Invariable Structure of Research Competence of Adult Learners in Skill Building Programs

2018 ◽  
pp. 473-487
Author(s):  
Svetlana Panarina
Keyword(s):  
Adult Learners ◽  
Adult Learning ◽  
Competence Model ◽  
Research Competence ◽  
Is Research ◽  
Learning Research ◽  
Building Program ◽  
Skill Building

Skill building programs are a necessary means of updating and building new competences in adult learning. Research competence is one of key components in the competence model of an adult graduate of skill building programs. It encompasses a number of elements: motivational, value-an-semantic, instrumental, individual-and-psychological and conative. Every invariant is presented as description of certain skills and abilities that are to be formed or developed while mastering a skill building program. It is necessary to note that a competence model whose integral part is research competence is an obligatory element of a particular skill building program, particularly its aim and result. That is why the author focused on analyzing the structure of research competence prior to developing the contents of the program itself.

Invariable Structure of Research Competence of Adult Learners in Skill Building Programs

2021 ◽  
pp. 489-503
Author(s):  
Svetlana Panarina
Keyword(s):  
Adult Learners ◽  
Adult Learning ◽  
Competence Model ◽  
Research Competence ◽  
Is Research ◽  
Learning Research ◽  
Building Program ◽  
Skill Building

Skill building programs are a necessary means of updating and building new competences in adult learning. Research competence is one of key components in the competence model of an adult graduate of skill building programs. It encompasses a number of elements: motivational, value-an-semantic, instrumental, individual-and-psychological and conative. Every invariant is presented as description of certain skills and abilities that are to be formed or developed while mastering a skill building program. It is necessary to note that a competence model whose integral part is research competence is an obligatory element of a particular skill building program, particularly its aim and result. That is why the author focused on analyzing the structure of research competence prior to developing the contents of the program itself.

Article Review: The Impact of Fun and Enjoyment on Adult Learning

2019 ◽  
Vol 1 (2) ◽  
pp. 96
Author(s):  
Laily Yahya
Keyword(s):  
Adult Learners ◽  
Adult Learning ◽  
Teaching And Learning ◽  
Educational Programme ◽  
Continuous Quality ◽  
Teachers Beliefs ◽  
Critical Issues ◽  
Affective Experiences ◽  
The Impact

The article review of ‘The Impact of Fun and Enjoyment on Adult Learning’ (Lucardie, 2014) opens doors to the kaleidoscope of fun and enjoyment amongst adult learners. The essence of this review is an informative snapshot on the critical issues of how fun and joy have impacted adult learning through a qualitative research drawing upon traditions of phenomenology. It aims to explore the affective experiences of fun and enjoyment. This article review attempts to highlight an insightful assessment of the ideas and the arguments that are being discussed by the author. The different interpretation of this concept draws out contrasting elements between learners and teachers’ beliefs. A twist to this review is a reflective stance procured to address central issues emerging in the article related to the Malaysian context. It is through the lens of the reader, Continuous Quality Improvement (CQI):4R is proposed. This refers to the process of continuously improving the quality of teaching and learning of an educational programme. This review concludes with the framing of CQI:4R to illustrate reflect, revisit, realign and reconstruct processes that could possibly navigate the architectural landscape of the Malaysian Teacher Education.

Revisiting competences of adult learning facilitators: Perspectives from the Mongolian context

2021 ◽  
pp. 147797142110031
Author(s):  
Togtokhmaa Zagir ◽  
Helga Dorner
Keyword(s):  
Professional Development ◽  
Adult Learners ◽  
Adult Learning ◽  
Needs Assessment ◽  
Vital Role ◽  
International Studies ◽  
Teaching Role ◽  
Core Competences ◽  
Key Stakeholders

Competent adult learning facilitators play a vital role in improving the quality of adult learning programmes. This article thus explores common and core competences of adult learning facilitators from the perspective of key stakeholders, such as facilitators, adult learners and administrators. By synthesising previous international studies, we developed a survey and collected data in Mongolia ( n = 227). We identified adult learning facilitators’ common and core competences focusing on their teaching role. As found, areas of adult learners’ needs assessment, communication and motivation should be integrated in professional development programmes in order to aim for a better completion rate and higher participation of target audiences in adult learning programmes.

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.

