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Flipped classes have been gaining in popularity in recent years, and yet only a handful of marketing education papers have examined flipped class methods. In a time when creative methods for engaging students online and in-person are critical, this study analyzes open-ended, qualitative student comments from a flipped class course to explore the benefits and drawbacks of this method. This paper will also examine the qualitative student feedback through the lens of adult learning theory (ALT) to see the ways in which student comments overlap with best practices in the adult learning field. Three sections of a business communication course were converted into a flipped class, and qualitative responses from 84 students were analyzed. This research will help fill a much-needed gap in the marketing education literature by providing key insights into flipped class approaches while also connecting them with ALTs, which have heretofore remained under-explored in marketing education. [ABSTRACT FROM AUTHOR]

Building on previous work on the civic returns of adult learning, this article examines the association between adult education, personality traits, and demands for civic participation or volunteering. Based on National Education Panel Study data, the study finds openness to be a crucial personality trait for participating in further training, as well as for civic participation, as it relates to competence and self-confidence in dealing with new demands. Extraversion is required for social interaction and communication with other participants. The study also shows that participants in further private training engage more at the management level of volunteering, where demands such as leadership and organizational talent are emphasized. The findings consider sociological factors such as the role of peers. [ABSTRACT FROM AUTHOR]

Given the high prevalence of psychological distress among vocational training (VT) students, this study aimed to assess the role of interpersonal emotional competence as a resilience factor promoting the educational success of this population. We postulated that emotional competence would promote educational success, both directly and indirectly by fostering students' help-seeking intentions when facing a personal or school-related problem. To test these hypotheses, we used a sample of 219 VT students from the Canadian province of Quebec (68% women, Mage = 24.58; SDage = 7.95) enrolled in various programs (e.g. institutional and home care assistance, welding and fitting, secretarial studies, and professional cooking). These students were assessed two times, during the first half of their training and again after their training. Results from structural equation modelling revealed that emotional competence was a positive predictor of help-seeking intentions and educational success. However, having the intention to seek help did not translate into higher levels of educational success. Overall, these results highlight the importance of supporting VT students in the development and strengthening of their emotional competence to promote their educational success. Future research is needed to further understand the help-seeking process among VT students and its implications for their academic outcomes. [ABSTRACT FROM AUTHOR]

Higher education opens doors to job enhancement and economic benefits to adult learners. Despite facing multiple barriers such as life–work–school time conflicts and financial constraints, adult learners continue to seek higher education and certifications. Rural employers also benefit from supporting degree completion or job-specific certifications because it allows them to attract and retain highly skilled employees. The goal of the current study was to qualitatively analyze data gathered from focus group interviews of senior managers. The results provide insights into how rural employers in the United States use employee education programs to reduce barriers to adult learner success. The importance of a bilateral relationship between institutions of higher education and employers to support adult learners is discussed. [ABSTRACT FROM AUTHOR]

Background: Student teachers commonly struggle to apply theoretical knowledge to their teaching. This theory-practice gap is a serious problem in teacher education. Over the past decade, simulations and serious games have been shown as an effective way to practice the transfer of theoretical knowledge in authentic settings of skill-use. Approximating theory-based teaching practice via repeated use of simulation games, thus, may be able to close the theory-practice gap in teacher education. Aim: We aimed to assess whether repeatedly engaging with simulated teaching and theory-based feedback would improve student teachers' teaching self-efficacy, transfer of theories into teaching situations and their perceived usefulness of theories. Method: N = 86 student teachers learned twice with either a digital simulation game depicting decision-making in the classroom (simulation condition) or with screenshots of the game (control condition). After each phase, student teachers received theory-based feedback about (their) teaching. Results: Against our hypothesis, there were no changes in both conditions regarding student teachers' teaching self-efficacy, perceived usefulness of theories for practice, or integration of theory-based arguments into practical reasoning. Nonetheless, we found positive effects for learning time and motivation favoring the simulation condition. Conclusion: Our results point towards the motivating potential of simulation games that was, however, not sufficient to close the theory-practice gap. It seems that the theory-practice integration within the simulation game needs to be even stronger to reveal the desired effects, which needs to be subject to further research. [ABSTRACT FROM AUTHOR]

We present an argument for a higher priority for art in the educational system and "make a case" for the arts—to provide a rationale for its priority in adult education. This is the plan: to provide this rationale; to present practical guidelines for the processes of engaging in art that may be transformative and critical for individuals and for society; and to illustrate the powerful potential of art as a way of teaching for democratic citizenship. We move toward a Pedagogy of Social Imagination in Art and Adult Education by recounting a real-life empirical study of creating opportunities for transformative learning through engagements with art. John Dewey and Maxine Greene assist in outlining a rationale for exploring arts in adult education. [ABSTRACT FROM AUTHOR]

