Self-Study as an Emergent Methodology in Career and Technical Education, Adult Education and Technology

2017 ◽  
Vol 8 (2) ◽  
pp. 82-92 ◽  
Author(s):  
Todd S. Hawley ◽  
Andrew L. Hostetler
Keyword(s):  
Adult Education ◽  
Career And Technical Education ◽  
Research Methodology ◽  
Technical Education ◽  
Career And Technical ◽  
Self Study ◽  
Broad Array ◽  
History Of ◽  
Study Methodology ◽  
Education And Technology

In this manuscript, the authors explore self-study as an emerging research methodology with the potential to open up spaces of inquiry for researchers, graduate students, and teachers in a broad array of fields. They argue that the fields of career and technical education (CTE), adult education and technology can leverage self-study methodology in similar ways. They argue that self-study has a great deal to offer both theoretically and practically to those interested in improving their practices as researchers, and for those involved in shaping adult vocational educational experiences. After reviewing the history of self-study as a research methodology, they provide examples of self-study research that have direct implications for those in CTE and adult education and technology. They conclude the manuscript by providing practical guidance to those researching and/or working in schools, community centers and workplaces.

Self-Study as an Emergent Methodology in Career and Technical Education, Adult Education and Technology

2021 ◽  
pp. 622-633
Author(s):  
Todd S. Hawley ◽  
Andrew L. Hostetler
Keyword(s):  
Adult Education ◽  
Career And Technical Education ◽  
Research Methodology ◽  
Technical Education ◽  
Career And Technical ◽  
Self Study ◽  
Broad Array ◽  
History Of ◽  
Study Methodology ◽  
Education And Technology

In this manuscript, the authors explore self-study as an emerging research methodology with the potential to open up spaces of inquiry for researchers, graduate students, and teachers in a broad array of fields. They argue that the fields of career and technical education (CTE), adult education and technology can leverage self-study methodology in similar ways. They argue that self-study has a great deal to offer both theoretically and practically to those interested in improving their practices as researchers, and for those involved in shaping adult vocational educational experiences. After reviewing the history of self-study as a research methodology, they provide examples of self-study research that have direct implications for those in CTE and adult education and technology. They conclude the manuscript by providing practical guidance to those researching and/or working in schools, community centers and workplaces.

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.

Adult Learning and CTE

2010 ◽  
pp. 180-196 ◽  
Author(s):  
Judith Parker
Keyword(s):  
Adult Learning ◽  
Web 2.0 ◽  
Career And Technical Education ◽  
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.

Evolution of Adult Education

2009 ◽  
pp. 791-804 ◽  
Author(s):  
Vivian W. Mott
Keyword(s):  
Adult Education ◽  
Adult Learning ◽  
Continuing Education ◽  
Career And Technical 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.

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

2012 ◽  
pp. 99-115
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.

The History of Career and Technical Education

2010 ◽  
pp. 1-14
Author(s):  
Ernest W. Brewer
Keyword(s):  
Vocational Education ◽  
Career And Technical Education ◽  
Technical Education ◽  
The United States ◽  
Main Body ◽  
Career And Technical ◽  
Time Period ◽  
History Of ◽  
Primary Focus ◽  
Government Legislation

This chapter examines the history of career and technical education in the United States beginning with its earliest forms in the 16th and 17th centuries and continuing on through present-day society. Chronologically formatted, the primary focus is on how the nation’s domestic and international issues during each time period affected the development of vocational education, leading to major federal government legislation. Following a brief introduction of the subject, the background section will provide the reader with basic definitions of career and technical education as discussed by various authors, noting the changes of such definitions over the years. The main body of the chapter is divided into several sections based upon time periods. Each section will discuss national issues and major legislation reflecting changes in vocational education. Finally, the future of career and technical education will be examined, followed by a brief conclusion.

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