Adult Learners Research Articles

Understanding proficiency-oriented silence in the context of EAL

This mixed methods, case study focuses on adult second language learning and their silences in a pre-intermediate level class, where they experience a potentially difficult time reaching the point of Target language proficiency. The findings of this study respond to the paucity of research on the problem adult student silence in a pre-intermediate language classroom by investigating the pre-intermediate language learning experiences of competent bilingual adults reflecting back on learning English as a second language (EAL) in Australia. The findings give reason for why students are silent in class. Analysis of student reflections combined with the EAL teachers’ interviews identified a pedagogical barrier. These barriers caused them to be silent because most of the teachers teaching content at this level were not trained to teach students who approximately break their silence at this level, and need a particular teaching approach to help them. The findings show that there needs to be a reform in approach during adult silent period which happens to be approximately at pre-intermediate level (Ekici, 2022). The need for teacher professional development on being able to adapt their English language classroom talk to foster spoken interactions was seen as priority. Finings have shown that the nuanced dynamic between what teachers think they are doing and what students know they are trying to achieve in many cases fail to match. Teacher and learner confusion about each other’s' styles, the struggle to teach and learner in which both pedagogy and silence are mutually problematic, and above all else, the need for empathy for student learning and the need to customise a pedagogy to suit it to avoid untreated proficiency silence which can be detrimental (Ekici, 2022).

Lifelong Learning. Online Learning Opportunities

The paper relates to the practical implementation of lifelong learning, and more closely to its effect related to subjective quality of life. Learning circles are known platforms of adult learning, and nowadays the main motivation of adults is typically to indulge in a certain topic – based on personal curiosity – in cooperation with others with similar interest. The challenges of the previous time period (Covid pandemic, energy crisis, etc.) more and more increase the value of online learning opportunities and community experiences. In this paper a needs assessment is presented on the interest in and demand on online study circles among adult responders, in the frame of a questionnaire research (n=318). Among the questions respondents were asked to give their expectations, and as a result, three types were to identified in the frame of factor analysis.

Signature Dynamics of Development in Second Language Sociolinguistic Competence: Evidence From an Intensive Microlongitudinal Study

AbstractThis study is the first to explore microdevelopment in sociolinguistic evaluative judgments of standard German and Austro‐Bavarian dialect by adult second language learners of German by using dense time serial measurements. Intensive longitudinal data (10 observations per participant) were collected from four learners at approximately weekly intervals over 3 months. We employed generalized additive models with superimposed periods of significant change to identify rapid developmental phases in individual developmental trajectories. By triangulating these models with qualitative introspective and retrodictive interview data, we identified environmental and psychological stimuli for change. Learners evinced increasing and decreasing periods of significant change, independent of length of residence. Dynamic constellations of identity‐ and agency‐related variables alongside more intensive social interaction with target‐variety speakers contributed to significant changes. We discuss findings from a complexity perspective and advocate for microlongitudinal studies in variationist second language acquisition to better capture stimuli for change in learners’ emerging multivarietal repertoires.

Some ways of teaching vocabulary to adult learners

Learning and teaching vocabulary is an important part of foreign language learning. The meanings of new words are very frequently emphasized, whether in books or verbal communication. There are a lot of definitions of what vocabulary is. But vocabulary is not as simple as that. It does not only mean understanding the definition of single words or collocations but it also requires the knowledge of how words fit into context. Different ways of teaching language are used in various courses. Concerning that variety, there is a wide choice of teaching methods (concrete techniques) that can be used for various purposes. Some of them would work with beginners some with advanced students.

Design and Implementation of a Didactic Curriculum in a Large Neonatal-Perinatal Medicine Fellowship Program: A Single-center Experience.