Background: This paper uses Normalization Process Theory (NPT) to examine staff impressions of Montessori-based program training and implementation at Veterans Affairs Community Living Centers (VA CLCs; nursing homes). Methods: We conducted a mixed-methods evaluation of Montessori Approaches to Person-Centered Care (MAP-VA) at eight VA CLCs. Trainings were conducted as either a live virtual course or a pre-recorded asynchronous class. Two NPT constructs, coherence building and cognitive participation, informed qualitative interview questions, surveys, and analyses focused on staff movement from knowledge to action during initial implementation. Data collection included staff-completed standardized post-training exams (N = 906), post-training evaluations (N = 761), and optional validated surveys on perceptions of Montessori training (N = 307). Champions (peer-leaders) from each CLC completed semi-structured qualitative interviews post-training (N = 22). Findings: The majority of staff (83%–90%) passed all courses. Staff evaluated the training highly (80%+ agreement) on learning relevant new knowledge and confidence applying new skills. On average, staff felt MAP-VA would become a normal part of their work (7.68/10 scale), and reported increased familiarity with Montessori approaches after training (p =.002). Qualitative interview data from staff trained in Montessori supported three themes concordant with the NPT dimensions of coherence building and cognitive participation. (1) Coherence regarding Montessori: staff demonstrated an understanding of the program and mentioned the benefits of Montessori compared to their previous usual routines. Cognitive participation or engagement with Montessori: (2) staff had positive feelings about Montessori principles/applications and demonstrated a willingness to try the Montessori approach, and (3) staff made sense of the new intervention through early rehearsal of Montessori principles/practices and recognized opportunities for using Montessori in future interactions. Conclusions: Montessori virtual training resulted in high levels of coherence and cognitive participation among multidisciplinary staff, evidenced by high knowledge, self-efficacy, and readiness to act. The asynchronous and synchronous trainings were accessible, relevant, and supported diverse learners. [ABSTRACT FROM AUTHOR]

Our current cultural climate is marked by a convergence of pressing issues, including the rise of the post-truth situation, which has recently been described as an epistemic crisis (Hoggan-Kloubert & Hoggan, 2023). This conceptual paper outlines why adult education institutions must reclaim the pursuit of truth as undergirded by rationality, autonomy, and pluralism as a core educational aim and presents a particular pedagogical conceptualisation for doing so. It is proposed that transformative approaches are uniquely positioned to address some of the issues associated with the post-truth situation; however, to be both applicable and accountable within participatory democracies, such efforts also need to be philosophically coherent, practically ethical, and incorporate opportunities for students to critically evaluate ideas, and related values and beliefs against the test of truth. To this end, a reconceptualisation of the axiological, ontological, and epistemological foundations for transformative learning is presented. [ABSTRACT FROM AUTHOR]

In this collaborative autoethnography, we, two early career academics used arts-based methods to explore and transform our understanding of scholarly impact. We began by narrating the disorienting dilemma we experienced while preparing our review, tenure, and promotion portfolios. After a brief review of Mezirow's transformative learning theory, we described our failed attempt to engage in collaborative autoethnography and our turn to transformative learning scholarship that prioritizes artistic ways of knowing. We resituated our collaborative autoethnography as an arts-based inquiry and described our collaborative process facilitated by poetic inquiry and narrative métissage. We then discussed how this arts-based collaborative autoethnography project afforded opportunities for us to engage in perspective transformation. Finally, we concluded with the theoretical, methodological, and pedagogical contributions this project makes to transformative learning scholarship. [ABSTRACT FROM AUTHOR]

In this article, we explore the process of creating spaces for the practice and inquiry of transformative listening through the development of the Transformative Listening Protocol (TLP). Our premise is that embodied listening opens doors to transformations via a process to improve listening and safe spaces where people may engage with each other in storytelling and story listening. The organization of our paper flows from research design to relevance for transformative learning theory. We begin with a description of the practice led research design for the project (Candy, 2006), we follow that with the historical development of the TLP including sections on both the theoretical and methodological background. After this section we describe the practice-ing of transformative listening with three applications of listening in practice we documented. In the final paragraphs we explore the limitations and conclusions of the research design and of TLP. We conclude the paper with the relevance of practicing transformative listening for the evolution of transformative learning theory. [ABSTRACT FROM AUTHOR]

Objectives: Medical Assistance in Dying (MAiD) was legalized in Canada in 2016, necessitating greater education and training in MAiD for physicians and nurse practitioners. To meet this need, the Canadian MAiD Curriculum (CMC) was developed to offer a nationally accredited, comprehensive, bilingual, hybrid (synchronous and asynchronous) educational program to support and enhance the practice of MAiD in Canada. Methods: This work describes the process of developing the CMC, including its guiding principles and framework. The CMC was guided by constructivism and adult learning theory, preliminary literature review, 5 key principles based on a needs assessment survey, as well as consultation with diverse partners. Results: Seven modules were developed: (1) foundations of MAiD in Canada, (2) clinical conversations that includes MAiD, (3) how to do an MAiD assessment, (4) capacity and vulnerability, (5) providing MAiD, (6) navigating complex cases with confidence, and (7) MAiD and mental disorders. An eighth topic on clinician resilience and reflection was woven into each of the 7 modules. Conclusion: This curriculum ensures that consistent information is available to healthcare providers concerning the practice of MAiD in Canada. To ensure sustainability, the CMC will continue to be updated alongside the evolution of MAiD policy and services in Canada. [ABSTRACT FROM AUTHOR]

Self-directed learning is a core theoretical construct of adult learning. Importantly, self-directed learning represents a fundamental meta-competence for living and working in our increasingly complex and unpredictable world. Nonetheless, the construct of self-directed learning has become obfuscated. In order to redress this concern, this theoretical paper presents a model of Four Dimensions of Self-Directed Learning. The present paper highlights two original theoretical points (1) that there are four key dimensions of the self-directed learning construct, and (2) responsibility and self-regulation required for self-directed learning is not equivocal to that required for teacher-directed learning. Theoretically, the latter point may, in part, explain why practice of years of teacher-directed learning in formal schooling does not prepare persons for competent self-directed learning in adulthood. So, adult education represents a primary opportunity to foster self-directed learning competence in adult learners, but adult education practitioners must be ready to provide support to facilitate the process. [ABSTRACT FROM AUTHOR]

