Similar Journals
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Adult Learning
Number of Followers: 38  Hybrid journal (It can contain Open Access articles)ISSN (Print) 1045-1595 - ISSN (Online) 2162-4070 Published by Sage Publications  [1176 journals]
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- Book Review: Unlocking the Future of Learning: A Review of Generative AI
and Education: Digital Pedagogies, Teaching Innovation, and Learning
Design-
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Authors: Richard HannahResearch Director - National Center for Construction Education; Research (NCCER), Alachua, FL, USA; Houston Christian University, Houston, TX, USA
Abstract: Adult Learning, Ahead of Print.
Citation: Adult Learning
PubDate: 2025-03-18T02:15:59Z
DOI: 10.1177/10451595251323660
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- Book Review: Mind, Motivation, and Meaningful Learning: Strategies for
Teaching Adult Learners-
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Authors: Jeffrey R. Jones; Science University, Portland, OR, USA2Boise State University, Boise, ID, USA
Abstract: Adult Learning, Ahead of Print.
Citation: Adult Learning
PubDate: 2025-01-29T11:37:18Z
DOI: 10.1177/10451595251316851
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- Afghan Refugee Women’s Agency in Learning to Read in English
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Authors: Megumi Hamada, Elizabeth M. Riddle; Elizabeth M. Riddle15666Ball State University, Muncie, IN, USA
Abstract: Adult Learning, Ahead of Print.
This article reports a descriptive case study conducted at a community-based adult English language program over 7 weeks. The participants were three Afghan refugee women, who were at beginning-level proficiency in English without prior education and native language literacy. Although phonics is a recommended approach for beginning-level literacy instruction, its effectiveness depends on how actively learners engage with the instruction. This study investigated the benefits of contextualized phonics-based instruction, focusing also on learner agency (engagement and resistance) during the instruction. Based on analysis of class observation notes, teacher reflections, lesson materials, and pre- and post-test scores, the findings are presented as learner profiles, describing their gains in literacy skills and patterns of engagement and resistance. The patterns of resistance are discussed as the result of the value discrepancy between the teacher and the participants. The article recommends that resistance be viewed as valuable feedback from learners and be incorporated when making instructional decisions.
Citation: Adult Learning
PubDate: 2024-12-18T10:33:31Z
DOI: 10.1177/10451595241309400
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- Practical Recommendations for Accommodating Students With Limited or
Interrupted Formal Education in Adult Education Programs in the United
States-
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Authors: David A. Housel, Maz Nikoui; Maz Nikoui114777LaGuardia Community College (CUNY), Long Island City, NY, USA214782Queensborough Community College (CUNY), Bayside, NY, USA
Abstract: Adult Learning, Ahead of Print.
The United Nations Refugee Agency (UNHCR) affirms that millions of people across the globe are displaced annually because of “persecution, conflict, violence, and human rights violations.” Given the abrupt departures from their countries of origin and their time in resettlement camps, these migrants are typically denied access to educational opportunities. They thus arrive in countries like the United States as students with limited or significant interruptions in their formal educations (SLIFE). They then access adult education, often ESOL, programs that are typically ill-equipped to address their unique needs and staffed by instructors who are ill-prepared to provide impactful instruction. The purpose of this inquiry was to explore the extant research literature to formulate policies and practices that could be implemented to address the needs of adult SLIFE, ideally in more culturally responsive, trauma-informed, and decolonized ways. In addition to Universal Design for Learning (UDL), the approach most often cited in this literature review was the Mutually Adaptive Learning Paradigm (MALP) as devised by DeCapua and Marshall (2023). Using this paradigm and its corollaries as a conceptual foundation, the authors offer practical suggestions regarding administrative policies and instructional practices for adult education programs to address the psychosocial and instructional needs of adult SLIFE more effectively. Areas for future investigation and implementation were identified, including incorporating these best practices into preservice preparation and continuous professional development for instructors of adults, especially those of emergent bi/multilingual learners
Citation: Adult Learning
PubDate: 2024-11-14T10:12:11Z
DOI: 10.1177/10451595241297660
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- “A New Way of Teaching and a New Way of Reaching Students”: Building
Critical Awareness About Technology Through a Practitioner Inquiry
Community-
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Authors: Jennifer D’haem Kobrin; Knoxville, TN, USA
Abstract: Adult Learning, Ahead of Print.