Although the Accreditation Council for Graduate Medical Education and American Board of Pediatrics (ABP) provide regulations and guidance on fellowship didactic education, each program establishes their own didactic schedules to address these learning needs. Wide variation exists in content, educators, amount of protected educational time, and the format for didactic lectures. This inconsistency can contribute to fellow dissatisfaction, a perceived poor learning experience, and poor attendance. Our objective was to create a Neonatal-Perinatal Medicine (NPM) fellow curriculum based on adult learning theory utilizing fellow input to improve the perceived fellow experience. A needs assessment of current NPM fellows at Cincinnati Children's Hospital was conducted to guide the development of a new curriculum. Fellow perception of educational experience and board preparedness before and after introduction of the new curriculum was collected. Study period was from October 2018 to July 2021. One hundred percent of the fellows responded to the needs assessment survey. A response rate of 100 and 87.5% were noted on mid-curriculum survey and postcurriculum survey, respectively. Key themes identified and incorporated into the curriculum included schedule structure, content, and delivery mode. A new didactic curriculum implementing a consistent schedule of shorter lectures grouped by organ system targeting ABP core content was created. After curriculum implementation, fellows had higher self-perception of board preparedness, and overall improved satisfaction. Our positive experience in implementing this curriculum provides a framework for individual programs to implement similar curricula, and could be utilized to aid in development of national NPM curricula. · Fellowship didactic education varies significantly resulting in learner dissatisfaction and poor attendance.. · Widespread need to restructure didactic curricula exists.. · Our study provides a framework for future curricula..

Evaluating Digital Learning Platforms: The Role of LearningExpress Library in Adult Learning

Evaluating Digital Learning Platforms: The Role of LearningExpress Library in Adult Learning

Immediate repeated reading has positive effects on reading rate for English language learners: An eye‐tracking study

AbstractFluent and skillful reading in English requires efficient and automatic letter and word recognition. Dysfluent reading can affect motivation for reading in English language learners, thereby limiting access to a wealth of language input from written texts. Extensive research of repeated reading in first language (L1) settings has been shown to increase reading rate, while comparatively little research has been done on repeated reading in second language (L2) settings. The objective of this eye‐tracking study was to accurately document early and late reading processes in an immediate repeated reading exercise to observe how repeated reading affects reading rate in adult English language learners. In our study, 30 students in an intensive English program in the United States read three short expository texts three times each. Eye‐tracking showed significant increases in reading rate measures in both early and late reading processes. For example, average first fixation duration decreased from the first to the third reading and average late dwell time decreased from the first to third reading. Repeated reading is an exercise that should be considered by educators to help English language learners increase their immediate reading rate.

Psychosocial Factors and Retention of Female Students in a Health Sciences Program: A Cultural Perspective

The problem was at a for-profit private institution in the year 2015-2016, 25% or 35 of the 142 students who withdrew from the university were from the School of Health Sciences. The purpose was to investigate the psychosocial factors that influenced retention in female students enrolled in online degree programs. The generic research design was the descriptive-survey design. Participants were 35 female undergraduate and graduate students enrolled in online degree programs. The data collection instrument was the Survey of Female Adult Learners’ Psychosocial Factors Related to Retention-Adapted. Data analysis for the two research questions included the computation of descriptive statistics (means, standard deviations, frequencies, and percentages) and analysis of variance (ANOVA). Findings for Research Question 1 suggested specific psychosocial factors were critical to retention in online degree programs. For instance, 71.43% of students reported the psycho-social factor, I am a capable person, and 62.86% reported the psycho-social factor; with my ability, I will be able to succeed; were critical to retention. Findings for Research Question 2 indicated that, even though there were differences in the mean scores for the marital status subgroups (not married-single, divorced, and never married). ANOVA showed the differences were not statistically significant, F (1, 33) =.21, p=.65, partial eta squared =.006, for the marital status subgroups.