As more adults with intellectual and developmental disabilities move into inclusive settings in the community, it is essential to address budgeting and finance issues to avoid real concerns of financial exploitation. Adults with intellectual and developmental disability often comprise the "working poor", even if they are among the 20% who are fortunate enough to have access to community-based, paid employment at above minimum wage. Those fortunate enough to be placed on government assistance (1 in 4 are still waiting for funded services) soon realize that this benefit comes with restrictions on their income and savings. These restrictions impact work options, pay range, and benefits. Each person's budget leaves little for saving and discretionary spending. Our present situation of rising inflation compounds these already significant concerns. [ABSTRACT FROM AUTHOR]

This study explores the potential of ChatGPT as a virtual tutor to facilitate self-directed learning (SDL) among adult learners in asynchronous online contexts. Although SDL has been identified as a critical skill, factors such as the lack of skills to find resources and the absence of a supportive learning environment could impede adult learners' ability to engage in SDL. By harnessing the power of AI, ChatGPT can assist adult learners in setting learning goals, locating available resources, designing personalized learning plans, monitoring their performance, and reflecting on their learning experiences, ultimately leading to the effective completion of SDL. This study also discusses several existing limitations and challenges, including the need for instructors to provide guidance on creating prompts to use ChatGPT effectively, the possibility of learners becoming reliant on ChatGPT, the significance of institutions to provide policies of proper use of ChatGPT, and the necessary for AI developers to continuously improve the algorithms and data used by the system to minimize the likelihood of providing incorrect and irrelevant information. Additionally, some questions are raised regarding the balance between the use of ChatGPT and engagement with human instructors to ensure optimal learning outcomes. This study aims to enlighten adult educators and practitioners towards the integration of ChatGPT in asynchronous online learning to facilitate adult learning. [ABSTRACT FROM AUTHOR]

Given public perceptions about those who have sexually offended, there tends to be a focus on offence-specific intervention programs in a bid to address re-offending risk. With a significant portion of the literature on sexual offending focused on the development and evaluation of interventions targeting this behavior, there is little that considers community maintenance programs (CMPs) or those programs in the community where those who are released from prison are attempting to reintegrate. Further, there is no known research considering the theoretical underpinnings of or a framework for delivering CMPs. This paper offers Transformative Learning Theory as a potential framework for the delivery of CMPs and offers that adult learning theory needs to be considered in the delivery of offending interventions. [ABSTRACT FROM AUTHOR]

This reflection includes my transformative educational journey as a graduate student. The journey includes early professional experience at a startup then shifts to the pivotal role of teachers in the learning process. These early experiences led to my decisions to pursue graduate studies in adult learning and human resource development. Reflecting on transformative learning experiences, I explore the often-overlooked realm of teacher support and development, delving into an integrative literature review on sociocultural factors contributing to teacher burnout and strategies for mitigation. The reflection highlights the findings from the integrative literature review including the interconnectedness of internal and external factors impacting teacher wellness, emphasizing self-efficacy and external support structures as crucial elements which were also personal and evident in my own life. I presented at the AAACE conference where these findings were also evident in the lives of attendees. I now lead a diverse team of teachers where I apply these lessons learned daily, advocating for structural supports to safeguard teacher commitment and combat burnout. The reflection underscores the intrinsic value of teachers as the "secret ingredient" in education and the ongoing quest to sustain their passion and well-being. [ABSTRACT FROM AUTHOR]

This study examines learners' experiences and the use of language learning applications ("apps") as a primary source of second or additional language learning ("L2") instruction and assessment in higher education. It purviews the integration of artificial intelligence (AI)-powered features that support technology-enhanced language learning experiences. Principles of pedagogy, heutagogy, and self-determination theory are used to inform the appropriate design and application of AI to support language learning. We examine the congruence between learner's goals with perceived outcomes following a 4-week language learning intervention using an app. A survey of n = 151 adult learners across two Canadian universities revealed: (a) apps are perceived as an engaging, convenient, and structured approach to early stages of L2 learning and (b) the integration of AI for conversation-based simulations or speech recognition would enable more adaptive, personalized L2 learning experiences. The authors discuss implications for future developments and AI uptake for language learning apps. [ABSTRACT FROM AUTHOR]

The UK authorities have exponentially increased the number of counter-terrorism (CT) training activities being delivered by the Police Service to workers in crowded places. Counter-terrorism training events are designed to help prevent attacks by raising awareness to hostile reconnaissance, assist workers to cope at the time of an incident, and aid recovery after an attack. This focus group study provided a reality check of what is happening on the ground in sessions. Eight focus groups were conducted in significant crowded places (N = 55) and targeted workers who had already been in receipt of CT training. It found a paucity of evidence to indicate the effectiveness of CT training activities in improving the resilience of the public realm. Respondents supported the benefits of realistic and experiential training events closely related to their places of work. At the same time, they recounted how events were often poorly organised and delivered, with some CT practitioners lacking credibility. Sessions were often not based on learning need and were seldom evaluated. A series of recommendations are made to improve the credibility of CT products and their delivery, coupled with strategies to potentially aide evaluation and embedded organisational learning from events. [ABSTRACT FROM AUTHOR]

