching And Learning ◽  
Cognitive Learning ◽  
Analysis And Synthesis ◽  
Learning Principles

Adult learning principles develop through an analysis and synthesis of adult education, andragogy, teaching, and learning in higher education. This research investigates foundational assumptions relevant to the field of adult education with a focus on andragogy in higher education. Characteristics of adult learners and principles of adult learning in higher education bear focus through the lens of andragogy. As such, andragogy as the preferred learning style of adults, andragogy vs. pedagogy, and cognitive learning develop relational significance to adult learners in higher education. As a result, the implications of linking learning styles and reflections of andragogy as a learning style are considered.

Sign in / Sign up

Export Citation Format

Share Document