Adult education ecosystem: Terminological field and interdisciplinary thesaurus modelling

Introduction. The relevance of the study is provoked by the rapid expansion of the educational environment, the emergence of new actors and educational service providers, which indicate changes in the institutional landscape of adult education and the development of educational ecosystems. Both in the world and in Russia, there is a growing demand for bridging the qualification gap and retraining a significant part of adults. Therefore, a comprehensive study of continuing adult education, including formal and informal education, that is inseparable from the demands of the platform economy, is becoming extremely important. There is a tendency to transform the idea of an educational ecosystem for lifelong adult learning into a well-thought-out educational policy. However, the problem is that the scientific and methodological substantiation of the ecosystem approach and the subsequent development of managerial work to develop the quality of human capital education are impossible without a unified terminological language of description.Aim. The article is aimed at theoretical substantiation of the terminological field and interdisciplinary thesaurus modelling of the adult education ecosystem.Methodology and research methods. The methodological basis is framed by evolutionary, systematic and interdisciplinary approaches to analyse adult education with regard to complex socio-economic and digital transformations. Using theoretical methods, such as critical, conceptual, comparative, thematic content analysis of Russian and foreign publications, the authors described the categorical field of the problem under investigation.Results. The authors have found that the conceptual and terminological field of the adult education ecosystem is shaped at the intersection of four disciplinary areas (ecology, economy, education, digital technologies). Based on the results, the authors identified the concepts and categories that reveal the processes in adult education; and proposed the idea of an interdisciplinary thesaurus and its conceptual model. Using the developed thesaurus, the authors gave a theoretical explanation for new phenomena and processes in adult education, carried out comparative analysis of the ecosystem with the traditional system of adult education. The authors define the adult education ecosystem as an open multidimensional self-regulating educational environment, where different types of education (formal, informal, corporate training) integrate via modern digital tools, providing symbiosis and co-evolution of participants, new patterns of links aimed at making a valuable offer for learners.Scientific novelty. For the first time, the idea and model of the interdisciplinary thesaurus have been proposed to describe transformation processes in adult education; the concept of “adult education ecosystem” has been revealed; the peculiarities of the adult education ecosystem in comparison with the traditional education system have been identified. The adult education ecosystem is explained as a theoretical construct, a socio-economic phenomenon and a management paradigm.Practical significance. The proposed thesaurus provides a unified description language that is in demand in pedagogical, managerial and scientific discourses. This is of particular importance for practitioners, designers of educational programmes, methodologists, managers, providers of various educational forms in the context of reforming the national adult education system, synchronising supply and demand in the labour market, developing tools for regulation and support of lifelong learning.

Meeting the challenges of continuing education online courses: Can we promote self‐regulated learning strategies with adaptive support?

AbstractOnline courses are particularly attractive in continuing education because they offer a high degree of autonomy and flexibility, although this requires learners to take greater responsibility for self‐regulating their learning. That can be challenging for adult learners as they need to handle other obligations in addition to learning. Thus, self‐regulated learning (SRL) support might be needed. In the present study, we aimed to investigate how the specific SRL challenges that adult learners face in online courses can be supported adaptively. Main challenges for adult learners consist in managing learning resources (e.g., time, attention, learning environment). To address these challenges, we developed an adaptive support intervention comprising several features. To assess the effects of the adaptive support on the self‐reported SRL strategy application of adult learners, we analysed data from five iterations of a continuing education online course comparing iterations with adaptive support (with a total of N = 36 participants) to iterations without (with a total of N = 35 participants). Results indicate that the adaptive support significantly improved environmental structuring but did not significantly affect other SRL strategies. Further analyses revealed that learners who did not use the support deteriorated in managing their learning time and in setting specific learning goals during the course. Practitioner notesWhat is already known about this topic Adult learners are likely to face various challenges in self‐regulated online learning, including managing conflicting responsibilities and maintaining focus. Adult learners' successful application of SRL strategies can be challenging, underlining the need for support. Adaptive support interventions have demonstrated positive effects in various educational contexts, indicating potential effectiveness for adult online learners as well. What this paper adds The study provides insights into the positive effects and potential pitfalls of designing an adaptive support intervention to improve adult learners' self‐reported use of the SRL strategies of effort, attention, time management, environmental structuring, and goal setting. Implications for practice and/or policy The findings suggest that providing adaptive support, namely a structured course overview and adaptive recommendations of learning time and relevant content, can positively influence adult learners' environmental structuring. Our findings also highlight the challenge of achieving optimal support design, as evidenced by low support use. This finding highlights the need to explore additional methods to motivate adult learners to use the support provided while carefully respecting their autonomy.

