Adult Learning Programs Research Articles

Holistic Management Design for Adult

This study aims at collecting data on adults’ knowledge and behaviour on environmental degradation, government’s programs in resolving environmental degradation, and alternative solution to resolve the environmental degradation through holistic management design for adults.Qualitative research using interview guidelines as a reference for the interview was implemented in order to collect data on the adults’ knowledge; sample cases of environmental degradation completed with photos and interview guidelines were used to collect gather adults’ behaviour (response) toward environmental degradation; interview guidelines were used as a reference for FGD to collect data on government programs which were implemented to resolve environmental degradaion after coal mining The alternative solution to resolve environmental degradation was the outcome of research and development conducted by Hardoko et al. in 2016 in different districts; however, these disricts shared similar problem characteristics since they are located in the same province of East Kalimantan.The location of this research is Berau District, East Kalimantan Province. The research respondents were 10 adults who were above 40 years old and lived around the coal mining site. The respondents of government programs were 4 staff from Mining and Energy Agency and Environment Agency. It applied the descriptive analysis and categorisation in tables which was interpreted. The adults’ average knowledge on environmental degradation was in the category of good; while their behaviour on it was in the category of sufficient. The government programs which were implemented to resolve environmental degradation were in form of material assistance; however, there was not any non formal program to alter adults’ behaviour from destructive behaviour to protective behaviour.This study found that the government programs were not suitable to resolve the environmental degradation in which behaviour was the root cause for the problems.. Having found this, a solution was offered in form of the knowledge and behaviour management design based on holistic approach for adult learning program as an alternative solution for government in solving environment problems after coal mining activities. The design is holistic because it includes knowledge, attitude, and behaviour aspect with contextual environment media which is covered in three stages of learning activities.This research has never been conducted before; particularly on the topic of adults knowledge and behaviour after mining in Berau District, East Kalimantan Province. The three stages of learning in the holistic management design for adults in solving the environmental degradation were the outcomes of the developed research conducted by Hardoko et al. 2016.

Starting a Health Professions Education Graduate Program

AbstractThis chapter is a case story of the evolution of the Master of Education in Health Professions Education (MEHPE), a collaborative graduate program developed by the Adult Learning and Development program at Cleveland State University and the Cleveland Clinic.

ADULT LEARNING - THEORIES METHODS AND TECHNIQUES

Learning opportunities for adults exist in a variety of settings ranging from a formal institution to a place of employment. It is important to acknowledge prior knowledge and experiences of learners, including their ability to recognize their own skills as lifelong learners, Merriam, 1999, (Conlan, Grabwoski, Smith). Considerations for adult development and learning include biological and psychological development including deterioration and disease processes that may occur and sociocultural and integrative perspectives on development (Merriam, 1999 in Conlan, Grabowski, Smith). While the most common reason for adults to place themselves in a learning environment is a life-changing event, once in that environment there are many factors that affect the learning experience. The most significant is referred to here as the briefcase brought with them. Briefcase may include (Conlan, Grabowski, Smith): Life experience (including life altering events that affect cognitive abilities); Work experience (including development of thinking patterns based on this experience); Positive/negative previous adult learning experiences; Performance affectors, including cognitive abilities; Time between learning interactions; Aging factor. In developing countries, these factors may not be considered when planning adult education programs, and with high rate of illiteracy in those countries, it is very significant to have sufficient knowledge about philosophies and theories of adult education, the psychology of adult learner and to have the necessary tools to plan successful adult education programs. Therefore, this paper discusses the following issues: andragogy, adult learning programs, adult learning theories, kinds of learning and settings for learning. The paper concludes with recommendations for practitioners, adult teachers and adult program planers when dealing with adults and conducting adult education programs. Article visualizations:

Profiling adult literacy facilitators in development contexts: An ethnographic study in Ethiopia