Adults with ADHD maintain some success in higher education but underperform their non-ADHD peers despite having normal intelligence. This study explored the essence of the lived experiences of female graduate students with ADHD navigating their academic journeys in graduate school. Using a phenomenological approach through the lens of Merleau-Ponty's concepts of world, body, others, and time, with open-ended questions via Zoom interviews, nine female graduate students with ADHD participated in the study. Three themes emerged: A little bit extra, I always felt I was going to fail, and they don't understand. Findings revealed unknown struggles about what it's like to be a female graduate student with ADHD, including that graduate school overloads their ability to cope, causing emotional distress, educational impairment, poor life quality, and fears of seeking support and understanding for their holistic wellbeing. Implications illustrate for higher education how adult learners with ADHD can complete graduate education. [ABSTRACT FROM AUTHOR]

A rear-view mirror approach indicates that citizenship education and adult learning and education (ALE) for lifelong learning have been prominent throughout history, dating back to the League of Nations and continuing through the United Nations and UNESCO. The League of Nations was founded in 1920 after World War I when humanity realized that settling disputes through violence—bombs and guns—was indicative of lack of citizenship education. Central to the League's Covenant was the need to employ "negotiation and arbitration." In addition to the International Adult Education Conferences, UNESCO has used other forums to affirm the imperative of lifelong learning and citizenship education. For instance, in the Faure Report, there is emphasis on "education and society" and on the "complete man" (Faure et al., 1972). The complete man/woman is an "educated" citizen. In The Fifth Global Report on ALE, UNESCO (2022a) connects citizenship education to the task of empowering adults for change. This article uses the Marrakech Framework for Action (MFA) that resulted from CONFINTEA VII as background to analyze and present active citizenship education as a necessary condition for human sustainability and global transformation. I conceptualize education broadly to include indigenous ways of knowing. In addition, although active citizenship education is the focus of this piece, I argue that there is a symmetric relationship between lifelong learning, adult education, and citizenship education. [ABSTRACT FROM AUTHOR]

During CONFINTEA VII's Panel 4: "Preparing adults for the future of work" and throughout the conference, participants grappled with crafting a transformative agenda, where adult learning and education (ALE) prepares adults for future workplaces, education is viewed as an individual right and a common good, and sustainable development is a global imperative. CONFINTEA VII presentations and dialogue (https://www.uil.unesco.org/en/seventh-international-conference-adult-education) underscore challenges faced and factors impacting society and shaping work, for example, digital transformation, industry 4.0, transition to a green economy and the constant need to acquire new skills. This article conveys conferees' shared perspectives on emerging strategies, policies, and practices to support transformation and sustainable development, implications for practice, and collaborative action. Among recurring themes: (a) emerging technologies generating dynamic future workplaces, (b) abundant new opportunities for work and growth, (c) intensifying emphasis on access, inclusion, and tackling global problems, and (d) workplaces harnessed as learning places where learning to learn and continuous learning skills are de rigueur. [ABSTRACT FROM AUTHOR]

Climate change and climate education concern more than climate and the environment, as our social and economic systems both rely upon and are impacted by climate and environment. We cannot address the human impact on our global climate and local environments without several nations reconstructing their social and economic systems to be equitable and inclusive. According to several key global guidance documents related to adult learning and education (ALE) and climate education, adult educators have significant roles in developing learners capable of engaging in climate and environmental action. However, defining climate education and roles for adult educators is not well-defined or explicit. To gain clarity in how ALE providers can facilitate learners' understanding of how social/political, economic, and natural systems intersect to create and perpetuate the oppression, marginalization, and destruction of humans and the world upon which we depend, a close review of global guidance documents is warranted. This article analyzes key documents, such as the Marrakech Framework for Action (MFA), Education for Sustainable Development: A roadmap (ESD for 2030), and the International Council for Adult Education Spotlight Report for CONFINTEA VII. This process resulted in clarification of the definition of climate education from an ALE perspective and suggestions of explicit roles for ALE providers in the realm of climate education. [ABSTRACT FROM AUTHOR]

The pervasive role of digital technologies in adult learning and education (ALE) was a prominent theme throughout the deliberations of the Seventh International Conference on Adult Education (CONFINTEA VII) held June 15-17, 2022 in Morocco. CONFINTEA VII embodied the worldwide interest in digital technologies through the use of a hybrid format with appointed delegates participating both virtually and on site. To highlight the importance of digitalization and digital skills, CONFINTEA VII not only devoted a plenary session to "Adult Learning and Education in Digital Environments," but discussions about the role of digitalization and the need to support adults in developing digital skills also permeated other sessions such as "Preparing Adults for the Future of Work." CONFINTEA VII sessions discussed challenges that vulnerable populations have in accessing digital tools and strategies for providing more equitable acccess and professional development to address this digital divide. This article describes learnings from CONFINTEA VII and related efforts at the national, regional, and local levels to support adult learners' use of digital technologies to develop their literacy, numeracy, and occupational skills and the resources that are critical to those efforts. Also discussed is the need for data, research, and monitoring to understand how digital technologies can be effective in adult learning and education and in preparing adults to embrace a culture of lifelong learning. [ABSTRACT FROM AUTHOR]