The growing presence of technology in Adult Foundational Education (AFE) represents affordances as well as challenges for marginalized student populations. Utilizing technologies in ways that foster and support AFE students’ agency requires opportunities for practitioners to reflect on problems of practice in their classrooms and make connections to broader structural issues in the field. This qualitative study explored the experiences of AFE practitioners from a large Northeast U.S. city during an 18-month professional development initiative focused on technology integration. Findings explore the practitioners’ range of social practices during the project, including adaptiveness and vulnerability, re-framing students’ digital literacies, and questioning normative assumptions about technology platforms. Understanding how these social practices emerged over time can spark efforts in AFE and other adult education contexts to engage in critically oriented explorations of students’ engagements with technology, ultimately supporting more asset-based approaches to using digital platforms.
Citation: Adult Learning
PubDate: 2024-11-05T11:01:01Z
DOI: 10.1177/10451595241297645
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- Crisis, Confidence, and Conserving Resources: Examining How Adult
Education Students Navigate Stressors and Marginalization-
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Authors: Frances J. Griffith, Sydney C. Simmons, Shannon Schrader, Brittany Miller-Roenigk, Maria C. Crouch, Derrick M. Gordon; Sydney C. Simmons, Shannon Schrader, Brittany Miller-Roenigk, Maria C. Crouch, Derrick M. Gordon1Division of Prevention Counseling Psychology, University of Kentucky, Lexington, KY, USA
Abstract: Adult Learning, Ahead of Print.
Social and systemic barriers contribute to students’ attrition from K-12 education and enrollment in adult basic education (ABE) via the reduction of available resources. Informed by Conservation of Resources Theory, the current study assessed the impact of stress-related risk factors, including trauma and COVID-19-related stress, on ABE students’ (N = 227) vocational confidence. Understanding these factors can inform ABE program development and retention efforts. Survey methods with convenience sampling were used for data collection. Structural equation modeling was used to examine the relationship between trauma exposure and COVID-19-related stress on the outcomes of alcohol use, as a stress response, as well as vocational confidence. On average, past traumatic experiences were more common among ABE students who reported greater social or economic marginalization, especially those identifying as lesbian, gay, or bisexual or with a history of being unhoused. More past traumatic experiences predicted higher COVID-19-related stress and alcohol use. Higher COVID-19-related stress, in turn, predicted lower vocational confidence. ABE students experiencing marginalization face compounded barriers to achieving their educational and vocational goals when they experience trauma exposure and subsequent stressors. Based on findings, we make practice recommendations for ABE centers, including targeted psychoeducational resources to offset social and systemic stressors that may bolster the vocational confidence of enrolled students.
Citation: Adult Learning
PubDate: 2024-10-24T12:43:32Z
DOI: 10.1177/10451595241291888
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- Book Review: Preparing Leadership Educators
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Authors: Lauren N. Irwin, Jennifer D. Kobrin; Jennifer D. Kobrin1Educational Leadership & Policy Studies, 4292University of Tennessee, Knoxville, TN, USA
Abstract: Adult Learning, Ahead of Print.
Citation: Adult Learning
PubDate: 2024-10-12T01:40:21Z
DOI: 10.1177/10451595241291899
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- Gamification as an Educational Tool for Retirement Planning
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Authors: Chrizaan Grobbelaar, Liezel Alsemgeest; Liezel Alsemgeest1Department of Accounting Auditing, 71795Central University of Technology, Bloemfontein, South Africa2School of Financial Planning Law, 37702University of the Free State, Bloemfontein, South Africa
Abstract: Adult Learning, Ahead of Print.
Many individuals worldwide retire financially unprepared. The most evident factor for low retirement savings is due to a lack of retirement planning, especially from an early age. Financial literacy is a key element in navigating the current complex financial landscape, as it enables the individual to effectively manage personal finances and make sound financial decisions regarding earning, consuming, saving, investing, debt management, insurance, mitigating risk, identifying suitable financial sources when needed, and also ultimately saving enough for retirement. Financial education provided by employers is usually voluntary and generally designed as a one-size-fits-all solution. The current methods used to teach financial literacy are effective in accessing financial education, but whether they change financial behaviour that results in leaving individuals better prepared for retirement is not evident. Millennials thrive in a digital environment and prefer a trial-and-error approach when learning takes place. To make financial education more practical and appealing to millennials, programme developers should consider the use of gamified applications portraying real-life events where problems need to be solved and active engagement and immediate feedback, which can promote financial literacy and might change the saving behaviour of the younger generations. Gamification is explored as a potential educational tool that can be used in teaching retirement preparedness and financial literacy in the workplace.