Teachers/facilitators in adult literacy learning programmes are recognised as being vital to successful learning outcomes. But little is known about them as a group. This small-scale research project comprising ethnographic-style case studies of five adult literacy facilitators (ALFs) in Ethiopia seeks to throw some light on these teachers, their backgrounds and what they bring to their teaching, with a view to improving the effectiveness of their work. The researchers found that all of the ALFs had high levels of commitment, but none of the ALFs received much in the way of training, and professional support for their role was in some cases missing. The degree (and their perception) of their own literacy practices varied greatly among them, even in their common use of mobile phones. It also emerged that while they had all fought very hard for their own education, one of the main reasons all of them stated for going into literacy teaching was not a general belief in the value of education but their priority need of a regular income. Another insight is that the female ALFs struggled more than their male counterparts in engaging learners; the women were criticised more excessively than the men. This research reveals something of the diversity of facilitators, and concludes that further such studies are needed in different contexts.

A Case Study on Taekwondo Education for Adults Based on the Perception of Leaders of Taekwondo Gym

This study aimed to draw the meaning of Taekwondo education for adults based on the perception and the empirical cases of Taekwondo leaders who are working in the front lines of Taekwondo education. An in-depth interview, a qualitative research technique, was conducted on those in their 40s and 50s who have at least 15 years of experience as a Taekwondo leader, and three super-themes and four sub-themes were obtained through the process of phenomenological classification as follows: The first super-theme obtained was “the perception of leaders on Taekwondo education for adults,” and its sub-themes include “teaching methods and lack of professionalism,” and “qualified and talented professionalism.”, The second super-theme obtained was “training (learning) programs for adults and the meaning and necessity of leaders,” and their sub-themes include “leaders who failed to motivate trainees,” and “prepared leaders with professionalism.”, The third super-theme obtained was “directions for the development of Taekwondo education for adults that were viewed by leaders.”

Military Design Insights for Online Education Program Evaluation: A Revised Theoretical Construct

ABSTRACTThis theoretical development article examines how design methodology currently applied in United States military doctrine can offer insights into the increasingly complex arena of program evaluations of online modes for adult distance education. The article presents key themes that emerge from a multidisciplinary literature review. These themes consist of the value of iterative dialogue, the benefits of design methodology, and the importance of accountability in situated program evaluation. The themes integrate the fundamental concepts framed by the Pillars of Quality Online Education. The themes also suggest a synthesis of current program evaluation models that can effectively address the unique needs of online programs for adult learners. The revised model combines the flexibility of the interactive models, the conceptual planning of design methodology, and the rigor of the frameworks situated in the theoretical context of distance education. These revisions can enhance the value of iterative dialogue; the potential contributions of design to current models; and the benefits of transparent, continuous program evaluation in situated contexts.

The case of educational gerontology in Lebanon: a harbinger of empowerment, emancipation and social change?

Context: In Lebanon, older adults face socioeconomic challenges that are expected to worsen due to an increase in older adult population, chronic governmental neglect, institutionalised ageism and a lack of educational and social gerontologists. Consequently, local older adults are in dire need for social change, which can be initiated through later life learning. The University for Seniors (UfS) is a University for the Third Age providing learning opportunities for older people in Lebanon. While most older adult learning programmes are occupied with their learners’ self-fulfilment, Critical Educational Gerontology promotes emancipatory learning and social change. Study Objective and Design: A case discussion based on a variety of data sources is used to showcase and then challenge the practices of UfS from a critical educational gerontology perspective. To do that, we consider the semantic difference between emancipation and empowerment in their relation to power. Recommendations: We recommend programme-specific measures starting by revisiting the current philosophy of learning, targeting social change as an additional goal to later life learning, and advocacy for the establishment of educational degrees to prepare professionals and academicians in the field of social gerontology. We also recommend a more critical use of empowerment and emancipation within critical educational gerontology.

Planning Effective Educational Programs for Adult Learners

Educational program planning is a complex ongoing process and planners should reflect on and consider for all ofthe involved factors, context, and people. The purpose of this study is to analyze how to plan effective educationalprograms for adult learners. Adult education is a developmental process and interacts with broad social events. Adulteducators should be encouraged to look at events occurring in a larger context for program development. Programplanners should consider adult learners’ needs and interests to ensure program development and pedagogicalapproaches incorporate students’ needs, expectations and experience into educational program.