Research informing adult education teachers' didactic practices in distance education is scarce. Approaching the adult learner's perspectives on how distance education is perceived is key to informing future initiatives. This study explores adult learners' perception of distance education, concentrating on aspects such as, social presence, course structure, and perceived learning and satisfaction. A survey was distributed to teachers (n = 78) in five schools organising adult distance education. Findings show that teacher accessibility and course structure correlated positively with social presence and perceived learning and satisfaction. Overall, adult learners are satisfied with their distance teaching. A challenge facing adult distance education is to create a sense of social presence despite the high demand for flexibility. Thus, we explored learner perceptions of benefits and challenges in distance education and structured these into social, cognitive, spatio-temporal, emotional, and technical dimensions. Findings reveal that one challenge in the social dimension was a lack of connection with peers, and a benefit in the cognitive dimension referred to autonomy and self-regulation. These findings are important as educational institutions and policymakers may strive for high flexibility, which in turn may lead to lower group cohesion and a lack of social presence. [ABSTRACT FROM AUTHOR]

This study examines the impact of students' self-directed learning (SDL) ability and parental expenditures for shadow education, and other factors, on academic achievement in South Korea during the pandemic. Busan Education Longitudinal Study panel data for 2019 (pre-COVID) and 2020-2021 (COVID) were utilized. National exam scores of middle and high school students in Korean, English, and math subject areas were analyzed using multiple regression, random effects, and two-way random effects models. The analysis revealed that, during the pandemic, parents' high expenditures to provide shadow education to complement their children's public education did not significantly influence academic achievement. In contrast, SDL ability was found to have a significant impact on achievement in all three subject areas during the pandemic. The findings underscore the importance of programs, policies, and teaching strategies that develop students' SDL skills to enable them to learn on their own when a crisis restricts traditional teacher-guided classroom instruction. [ABSTRACT FROM AUTHOR]

This article discusses the concept of transformative learning (TL) and its various theories and frameworks. TL is recognized as a distinct type of learning that involves significant change. The article emphasizes the importance of classifying TL research in terms of metatheoretical and theoretical frames to build a body of knowledge. It presents several studies that explore different aspects of TL, including the conceptualization of self and society, learning challenges in preprofessional education, first-year college students' experiences, group coaching, changes in nursing faculty pedagogical practices due to COVID-19, and the transformative power of songs and songwriting. The article concludes by highlighting the interdisciplinary and problem-solving nature of TL research and the need for further research to analyze and compare different TL theories and frameworks. [Extracted from the article]

Jack Mezirow's (1978, 1991, and 2008) transformative learning (TL) theory was developed with transforming society in mind. However, that intent has been overshadowed by a dominant focus on individual transformation and a rational cognitive approach to critically assessing assumptions as the path to transformation. We (the authors) wonder what happens to the societal side of TL theory when we put it in dialog with enactivism. Reading TL theory in this way illuminates the interdependent intention that self and society are inextricably linked. This conceptual article proposes that TL theory is best understood as an ongoing process of transforming ways of knowing, doing, and being through dynamic intra-actions, ontological entanglements, and appreciation of we-ness. Slow-looking at the implicit intra-actions that TL theory is grounded on will contribute to decolonizing the dominant dualistic view of seeing self and society as separate, making the potential for transformation of self and society more visible. [ABSTRACT FROM AUTHOR]

This article presents the findings of a comparative study of values-based adult learning and education (ALE) fields; specifically, in Austria, critical-emancipatory adult basic education; Scotland, learner-centered, community-based adult learning; and South Tyrol, Italy, the Winterschule, a radical-critical popular education format. We studied the voices of experienced practitioners to understand their challenges and constraints and how they resisted changes that did not reflect their values. It highlights local practices to promote visibility, create dialogue, and strengthen the understanding and recognition of these fields in which practitioners are unequivocally committed to social justice. Our findings highlighted repertoires of resistance, affirmed pedagogy as a values-based endeavor, and elucidated practitioners' commitments to holistic approaches that re-negotiate ideas of social justice for people and the planet. Our analysis shows that when ideas of social justice are shared amongst allies, practitioners can effectively maintain their values-based approaches and thus re-affirm and protect democratic ALE practice. [ABSTRACT FROM AUTHOR]

This qualitative study examines student learning experiences toward a student-developed case study activity for online discussion guided by a three-tier case method model. Forty-five students were recruited from four online adult education courses. Analysis of students' feedback shows that this activity leads to students' positive learning experiences, including provoking critical thinking towards the discussion topic and providing unique resources for adult educators. The student-developed case study activity also helps establish a supportive peer relationship and engages students through analyzing a variety of student-developed cases, as well as interacting with the instructor and exchanging ideas with peers. This study furthermore indicates the potential usefulness of the proposed model as a guide for case study activities in the field of adult education and beyond. [ABSTRACT FROM AUTHOR]

"Researching Learning and Teaching With Adults: An Introduction" by Ralf St. Clair is a book that provides a comprehensive overview of empirical research on adult education. The book is organized into three sections, offering a foundational entry point into educational research and addressing the complex aspects of the research process. St. Clair emphasizes the importance of narrative and experiential evidence in adult learning studies, acknowledging the diverse life experiences and identities of participants. The book is accessible and readable, making it suitable for novice researchers, and includes practical tips and examples to guide readers through the research journey. However, it does not sufficiently address the distinctions between K-12 and adult learners, which is a notable oversight. Overall, "Researching Learning and Teaching With Adults: An Introduction" is a valuable resource for students and researchers in the field of adult education. [Extracted from the article]