Adult learning in traditional music

2005 ◽  
Vol 22 (2) ◽  
pp. 125-140 ◽  
Author(s):  
Peter Cope
Keyword(s):  
Social Context ◽  
Adult Learners ◽  
Adult Learning ◽  
Informal Learning ◽  
Traditional Music ◽  
Technical Advice

This study is based on interviews carried out with 13 adult learners of traditional fiddle playing. The average age of the learners was 56 and they had been learning to play for between 2 and 20 years. All of the interviewees had taken music at school but none of them had been stimulated to participate further in any significant sense. The aspiration to learn to play the fiddle had various sources. Learning usually took place through traditional workshops and through the medium of the tune rather than through scales and exercises. Only one of the participants took regular conventional individualised lessons. They tended to take a pragmatic stance with regard to technique, looking for technical advice when they came up against barriers to progress. The music they played was within an aural culture and most of them learned by ear although they tended to regard notation as a useful supplement. All of them played in some sort of social context and all of them described an immense sense of pleasure and achievement from their playing. It is suggested that this kind of informal learning may have implications for learning to play instruments at school.

scholarly journals Challenges of the adult learning sector in context of COVID-19 in Latvia

2021 ◽  
Author(s):  
Inga Jekabsone ◽  
◽  
Ina Gudele ◽  
Keyword(s):  
Adult Learners ◽  
Adult Learning ◽  
Online Education ◽  
Regional Development ◽  
Good Practice ◽  
Emergency Situation ◽  
Educational Institutions ◽  
Ministry Of Education ◽  
Online Tools ◽  
Remote Learning

The COVID-19 pandemic has affected the way people work and learn in unprecedented ways. Also, the pandemic has moved more business activity online, increasing the need for training and prompting them to build more online trainings. In this time of crisis, a suitable response requires novel ways to enable interaction between adult learners, adult learners and teachers, adult learners and content using online tools so that no one is left behind. In the context of regional development, online adult learning provides economic active inhabitants with wide opportunities since employees are able to attend high-quality trainings regardless the place of residence. In context of COVID-19, during the emergency situation Latvia has fully moved to remote learning, including adult learning. Educational institutions as well as enterprises that organise trainings for adults have to implement remote learning using several online tools. The aim of the paper is to analyse the main challenges of the adult learning sector in Latvia in context of COVID-19 taking into consideration the regional development issues. In order to achieve the aim, following research methods have been used: scientific literature studies, statistical data analysis, interviews. Main results of the survey: in case of Latvia, the Ministry of Education and Science of Republic of Latvia has launched several initiatives towards enabling the shift to online learning, providing recommendations, digital tools as well as good practice sharing. At the same time, there is no methodology and detailed step-by-step recommendations, how to develop the online education learning for educational institutions in Latvia. However, there are incentives to develop online adult learning via project funding.

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.

Exploring online study behaviors of adult learners: A case study focusing on teachers’ professional development program

2021 ◽  
pp. 204275302110582
Author(s):  
Ünal Çakiroğlu ◽  
Melek Atabay
Keyword(s):  
Online Learning ◽  
Adult Learners ◽  
Adult Learning ◽  
Development Program ◽  
Methods Course ◽  
Online Study ◽  
Study Behaviors ◽  
Program Characteristics ◽  
Teachers Professional Development

It requires a lot of energy to support the adoption of online learning by adult learners. Thus, the question of how online learning intersects with adult learning may provide meaningful pathways to understanding online learning per se. This study aims to understand the online study behaviors of teachers enrolled in an online Educational Technology Master’s program. This case study involved a Research Methods course, which was part of an online project for teachers. An online control list form and interviews were used as data collection tools. The results indicated that sharing, problem solving, product development, monitoring, and research were prominent activities that shape the study behaviors. While some of the behaviors in these activities indicated the reshaping of previous study behaviors, other behaviors newly appeared during the program. Characteristics of adult learners, online setting features, and the context of the projects were the main factors that influenced study behaviors. Finally, the implications for better online adult learning experiences are addressed.

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.

Utilizing Digital Educational Games to Enhance Adult Learning

2018 ◽  
pp. 171-196 ◽  
Author(s):  
Leslie Cordie ◽  
Xi Lin ◽  
Nicola Whitton
Keyword(s):  
Adult Learners ◽  
Adult Learning ◽  
Computer Games ◽  
Instructional Strategy ◽  
Educational Games ◽  
Learning By Doing ◽  
Research Literature ◽  
Asynchronous Learning ◽  
Online Environment ◽  
Asynchronous Learning Environments

As adult educators, we strive to facilitate learning using a variety of teaching strategies that engage learners. Learning by doing is a powerful method that combines both application and practice to address the needs and motivations of adult learners. Digital educational games provide one type of an engaging instructional strategy for adult learners that can be delivered in both synchronous and asynchronous learning environments. Digital educational games are not something new, however, as they were developed soon after the first computer games (Wolfe & Crookall, 1998). Additionally, game-based educating has been used in many adult learning contexts, including the corporate environment to train staff in financial and economic skills, and in the military system for combat and strategy training (Whitton & Hollins, 2008). Despite these successful applications, there is a lack of recognition of digital educational games as a significant instructional method for the adult learner (Connolly, Boyle, MacArthur, Hainey, & Boyle, 2012; Gros, 2007). In this chapter, we review the research literature on adult learning via games in terms of learner motivation and engagement, specifically focusing on adult learning in the online environment. We will define key terms and essential characteristics of educational games, share best practices for developing and designing engaging educational games as an instructional strategy, and discuss the types of learning outcomes that can be achieved through the use of effective educational games, concentrating on adult learners in the online environment.

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