Adult Learners Self‐Derive New Knowledge through Integration of Novel Information and Prior Knowledge and Are more Successful with Reactivation

AbstractSelf‐derivation through integration is the process of integrating novel facts and producing new knowledge never directly taught. Knowledge integration has been studied with the presentation of two novel facts. However, in educational settings, individuals are required to integrate new information with prior knowledge learned days, months, or years earlier. Prior knowledge robustly predicts learning outcomes, but less is known about self‐derivation through the integration of new information with prior knowledge. Thus, in Study 1, we examined adults' (n = 25) memory integration of new facts with prior knowledge. The participants had 52% accuracy in self‐derivation. In Study 2 (n = 86), we examined whether reactivating prior knowledge before the novel fact presentation facilitated self‐derivation through integration with prior knowledge. Results indicated that performance was significantly higher for those whose prior knowledge was directly reactivated (55% accuracy) in comparison with the control group (42%). Pedagogical implications are discussed.

Gold standard research and evidence applied: The Inspire Nursing Leadership Program.

Billions of dollars are invested annually in leadership development globally; however, few programs are evidence-based, risking adverse outcomes, and wasted time and money. This article describes the novel Inspire Nursing Leadership Program (INLP) and the outcomes-based process of incorporating gold standard evidence into its design, delivery, and evaluation. The INLP design was informed by a needs analysis, research evidence, and by nursing, Indigenous, and equity, diversity, and inclusion experts. The program's goals include enabling participants to develop leadership capabilities, cultivate strategic community partnerships, lead innovation projects, and connect with colleagues. Design features include an outcomes-based approach, the LEADS framework, and alignment with the principles of adult learning. Components include leadership impact projects, 360-assessments, blended interactive sessions, coaching, mentoring, and application and reflection exercises. The evaluation framework and subsequent proposed research design align to top-quality standards. Healthcare leadership programs must be evidence-based to support leaders in improving and transforming health systems.

The evaluation of gamification implementation for adult learners: A scale development study based on andragogical principles

AbstractThis study utilised scale development analysis to evaluate the effectiveness of gamification based on Knowles' andragogical principle in facilitating online learning for adult students. An exploratory sequential mixed-method research design was employed, incorporating interviews and field notes to gather qualitative data for scale construction. The Gamification for Adult Questionnaires (GAQ) scale was developed via questionnaires and analysed quantitatively. The thematic analysis of qualitative interviews revealed 23 sub-themes based on the five main andragogical principles used as a foundation for the quantitative analysis scales. Initially, 47 items were constructed, but five items with low communalities were excluded and an EFA with varimax rotation was performed on the remaining 42 items. The KMO and Bartlett test yielded a satisfactory value of 0.90 Williams et al. (2010). The Chi-square test (Bartlett's method) resulted in a significant sphericity level of p < .01. The EFA results enabled the categorisation of the 42 items into four factors: independent learning (9 items), learning engagement (15 items), knowledge-experience sharing (7 items), and application to real-life situations (11 items). The high alpha coefficient of 0.97 suggests the scale is reliable, and the 42 items account for 81% of the variance. The results indicate that the GAQ scale is a valid and reliable tool for evaluating gamification based on andragogical principles in adult learning settings. This study provides a foundation for future researchers interested in exploring gamification with contemporary teaching methods and technology for adult learners using Knowles' andragogical principles.

The emergence of autonomy in intertwingled learning environments: a model of teaching and learning

ABSTRACT Nelson and Nelson (1987) coined the term “intertwingularity” to express the complexity of interrelations between the various facets of human knowledge. This theoretical paper explores the intertwingularity of learning environments by proposing a model for understanding and operationalising the relationship between learning environments and their relative degrees of cooperative freedoms and the learning technologies used by teachers and students. Two case studies demonstrate that these types of learning environments generate far more complexity, in the form of recursion and iteration, than do traditional learning environments. While these types of distributed learning networks have been observed in adult learning settings, they have only been rarely observed in K-12 classrooms. Implications for teacher education and teacher education research are discussed.