This article features an interview between Dr. Aliki Nicolaides, Professor of Adult Learning, Leadership, and Adult Development at the University of Georgia, and a group of her current and former graduate students whose scholarly works draw on Nicolaides' generative knowing theory in various ways. After co-interviewers gathered to discuss Nicolaides' first book, Generative Knowing: Principles, Methods, and Dispositions of an Emerging Adult Learning Theory, and its implications for their work, they interviewed her about how this book and generative knowing theory came into being. The interview also explores the wide implications of this emerging theory for adult learning research and practice. [ABSTRACT FROM AUTHOR]

The aim of this article was to identify the perceptions of community-based organization (CBO) service providers regarding their experiences with Black women living with AIDS (BWLHA) during a global pandemic. Two CBO service providers were selected for the study through a purposeful sampling technique. Black feminist theory, informal learning, and trauma theory helped frame the study, and narrative and cultural analyses were used for data analysis. Social isolation, medical and telehealth concerns, perceived social categorization of us and them, and informal strategies for healing were the emerging themes. Findings from this study have implications for adult educators, health educators, and mental health professionals as the global COVID-19 pandemic has increased the need to develop a trauma care plan (TCP) for BWLHA. [ABSTRACT FROM AUTHOR]

Objectives: There is a paucity of literature on what contributes to 30-day readmission rates from the patient's perspective in head and neck cancer patients. Post-operatively, these patients are often discharged with multiple surgical sites and home equipment requiring education and a large responsibility upon arriving home. Patients have a unique understanding of the discharge process and rationale behind presenting for care following initial discharge. Understanding the experience of the readmitted patient may be critical in finding effective methods to prevent unnecessary readmissions. Methods: Through key-informant interviews, we assessed factors that impact readmission rates from the patient perspective. Patients were eligible if they were discharged within the last 30 days and subsequently readmitted following an admission for a head and neck cancer surgery. Inductive coding was used to analyze interview transcripts and develop themes. Results: Thirteen respondents were interviewed. 46% (n = 6) did not feel ready for discharge after the index admission. Out of these 6 patients, 83% (n = 5) felt their readmission could have been avoided. Patients often encountered unexpected events after returning home from the index admission and felt their readmissions were potentially avoidable with more information regarding what to expect at home, prior to discharge. Although medically stable upon discharge, these findings indicate some patients might be discharged sooner than they should be due to factors outside of medical indications. Conclusions: To address the various biopsychosocial components of patient care in addition to medical aspects, an otolaryngology-specific, prior-to-discharge checklist could aid in lowering 30-day readmissions. Since the amount of education each patient requires to feel competent managing their health at home varies, more work is needed to craft post-education assessments of patient/caregiver competencies for home equipment, prior to discharge to reduce avoidable readmissions. [ABSTRACT FROM AUTHOR]

Critical events in Leonard Matlovich's life depict a reluctant activist for lesbian, gay, bisexual, transgender/gender diverse, and queer+ (LGBTQ+) equality. He served in the US military and subsequently came to personify the broad social challenges to the military's homophobic culture and recruitment practices. Matlovich's experience of a series of life metamorphoses made a difference beyond the individual. His example inspired multitudes of other concerned citizens in how to undertake their metamorphoses to challenge institutionalized homophobia. Breakthrough learning experiences in Matlovich's life are presented to explore and refine aspects of transformative learning theory by applying Jane Martin's metamorphosis model. The learning nexus between individuals and society is shown to be a dynamic interaction where both aspects of Matlovich's story and his influence are explored in the context of today's LGBTQ+ equality struggles. The article shows the conducive personal and societal conditions that enabled his various metamorphoses as whole-of-individual identity and sociocultural crossings toward transformational change. Additionally, the implications of Martin's educational metamorphosis are discussed. Adult educators are encouraged to emphasize learning located in the learner's life circumstances, exemplary case studies to inspire cultural crossings against injustice, and transformations as being about grasping in situ learning opportunities in the cross-influence between the whole person and their socio-historical context. Matlovich's experiences show how relevant dimensions of Martin's theoretical approach, coupled with support from allies, can contribute to personal agency and can build a groundswell of learning needed to support activism for social justice movements. [ABSTRACT FROM AUTHOR]

This article discusses the importance of incorporating adult learning principles into corporate diversity, equity, and inclusion (DEI) training. It highlights the increasing number of companies that have committed to DEI and the role of education in their strategies. The article suggests that DEI training should not be approached as a static set of learning objectives, but rather as a collaborative and transformative process. It explores the connections between adult learning theories such as constructivism, transformative learning theory, and andragogy, and their relevance to DEI training. The article concludes by emphasizing the need for ongoing investment and commitment to DEI training and the importance of incorporating diverse perspectives and experiences in the training design. [Extracted from the article]

Adult's self-direction and self-directed learning (SDL) have become topics in the discussion of work-related adult learning and an autonomous approach, emphasizing responsibility and independence, has received increasing attention in studies of learning. In the context of SDL, in contrast, the importance of the learning environment and community has received less empirical attention. The aim of this article is to increase the understanding of the co-occurrence of sociocultural elements and self-direction in learning situations at work. From a practical viewpoint, it is important to understand both, the sociocultural and self-directed nature of different learning situations at daily work, so that organizations and workplaces can develop the practices that support learning and self-directedness in the work environment and create appropriate expectations for individual self-direction. In this study, we examined the elements of sociocultural learning and self-direction in police organization. The content analysis focused on interviews with 26 police officers, examining their descriptions of learning situations. The findings show that in learning situations at work, individual responsibility alternates with collectivity, peers, supportive supervisory work, and tools. The theoretical and practical implications of the findings are highlighted. [ABSTRACT FROM AUTHOR]