Citation: Adult Learning
PubDate: 2024-09-28T12:08:10Z
DOI: 10.1177/10451595241286913
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- Designing a Communication Skills Professional Development Course for
Healthcare Professionals in the UAE: Reflections on the Process,
Challenges, Successes, and Implications-
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Authors: Daniela Coelho, Richa Goyal, Sullay Kanu, Kathryn Swift, Shannon Glasgow; Richa Goyal, Sullay Kanu, Kathryn Swift, Shannon Glasgow1Department of Education, 105947Abu Dhabi University, Abu Dhabi, United Arab Emirates2Department of Languages, 105947Abu Dhabi University, Abu Dhabi, United Arab Emirates
Abstract: Adult Learning, Ahead of Print.
Continuing Professional Development (CPD) has expanded to support increasingly economic and technologically competitive environments, often governed by Adult Learning and Education (ALE) principles. In the United Arab Emirates (UAE), however, despite the importance given to CPD, the field of ALE remains underdeveloped. Bearing this in mind, a group of five UAE-based trainers documented the design and implementation of a Communication Skills for Caregivers course using the Interactive Model of Program Planning by Caffarella and Daffron. This article discusses the process followed to contribute to the region’s ALE/CPD design discourse as well as to reflect on the trainers’ practices and provide recommendations and implications for future CPD.
Citation: Adult Learning
PubDate: 2024-09-25T05:34:54Z
DOI: 10.1177/10451595241286915
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- Framing of News Articles on Adult Education Issues in Tanzanian Print
Media-
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Authors: Samwel Mwita Gasuku; Publication Consultancy, 621874Tanzania Institute of Adult Education, Dar es Salaam, Tanzania
Abstract: Adult Learning, Ahead of Print.
This study examines how Adult Education (AE) is framed in Tanzanian print media using a mixed-method approach. This study involved content analysis of four newspapers: Mwananchi, Habari Leo, The Citizen, and Daily News, along with 50 key informant interviews. Articles from 2016 to 2021 were analyzed using framing theory and an explanatory research design. The findings indicate a predominant focus on the positive aspects of AE initiatives in newspapers. However, this one-sided representation may hinder stakeholders from addressing AE challenges and limit public understanding of AE policies, complexities, challenges, and potential solutions. This study recommends that newspapers should engage in more comprehensive investigative coverage on AE, highlight challenges, and collaborate with AE experts to ensure accurate and balanced coverage.
Citation: Adult Learning
PubDate: 2024-09-23T10:08:57Z
DOI: 10.1177/10451595241281058
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- Why AAACE' Ruminations from a Member on the Transformational Pathway
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Authors: Billie R. McNamara; Knoxville, TN, USA
Abstract: Adult Learning, Ahead of Print.
Citation: Adult Learning
PubDate: 2024-09-13T07:07:30Z
DOI: 10.1177/10451595241281071
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- Job Service Specialists’ Lifelong Learning Experience in Taiwan: A
Qualitative Study-
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Authors: Ya-Hui Lee, Yi-Fen Wang, Hsien-Ta Cha; Yi-Fen Wang, Hsien-Ta Cha1Department of Adult & Continuing Education, 34915National Chung Cheng University, Chiayi, Taiwan2Department of Senior Citizen Services, 71675National Tainan Junior College of Nursing, Tainan, Taiwan
Abstract: Adult Learning, Ahead of Print.
Lifelong learning is a key element that helps adults undergo and adapt to different career stages. This study analyzed job service specialists’ lifelong learning experience of successfully matching the needs between job seekers and employers. The researchers adopted the qualitative research method and conducted semi-structured in-depth interviews with 11 outstanding-performing job service specialists to collect their learning experiences. The findings were that: (a) Job service specialists improve their professional competencies through formal education (Bachelor’s and Master’s degrees), non-formal education (obtaining licenses and participating in training programs), and informal learning (self-directed learning and seeking others’ experiences). (b) Job service specialists’ duties include understanding job seekers’ backgrounds, needs, motivations, expectations, career plans, and previous training experiences; job application assistance; and regular follow-ups. (c) The greatest difficulties job service specialists encounter are insufficient understanding of job seekers’ physiological and psychological characteristics and job seekers’ and employers’ needs. (d) Job service specialists can effectively match jobs for job seekers and fulfill employers’ needs by learning continuously in workplaces. These results can provide a reference for government agencies to design continuing education programs for job service specialists to promote their professional competencies.