Light and Delight: Playful Learning as an Ideology and Methodology in Adult Education

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.

Solidarity, agency, and learning in everyday participation: A look at an adult education program in the context of COVID‐19

AbstractThe outbreak of the COVID‐19 pandemic on the world stage has impacted multiple aspects of our lives, affecting how we interact, organize public affairs, and carry out daily activities. This paper explores how students in an ongoing adult education program in Villa María, Argentina, continued their studies during the 2020–2022 pandemic in the context of the restrictive public health policies that led to suspending in‐person classes and collaborative sessions and moving to digitally mediated formats. It centers on the experience of adult learners confronted by the COVID‐19 emergency and their response through solidarity relationships and agency. We found that the students actively reorganized and redesigned their academic practices by articulating their emergency needs resulting from the pandemic with their continued participation in their program through acts of solidarity. Finally, we share thoughts and future directions about solidarity in adult learning contexts.

Implementing a Picture Prompt and Proximity Intervention in a Classroom with an Adult Learner: A Case Study

Implementing a Picture Prompt and Proximity Intervention in a Classroom with an Adult Learner: A Case Study

Scienter, a New Pedagogical Approach, in Enhancing Student Engagement, Critical Thinking, and Retention in a Variety of Multidisciplinary Educational Settings

Background: This study offers "Scienter," a revolutionary instructional strategy aimed at improving student involvement and critical thinking during Large Group Teaching in Adult Learners. Objectives The study's goal is to assess the influence of the Scienter approach on student engagement, comprehension, and retention through a number of classroom implementations in a variety of disciplines. Materials and Methods The study involved 98 first-year students from a Mumbai-based homoeopathic medical institution. They were given pre-lecture instructions, including viewing a faculty-produced YouTube video and reading a textbook. The lecture structure involved intentional mistakes placed on PowerPoint slides, with the teacher expecting students to recognize and correct them on their own. The study aimed to test students' understanding and critical thinking skills. Result Preliminary findings indicate that the Scienter method demonstrates effectiveness in promoting active learning and fostering a critical approach to academic subjects. Specifically, 68% of participants expressed that Scienter promotes active learning and encourages a critical approach, while 32% did not report experiencing these benefits." Conclusion: The paper analyses Scienter's theoretical foundations, practical implementation, and implications for future educational initiatives.

Using AR-assisted approach in Chinese character acquisition for adult CFL learners

Using AR-assisted approach in Chinese character acquisition for adult CFL learners

ADVANTAGES AND DISADVANTAGES OF FLIPPED CLASSROOM IN ADULT EDUCATION USING DISTANCE LEARNING FOR LEARNING PROGRAMMING

The flipped classroom model has emerged as an innovative approach to education, particularly gaining traction in adult education and distance learning contexts. This pedagogical framework reverses the traditional classroom structure, encouraging students to engage in self-directed learning at home while reserving class time for interactive activities and collaborative projects. This paper provides a comprehensive review of the advantages and disadvantages of the flipped classroom model, particularly focusing on its application in adult education, programming learning, and distance education. Five key themes emerge from the discussion: flexibility, personalized learning, active engagement, technology reliance, and assessment challenges. While the flipped classroom offers benefits such as flexibility in scheduling, personalized learning experiences, and increased interaction, it also poses challenges related to technology dependence, potential learning style mismatches, and difficulties in measuring engagement and providing timely feedback. Through a theoretical lens grounded in constructivist learning theory and active learning principles, the paper explores how the flipped classroom model aligns with contemporary educational theories and practices. Furthermore, practical recommendations are provided for educators looking to implement the flipped classroom model in adult education settings, emphasizing the importance of creating high-quality pre-class materials, promoting active learning and practice, and fostering a supportive learning community. By leveraging the theoretical underpinnings of constructivism and active learning, educators can optimize the flipped classroom model to cater to the unique needs of adult learners, promote engagement, and enhance learning outcomes.