Older Lifelong Learners’ Motivations for Participating in Formal Volunteer Activities in Urban Communities

In recent years, volunteering has received increasing attention as a unique form of learning, one which may complement lifelong learning programs for older adults. This study examined the underlying volunteer motivations as well as formal volunteer behaviors among older adult lifelong learners. Data from 277 members of the Osher Lifelong Learning Institute in an urban community in the western part of the United States were analyzed using exploratory factor analysis and binary logistic regression models. Results showed that generativity (i.e., a desire to help next generations or communities), personal development, and well-being are salient underlying volunteer motivators. However, only generativity was associated with actual volunteering among older lifelong learners (odds ratio = 1.55; standard error = .17; p < .05). These findings suggested that existing lifelong learning programs might consider incorporating volunteer-based service learning components into their curricula in order to further promote the benefits of lifelong learning among older adults.

Medical Community of Inquiry: A Diagnostic Tool for Learning, Assessment, and Research

Aim/Purpose: These days educators are expected to integrate technological tools into classes. Although they acquire relevant skills, they are often reluctant to use these tools. Background: We incorporated online forums for generating a Community of Inquiry (CoI) in a faculty development program. Extending the Technology, Pedagogy, and Content Knowledge (TPACK) model with Assessment Knowledge and content analysis of forum discourse and reflection after each CoI, we offer the Diagnostic Tool for Learning, Assessment, and Research (DTLAR). Methodology: This study spanned over two cycles of a development program for medical faculty. Contribution: This study demonstrates how the DTLAR supports in-depth examination of the benefits and challenges of using CoIs for learning and teaching. Findings: Before the program, participants had little experience with, and were reluctant to use, CoIs in classes. At the program completion, many were willing to adopt CoIs and appreciated this method’s contribution. Both CoIs discourse and reflections included positive attitudes regarding cognitive and teacher awareness categories. However, negative attitudes regarding affective aspects and time-consuming aspects of CoIs were exposed. Participants who experienced facilitating a CoI gained additional insights into its usefulness. Recommendations for Practitioners : The DTLAR allows analyzing adaption of online forums for learning and teaching. Recommendation for Researchers: The DTLAR allows analyzing factors that affect the acceptance of online fo-rums for learning and teaching. Impact on Society : While the tool was implemented in the context of medical education, it can be readily applied in other adult learning programs. Future Research: The study includes several design aspects that probably affected the improve-ment and challenges we found. Future research is called for providing guidelines for identifying boundary conditions and potential for further improvement.

Transformative Learning in Postapartheid South Africa

The catalyst for learning and change in transformative learning theory has mostly been explained in terms of a disorientation in a relatively stable life. This article explores a South African, nonformal adult learning program, as a source of orienting dilemmas, which catalyze learning and change in lives that are regularly and repeatedly disrupted, such that disorientation has become normalized. The article opens a conversation about transformative learning theory in a postapartheid South African context, marked by high levels of violence, poverty, and inequality. It thus responds to critiques of the dominance of Western cultural values and lives in transformative learning theory literature and contributes to the theory in Southern, developing contexts, with greater recognition of the significance of context. The article shows how an early life of repeated disruption and difficulty can be transformed through emancipatory education initiatives. Such programs can introduce orienting dilemmas, which catalyze transformative learning.

Faith is Confidence: The Implication of Psychosocial Components in Faith-Based Educational Programs on Expressive Communication Skills of Adult Learners

ABSTRACTFaith-based programs for adult learners have environmental factors that differentiate them from non-faith based programs, but explicit empirical studies evaluating the impact of the psychosocial factors have been lacking in the literature. This study comparatively examines the achievement level of expressive communication skills as measured through writing in general education development (GED) program participants who were adult learners in faith-based and non-faith based programs. The article will discuss the context of faith from the literature, impact of psychosocial environmental factors, and provide implications for curriculum design for faith-based academic programs while addressing the research question of whether faith-based GED programs have an impact on the achievement of expressive communication levels of students compared to non-faith-based GED programs.