Citation: Adult Learning
PubDate: 2024-09-05T03:35:37Z
DOI: 10.1177/10451595241280960
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- Evaluating the Usefulness of Microlearning to Adult Students in Higher
Education: An Empirical Study in Singapore-
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Authors: Shih-Ying Yao, Yan Yin Ho; Yan Yin Ho1Teaching & Learning Centre, 596843Singapore University of Social Sciences, Singapore
Abstract: Adult Learning, Ahead of Print.
Adults at different life phases have become an important part of the student body in higher education. Helping adult students overcome challenges and improve their learning is thus a critical consideration for universities and colleges. Microlearning is an emerging approach in adult education in recent years. The core concept of microlearning is to chunk learning materials into bite-sized units. Although research has discussed the potential of using microlearning to help adult students in the higher education setting, this area is insufficiently studied. This study empirically evaluated the usefulness of microlearning for adult students’ academic learning in the higher education setting. In this study, a microlearning module was designed for a research methods course at a local university in Singapore. Students taking this course were primarily adult learners who were enrolled in part-time undergraduate programs. The microlearning module was intended to be a supplementary resource to help adult students learn about critical considerations in writing a research proposal at their own pace. The final sample consisted of 98 adult students from various backgrounds. Participants were asked to complete a set of tests and surveys before and after they completed the microlearning module. Survey responses were also collected from participants during their learning process. All research activities could be completed online at each participant’s own pace. Results from the study suggested that microlearning is an effective, efficient, and appealing approach for adult students in the higher education context. Overall, most adult learners in this study would recommend microlearning.
Citation: Adult Learning
PubDate: 2024-09-04T11:22:02Z
DOI: 10.1177/10451595241280672
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- Is Adult Education Related to Community Development' An Exploratory
Study in Ghana-
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Authors: Isaac Kofi Biney; Human Resource Studies, University of Ghana, Legon, Accra, Ghana
Abstract: Adult Learning, Ahead of Print.
This paper draws on Freire’s social philosophy arguing that adult education (AE) relates to community development (CD). The provision of AE opportunities serves as bait for community members (CMs) to participate in CD projects. This exploratory study undertaken in Ghana, interviewed 9 PhD students on how AE relates to CD, and how adult educators revive waning self-help spirit for CD projects, and networking to sustain communities. Data was analyzed using thematic, narrative and interpretivist approaches. The results revealed that AE create awareness in CMs to participate in self-help CD projects; yet, more inclusive and transformational dialogue and education among CMs are broadly required. The study recommends that adult educators’ leverage group learning and networking in CD projects to improve communities in Ghana.
Citation: Adult Learning
PubDate: 2024-08-06T05:22:30Z
DOI: 10.1177/10451595241271233
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- GenAI-Infused Adult Learning in the Digital Era: A Conceptual Framework
for Higher Education-
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Authors: Michael Agyemang Adarkwah; Culture, Chair of Adult Education, 9378Friedrich-Schiller-Universität Jena, Jena, Germany
Abstract: Adult Learning, Ahead of Print.
Adult learners are a neglected species in the generative artificial intelligence (GenAI) era. The sweeping changes brought by GenAI in the educational arena have implications for adult learning. GenAI in education will usher in a world of adult learning that will be radically different from its predecessor. However, how adult learners will apply GenAI technologies to achieve their educational and professional goals remains blurred. To address this gap, it is crucial to examine essential principles for integrating GenAI into adult learning. For effective digital transformation of education, GenAI should optimize adult learning and ensure the safety of adult learners. This study proposes a “GenAI adult learning ecology” framework (GenAI-ALE) for higher education institutions in this digital era permeated by GenAI. The GenAI-ALE considers eight (8) essential principles categorized into two main themes; institutional factors (GenAI curriculum design, GenAI divide, GenAI policy, GenAI ethics) and interpersonal factors (GenAI human-centered andragogy, GenAI literacy, GenAI interest, and GenAI virtual learning). Malcolm Knowles’ andragogical model is used to provide a context for integrating GenAI into adult learning. Applying the framework in a real-world context follows four iterative systematic steps; pre-perception and perception, GenAI readiness, assessment, and outcome. Reimagining new forms of adult learning in the GenAI revolution calls for higher education institutions to develop education systems where there is a synergy between humans (adult learners) and GenAI.