Older adults are a growing population. This article reviews the literature on older adults in Adult Learning from its inception in 1989 through 2020. Topics focus primarily on program reports, programmatic learning needs, personal reflections, and classroom methods. Key findings include that "older adult" is not well-defined and adults are portrayed as active learners. In addition, the demographics of authors and study participants are discussed. Findings have implications for researchers and practitioners. [ABSTRACT FROM AUTHOR]

Adult learning policies need to be based on an understanding of the inequalities in the uptake and benefits of learning and why adults might not participate. This needs to go beyond a mere insight in barriers that, once removed, do no longer provide a reason for adults not to participate. This article aims to delph deeper in understanding what makes adults choose to learn. It starts by applying a capability approach perspective to adult learning to evaluate whether adults have freedom to value learning and, whether they can effectively turn this freedom into learning. This conceptual framing puts certain concepts in the spotlight, namely, 'agency', 'conversion factors' and 'benefits of learning', which were further explored through a narrative literature review analysing 109 articles. This resulted in an exploration of these concepts and their interplay feeding into a conceptual model, opening new perspectives for evaluating whether adults have equal opportunities to value adult learning and turn their willingness into actual learning. This model supports future empirical studies aimed to understand participation and non-participation of adults in learning that can in turn feed policy makers with better insights and tools to develop interventions actually provide the right encouragements for adults to learn. [ABSTRACT FROM AUTHOR]

Education 4.0 emphasizes the use of hybrid approaches in the learning process. The use of peeragogy, heutagogy, and cybergogy may engage students in the learning processes in which active learning plays a key role. This study aimed to examine the effect of the implementation of the Merdeka Curriculum on active learning practices and their relationships with hybrid activities based on hybrid learning approaches, and active learning counterparts of (1) self-regulated learning: (2) self-directed learning, and (3) self-determined learning. These relationships will be examined in Indonesian curriculum implementation in which student-centered principles are emphasized. A cross-sectional survey was conducted by collecting responses of vocational high school students on survey. The digital questionnaire was sent to 600 Indonesian students, of whom 555 completed it. The relationships among the constructs were examined using a structural equation modeling. The results showed that a curriculum emphasizing student-centered principles was fully mediated by active learning and hybrid activities to promote student self-regulated learning (SRL), self-determined learning (SDET), and self-directed learning (SDL). Active learning and hybrid activities directly affect students' SRL, SDET, and SDL, Three counterparts of active learning that form important parts of long-life learning. This model indicates that Indonesian curriculum implementation may encourage active learning and indirectly increase learner engagement, autonomy, and metacognitive development. [ABSTRACT FROM AUTHOR]

This literature review explores how various challenges and possibilities of enacting collaborative inquiry (CI) in online contexts intersect with this holistic action research method's aims of transforming participant being, knowing, and doing. This article asks how digital tools and virtual platforms enable and constrain the democratic collaboration, solidarity-in-diversity, and multiple ways of knowing CI strives to cultivate. Findings and discussion offer guidance for conveners of online CIs and highlight further practical considerations. [ABSTRACT FROM AUTHOR]

Positive priming encourages adult immigrant students to become more involved in their learning activities and increases their chances of success in their host society. The use of priming effects in teaching adult immigrants, however, is not sufficiently explored in the educational literature. This article therefore fills this gap by presenting a pedagogical strategy consisting in using positive priming activities in civic integration classes to develop a positive mental attitude in students. The paper explains how the effect of positive priming can be achieved by engaging adult students in sharing their positive impressions and experiences in the host society. The practical strategies discussed were tested in multicultural groups composed of men and women and they can be used by educators to animate civic integration courses as well as instructors working with adult students in other programs. [ABSTRACT FROM AUTHOR]

One of the pedagogical benefits that emerged from the pandemic period for adult learners was that teachers, in addition to supporting institutions, were more willing to consider and introduce technological innovations to the learning experience. For 2 years, teachers and institutions had no choice. Unanticipatedly, some of these innovative strategies also engaged and empowered otherwise hesitant instructors and marginalized adult learners. This article briefly introduces categories of instructional technology tools that emerged from this period to help democratize adult learning—giving all adults opportunities to be heard, manage anxiety and introverted tendencies, to work with others, and to inform learning decisions for instructor and student alike, etc. These practices are briefly contextualized and referenced within the field using both Michael Moore's Theory of Transactional Distance and Garrison, Anderson and Archer's Community of Inquiry theoretical framework. The four categories of instructional technology tools featured in this article include: (1) Annotation (social) tools; (2) Backchanneling tools; (3) Collaboration tools; and (4) Polling (student response systems) tools. [ABSTRACT FROM AUTHOR]

The vision determined by the community was a park; they simply wanted their park back. As a community educator for 25 + years, I have become an advocate for participatory democracy, which is "concerned with ensuring that citizens are afforded an opportunity to directly participate, or otherwise be involved in the decisions that affect their lives" ([3], para 1). "Democracy is nurtured at many levels, globally, nationally, but also, and perhaps most crucially, in communities, in neighborhoods, and between individuals.". [Extracted from the article]