Ensure quality for adult programs by incorporating high‐impact practices

BALTIMORE — Access to higher education for adult learners has improved dramatically in past years, said Marguerite Weber, vice president for adult and professional programs at Cabrini College. But are programs for adult learners as focused on quality as those for traditional‐aged students? “We've come a long way in assessing for quality, but do we always make it the highest priority?” she asked.

Ensure quality for adult programs by incorporating high‐impact practices

BALTIMORE — Access to higher education for adult learners has improved dramatically in past years, said Marguerite Weber, vice president for adult and professional programs at Cabrini College. But are programs for adult learners as focused on quality as those for traditional‐aged students? “We've come a long way in assessing for quality, but do we always make it the highest priority?” she asked.

Direction of Lifelong Education for Adults with Disabilities in Local Learning Policy

The purpose of the study was to investigate the current status of lifelong education for adults with disabilities in local learning policies. Currently 2014, The government has supported The government has supported of the revitalization of education for local lifelong education; to operation of the institute for lifelong education in cities and provinces, to promote lifelong learning city project, to manage happiness learning center and the development lifelong learning information network “damoa”. It has 1,371 programs and 70,985 learners, but lifelong learning programs for adults with disabilities are very small. The following suggest the activation of the lifelong education for adults with disabilities in local lifelong learning based on the above findings: 1) ‘EFL’ cooperative educational system building, 2) empowering of Received (October 07, 2015), Review Result(October 22, 2015) Accepted(November 05, 2015), Published(December 31, 2015) 32244 College of Teaching Profession Chungwoon University, 25 Daehak-gil, Hongsung-Eup Chungnam, Korea email: jskwon@chungwoon.ac.kr (Corresponding Author)32244 Dep. of Social Welfare Chungwoon University, 25 Daehak-gil, Hongsung-Eup Chungnam, Korea email: yjjung@chungwoon.ac.kr * 이 논문은 2014 청운대학교 학술연구비의 지원을 받아 수행되었습니다. Direction of Lifelong Education for adults with disabilities in Local Learning Policy Copyright c 2015 HSST 306 education expert for adults with disabilities, 3) development and provide of various lifelong education program for disabilities 4) sustained various status and needs data of lifelong education for disabilities and 5) improvement of evaluation criteria to support of local learning policy.

Developing Confidence in Uncertainty: Conflicting Roles of Trainees as They Become Educators in Veterinary and Human Medicine.

The important role of medical trainees (interns and residents) as teachers is increasingly recognized in veterinary and human medicine, but often is not supported through adult learning programs or other preparatory training methods. To develop appropriate teaching programs focused on effective clinical teaching, more understanding is needed about the support required for the trainee's teaching role. Following discussion among faculty members from education and veterinary and pediatric medicine, an experienced external observer and expert in higher education observed 28 incoming and outgoing veterinary and pediatric trainees in multiple clinical teaching settings over 10 weeks. Using an interpretative approach to analyze the data, we identified five dynamics that could serve as the foundation for a new program to support clinical teaching: (1) Novice-Expert, recognizing transitions between roles; (2) Collaboration-Individuality, recognizing the power of peer learning; (3) Confidence-Uncertainty, regarding the confidence to act; (4) Role-Interdisciplinarity, recognizing the ability to maintain a discrete role and yet synthesize knowledge and cope with complexity; and (5) Socialization-Identity, taking on different selves. Trainees in veterinary and human medicine appeared to have similar needs for support in teaching and would benefit from a variety of strategies: faculty should provide written guidelines and practical teaching tips; set clear expectations; establish sustained support strategies, including contact with an impartial educator; identify physical spaces in which to discuss teaching; provide continuous feedback; and facilitate peer observation across medical and veterinary clinical environments.

Book Review: Planning Programs for Adult Learners: A Practical Guide (3rd ed.) by Caffarella, R. S., & Daffron, S. R.

Book Review: <i>Planning Programs for Adult Learners: A Practical Guide (3rd ed.)</i> by Caffarella, R. S., &amp; Daffron, S. R.

Training clinicians in how to use patient-reported outcome measures in routine clinical practice.