Citation: Adult Learning
PubDate: 2024-08-02T06:56:05Z
DOI: 10.1177/10451595241271161
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- The Portrayal of Women in Adult Learning 1989–2022: A Literature
Review-
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Authors: Lisa M. Baumgartner, Lihua Shang; Lihua Shang1Counseling, Leadership, Adult Education Community Education Program, 7174Texas State University, San Marcos, TX, USA
Abstract: Adult Learning, Ahead of Print.
Women’s workforce and higher education participation have increased in the past 30 years. This article reviews the literature on women in Adult Learning from 1989 through 2022. Key findings include that women were portrayed as marginalized, deficient, learners, educators, juggling social roles, and resilient. Various positionalities marginalized women, including gender, race, class, ethnicity, immigrant status, and religion. The intersection of positionalities affected women’s lives. Findings have implications for researchers and practitioners.
Citation: Adult Learning
PubDate: 2024-07-30T08:11:22Z
DOI: 10.1177/10451595241269187
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- A Look at External Political Efficacy and the Role of Digital Skills in
the Adults U.S. Population-
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Authors: Wonmai Punksungka, Takashi Yamashita, Donnette Narine, Abigail Helsinger, Phyllis A. Cummins, Jenna W. Kramer, Rita Karam; Takashi Yamashita, Donnette Narine, Abigail Helsinger, Phyllis A. Cummins, Jenna W. Kramer, Rita Karam1Sociology Professional Learning, 6403Miami University, Oxford, OH, USA5Scripps Gerontology Center, 6403Miami University, Oxford, OH, USA61312RAND Corporation, Arlington, VA, USA71312RAND Corporation, Santa Monica, CA, USA
Abstract: Adult Learning, Ahead of Print.
The ability to effectively use digital technology and problem-solve are critical skills for maintaining democratic health, particularly as civil society and the modern digital landscape continuously evolve. However, information on whether individuals have the critical problem-solving skills to use digital technology and confidently affect change is yet to be further explored. Using data from the 2017 Program for International Assessment of Adult Competencies (n = 2749), we examined the associations between digital problem-solving skills and the three levels (low, neutral, high) of external political efficacy in the U.S. adult population. We used multinomial logistic regression and found a positive association between digital problem-solving skills and external political efficacy, while explanations for the three levels of efficacy are nuanced. Continuous development of digital problem-solving skills through adult education has implications for political efficacy, and ultimately for the promotion of a variety of civic engagement in the adult life stages.
Citation: Adult Learning
PubDate: 2024-07-24T03:46:53Z
DOI: 10.1177/10451595241264752
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- Smartphones in the Hands of Rural Women: Embracing Informal Learning for
Digital Literacy-
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Authors: Suresh Gautam, Indra Mani Rai; Indra Mani Rai1Department of Development Education, 198816Kathmandu University School of Education, Lalitpur, Nepal2Faculty of Education, 361880Tribhuvan University, Kritipur, Nepal
Abstract: Adult Learning, Ahead of Print.
Based on observations of a rural community and in-depth interviews with five rural women, this paper shows how access to smartphones enables marginalised rural women to engage in digital literacies in their everyday life practices. The research shows that rural women learn digital skills, communication skills, and literacies in an unplanned and informal way within the family setting and their neighbourhood and through commercial activities in the local markets. The paper concludes that policymakers have much to learn from the unplanned and informal ways in which these rural women are developing their digital literacies in their everyday life through having access to smartphones. Therefore, using smartphones with informal learning approaches could provide a foundation for future literacy programmes.
Citation: Adult Learning
PubDate: 2024-06-19T09:21:31Z
DOI: 10.1177/10451595241263142
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- Practical Considerations for Transitioning a Professional Short Course
Online-
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Authors: Andrew J. Collins, Christopher Lynch, Jim Leathrum, Gayane Grigoryan, T. Stephen Cotter, Ross Gore, Brandon Butler; Christopher Lynch, Jim Leathrum, Gayane Grigoryan, T. Stephen Cotter, Ross Gore, Brandon Butler1Department of Engineering Management Learning, 6042Old Dominion University, Norfolk, VA, USA
Abstract: Adult Learning, Ahead of Print.