Adult education has historically played a role in modern democracies in support of civic participation and democratic engagement. In the context of a relatively stable and unchanging society, learning "about" and participating "in" the democratic process allow for tweaking the mechanisms of democracy. In present times, taken for granted democratic practices inadequately address the spirit of democracy as social and environmental changes undergo rapid and unanticipated changes. In the context of a past, present, and futures, democracy's future/s is a vast, complex system that offers practical and inspirational hope to communal living. Anticipatory futures perspectives explore our relationships with the future beyond that of prediction to understand and develop human capacities to enact necessary and important changes for unknown and unanticipated futures. This paper explores the role of adult education in supporting a deep democracy approach for creating more sustainable, ecological, and just futures by developing our relationship with the broad spectrum of anticipatory futures. [ABSTRACT FROM AUTHOR]

Although, we have been warned for this situation by other authors (e.g. Peter Jarvis, Ted Fleming and others), reading the same message in the narrative words of West and Formenti is like facing the second yellow card in a football (soccer) game. The analysis offered by Formenti and West in the first chapters helps us to recognize something that we either quietly or sometimes with a louder voice discuss in the adult educators' community: that the traditional framework of adult education has more or less collapsed. These questions came to my mind as I started my effort to review the awarded book I Transforming Perspectives in Lifelong Learning and Adult Education: a dialogue i , by Laura Formenti and Linden West. Formenti and West, in this book, remind us that the purpose of adult education is about: ... liberating people from ignorance and sustaining their capacity to think, feel, to be critical and discriminating, and to fight for social justice. [Extracted from the article]

Adult training is a fundamental strategy for the improvement of workers' skills and employability. However, as workers age and remain in the same company, the risk of losing motivation for learning may grow. In a sample of 1,452 workers from 17 Spanish companies, we analyzed to what extent the training factor increases their quality of employment and the assessment they make of their organization, despite the negative effect of the passing of time. To do so, we implemented a structural equation model that considered the effects of the variables "seniority in the company" and "training" on quality of employment. We tested this model through multigroup analysis by differentiating between workers aged under 50 and those aged 50 years and older, showing that the positive effect of training is stronger in older workers and reduces the negative effect of seniority in the company for those aged under 50. [ABSTRACT FROM AUTHOR]

Using the PIAAC data, we show how exposure to various dimensions of nonformal and informal learning relates to the problem-solving capacity in a technology-rich environment for working adults. The sample included permanent staff from various economic sectors, self-employed individuals, and casual employees doing fixed-term contracts (n = 1248) between 16 and 65 years, 38% of participants were males. A regression analysis showed that managerial practices such as degree of autonomy, frequency of interaction with coworkers, participation in training and counseling, and handling of routine and complex in-job problems are important factors associated with problem-solving scores for the respondents at every level of educational attainment. Underdevelopment of managerial practices can be connected to the lingering transition to the market system which hinders the flexible transition of skills and training in the workplace and lowers problem-solving scores in Russia compared to OECD countries. [ABSTRACT FROM AUTHOR]

Arlie Hochschild's theory of emotional labor (1983) has become a staple framework for understanding the tension that exists between outward emotional expression and inward emotional realities. In it, Hoschild (1983) introduces us to the idea of emotional management, the expectations that are put on us to manipulate the display of our emotions—act—in order to put the experiences of others first. Recently, however, several articles in popular media have used emotional labor to describe labor that deviates from Hochschild's (1983) original definition. In doing so, popular discourse has highlighted a kind of labor that has historically gone unnamed in the academy. The implications of not naming this other form of labor and instead morphing Hochschild's original definition yield many consequences if left unchecked. The purpose of this article is to step into the conversation on emotional labor, highlight the gap in language to describe the various types of labor performed by adult learners, and introduce the idea of gendered labor as a way to be better informed in serving adult learners in ongoing development. [ABSTRACT FROM AUTHOR]

Nearly one-quarter of American adults have low-level literacy skills. Existing research provides a great deal of quantitative information about skill levels and attainment, but little information exists that highlights the contextualized experiences of adult learners. In this phenomenological study, we explored individual adult learners' experiences in a community-based literacy program. A purposive sample of eight adult learners participated in semi-structured interviews. The study shows that the tutors' caring and understanding attitude towards the learners, friendship relationships between the tutors and learners, and the tutors' use of individualized interventions for their learners were vital in shaping their positive learning experience. The study also highlights how the learners' motivation and support system played in helping them persist in the program. The literacy program transformed their lives and meant "a chance" for making a change. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has precipitated an unprecedented education crisis, causing severe disruption to global education systems. One consequence has been an increased demand for online educational platforms, leading to a shift from face-to-face to online teaching. This was the case in Singapore where online educational provisions were quickly adopted and implemented by institutions providing continuing education and training to adult learners. This paper reports on the data from a survey of 258 participants on the accessibility and effectiveness of the different modes of learning (i.e. online learning, face-to-face learning, and a combination of both) based on comparisons prior to and after the onset of COVID-19. The findings indicate that familiarity with online platforms enhances the potential efficacy of online provisions of continuing education and training, but also illuminate issues concerning the kinds of experiences required for effective continuing education and training, with implications for providers and educators in and beyond Singapore. [ABSTRACT FROM AUTHOR]