Higher education programs are rapidly transitioning online in support of a broader geographic base, working professionals, and, recently, emergency contingencies such as COVID-19. The flexibility of online courses makes them attractive to adult learners; as such, there is much academic discussion about online learning for adult learners and the conversion of courses to an online format. However, most of these discussions are based on traditional higher education courses. This article discusses some of the specific practical challenges in the conversion of professional short courses for adult learners. The challenges relate to instructor isolation, student preparedness, and student support. Proposed solutions to these challenges are drawn from direct instructor experience of converting a STEM professional short course to an online format. Solutions included increasing the number of instructors and providing pre-course sessions to help resolve some technical difficulties before each class began.
Citation: Adult Learning
PubDate: 2024-06-13T08:47:30Z
DOI: 10.1177/10451595241258232
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- Why We Remember: Unlocking Memory’s Power to Hold on to What Matters
(Book Review)-
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Authors: Richard Hannah; College Station, TX, USAHASC, Pasadena, TX, USA
Abstract: Adult Learning, Ahead of Print.
Citation: Adult Learning
PubDate: 2024-05-18T04:28:19Z
DOI: 10.1177/10451595241248844
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- Conscientiousness, Resilience, and Personality: What do Mature Female
Students tell us About Being an Adult Learner on a Foundation Programme at
a Business School'-
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Authors: David William Stoten; 5995Northumbria University, Newcastle upon Tyne, UK
Abstract: Adult Learning, Ahead of Print.
This paper reports on the coping strategies of mature female students whilst studying a Foundation Programme at a Business School. In recent years, research has focussed less on the problems that confront adult learners and more on how they exercise personal agency and cope with the multifarious challenges of combining study with part-time employment and a home life. In particular, interest has focussed on the personality and how specific traits are associated with performative success. This paper reports on two aspects of personality that appear in the literature: conscientiousness and resilience as these are associated with the exercise of personal agency. The research reports on interviews with five mature female students, three of whom are mothers with caring responsibilities. The findings were analysed using Interpretative Phenomenological Analysis and provide insight into the exercise of successful personal agency. This paper also offers a model of how to conceptualise the support for mature students with their complex and varied needs.
Citation: Adult Learning
PubDate: 2024-05-06T02:15:57Z
DOI: 10.1177/10451595241252206
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- Numeracy Education for Adult Learners: A Scan of the Field and Principles
for Course and Materials Design-
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Authors: Rebecca Perry, Jill Neumayer DePiper, Belin Tsinnajinnie, Brent E. Jackson, Leslie Thornley; Jill Neumayer DePiper, Belin Tsinnajinnie, Brent E. Jackson, Leslie Thornley126015WestEd, Alameda, CA, USA226015WestEd, San Francisco, CA, USA
Abstract: Adult Learning, Ahead of Print.
Additional research is needed to improve adult numeracy instruction, training for instructors, and our understanding of the feasibility and impact of innovations in these areas. The Adult Numeracy in the Digital Era (ANDE) project, funded by the Institute of Education Sciences (IES) at the U.S. Department of Education, seeks to develop and test an innovative, technology-enabled approach for improving adult numeracy and digital literacy instruction. We began this project guided by principles of user-centered design, specifically the principle of knowing the user’s wants and needs. We conducted a “field scan” of adult numeracy and digital literacy, by interviewing researchers, instructors, students; conducting classroom observations; and reviewing literature. We detail our key findings within two emergent themes: (1) extensive variability in learner backgrounds and readiness, instructors’ experiences, standards alignment, course structures, and classroom contexts; and (2) diversity of learner goals and the actions they and their instructors took as they worked together within the course and local policy contexts. We also identify three design principles to guide course development, suggesting that adult numeracy courses should be: aligned and relevant; interactive and participatory; and relationship-centered. These principles guided the design of our adult numeracy course, and we offer questions that current instructors can consider as they design their own adult numeracy lessons.
Citation: Adult Learning
PubDate: 2024-04-13T10:38:30Z
DOI: 10.1177/10451595241245146
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- Light and Delight: Playful Learning as an Ideology and Methodology in
Adult Education-
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Authors: Mohammad Ali Heidari-Shahreza; Islamic Azad University, Shahreza, Iran
Abstract: Adult Learning, Ahead of Print.
This article, a conceptual and theoretical piece, opens a window on “playful learning” as a philosophy of education and a suite of diverse pedagogical approaches, methods, and techniques. The paper criticizes the serious ambience of adult education with its high levels of instrumentalism and performativity. It argues for playful learning as an ideology and methodology to realize the light (i.e., the true essence) and the delight (i.e., the pleasure) of learning. To this aim, the paper initially provides a feature-based, pedagogical perspective of “play.” Afterward, it defines and defends playful learning, highlighting a wide spectrum of possibilities and affordances within the pedagogy of play. In particular, (digital) game-based learning, gamification, and quest-based learning are touched upon. Additionally, connections are briefly made between playful learning and several teaching paradigms and philosophies in adult education such as student-centered learning, project-based learning, creative pedagogy, positive education, and critical pedagogy. Furthermore, the article puts forth “signature pedagogy” as a theoretical framework to safeguard the implementation of playful learning in adult education. Similarly, the notion of “iplay” (or intelligent play) is introduced to underscore the technological and evolving dimensions of play and playful learning. The paper, finally addresses several areas of concern within “playful adult education.” It touches upon creating a “playful mindset” and “play culture” among educational stakeholders especially teachers and students. Likewise, developing appropriate adult learning “playware” (i.e., playful instructional content) and “playful assessment” are addressed.
Citation: Adult Learning
PubDate: 2024-03-08T12:09:10Z
DOI: 10.1177/10451595241237554
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- Exploring Roots of Profound Moments: An Empirical Study
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Authors: Laura B. Holyoke, Elise Kokenge, Nanci Jenkins, Jonathon A. Ball, Heather Heward, Shannon Wilson; Elise Kokenge, Nanci Jenkins, Jonathon A. Ball, Heather Heward, Shannon Wilson1Department of Leadership Counseling, 5640University of Idaho, Moscow, ID, USA
Abstract: Adult Learning, Ahead of Print.
The purpose of this qualitative study was to explore the components of a profound moment. We provisionally defined a profound moment as an experience that intentionally or unintentionally continues to surface in consciousness, has transformed an individual’s fundamental perspectives, and been integrated into an individual’s life. Participants who the researchers felt had experienced highly memorable moments and demonstrated an introspective personality were purposefully selected. Interviews were conducted using a semi-structured interpretive phenomenological approach; interviews were transcribed, coded, analyzed, and considered in the analysis. Results from preliminary analysis indicate components of profound moments include acceptance, permeation, humanity, and change.
Citation: Adult Learning
PubDate: 2024-03-08T10:43:12Z
DOI: 10.1177/10451595241237784
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- Reflective Case Study of a Literacy Instructor Teaching English to Refugee
Adult Learners-
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Authors: Clarena Larrotta, Shannon D. Ture; Shannon D. Ture1Counseling, Leadership, Adult Education School Psychology, 7174Texas State University, San Marcos, TX, USA
Abstract: Adult Learning, Ahead of Print.
The United States has been the global leader resettling refugees since the 1970s; its resettlement program is the largest in the world. The state of Texas has a high number of admissions and longstanding refugee programs which makes it a strategic site for research. This article reports findings of a reflective case study within an open enrollment literacy program in Central Texas. It describes the experiences of a literacy instructor teaching English to refugee adult learners for six years. The research questions guiding the study are: (1) what are the experiences of a literacy instructor teaching English to refugee adult learners' and (2) what can other English language instructors transfer from this reflective case study to their classroom settings when teaching refugee learners' To document the case study, it was important to keep a systematic account of facts and reflection. Thus, the instructor kept a reflective journal for a semester and participated in a series of conversational storytelling interviews to generate data for the study. Thematic analysis procedures guided the data analysis process and allowed for identifying five major themes to report study findings. These are: (1) traumatic stress, (2) classroom dynamics, (3) active listening, (4) flexibility for teaching and learning, and (5) curriculum challenges. Study findings provide examples and narratives that can be useful to practitioners interested in this topic. This article is an invitation to instructors of adult refugee language learners to engage in reflection and become more aware of their teaching practices.
Citation: Adult Learning
PubDate: 2024-02-26T01:24:02Z
DOI: 10.1177/10451595241235699
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