Patient-reported outcome measures (PROs) were originally developed for comparing groups of people in clinical trials and population studies, and the results were used to support treatment recommendations or inform health policy, but there was not direct benefit for the participants providing PROs data. However, as the experience in using those measures increased, it became obvious the clinical value in using individual patient PROs profiles in daily practice to identify/monitor symptoms, evaluate treatment outcomes and support shared decision-making. A key issue limiting successful implementation is clinicians' lack of knowledge on how to effectively utilize PROs data in their clinical encounters. Using a change management theoretical framework, this paper describes the development and implementation of three programs for training clinicians to effectively use PRO data in routine practice. The training programs are in three diverse clinical areas (adult oncology, lung transplant and paediatrics), in three countries with different healthcare systems, thus providing a rare opportunity to pull out common approaches whilst recognizing specific settings. For each program, we describe the clinical and organizational setting, the program planning and development, the content of the training session with supporting material, subsequent monitoring of PROs use and evidence of adoption. The common successful components and practical steps are identified, leading to discussion and future recommendations. The results of the three training programs are described as the implementation. In the oncology program, PRO data have been developed and are currently evaluated; in the lung transplant program, PRO data are used in daily practice and the integration with electronic patient records is under development; and in the paediatric program, PRO data are fully implemented with around 7,600 consultations since the start of the implementation. Adult learning programs teaching clinicians how to use and act on PROs in clinical practice are a key steps in supporting patient engagement and participation in shared decision-making. Researchers and clinicians from different clinical areas should collaborate to share ideas, develop guidelines and promote good practice in patient-centred care.

Determinants of Household Food Security among Southwest Ethiopia Rural Households

Aim of this study was to analyze determinants of household food security in Mana woreda of Jimma zone. As a specific objective, this study assessed food security status, identified determinants of food security and analyzed range of coping strategies practiced by food insecure households in the study area. Purposive sampling technique was used to select both Jimma Zone and Mana woreda. For this study a total of 70 households were selected randomly followed by probability proportional to sampling technique from two kebeles'. Both primary and secondary data were collected for this study. Primary data were collected by direct interview of sample respondents; whereas, secondary data were also collected from published and unpublished documents. Household caloric acquisition was employed to measure household food security in the study area. The collected data were analyzed by SPSS version 16.0. Regression model was used to reveal the effect of different variables on household food security. Accordingly, 42.9% and 57.1% households were found to be food insecure food secure respectively. Out of nine explanatory variables, educational status of household head, family size, use of farm input and number of oxen owned by households were found to be significant at less than 10% probability level. Sale of livestock, borrow grains and cash from relative and reduce size of meal were identified at initial stage as first, second and third choice ;whereas, escaping of meal, ate less preferred food and reduce size of meal were also identified at severe stage as first, second and third choice in which food insecure households practiced during food shortage. To improve household food security, the farmer should use their oxen for cultivation purpose, use family planning and allocate their income for all expenditure; and the woreda education office together with minister of education should provide adult learning program to reduce illiteracy.

The Impact of Fun and Enjoyment on Adult's Learning

An exploration of the literature has shown that fun and enjoyment are often discussed in relation to the learning of children and older adults and are rarely mentioned in relation to the learning of adults. This paper explores the role that fun and enjoyment plays in adult learning programs and the impact that this has on an adults learning. The focus is on data gathered in 2012 from interviews with adult learners and their teachers in Victoria, Australia. These conversations found that both groups could identify the fun and enjoyment in their adult learning experience. The findings have been analysed firstly as an overall experience, with adult learners talking more freely about fun and enjoyment and teachers talking about engagement, social relationships and safety. Learners identified a number of elements that are part of their experience of fun and enjoyment: the activities they undertake, the process established by the teachers, interacting with others, humour, achievement, their emotions and well-being and personal benefits. Both adult learners and their teachers also believed that fun and enjoyment impacted on adults learning and they were able to articulate the role that fun and enjoyment plays in adult learning programs. Firstly both having fun and experiencing enjoyment were perceived by both learners and teachers as a motivator to attend classes and learn the knowledge and skills. Secondly fun and enjoyment were considered a mechanism that encouraged concentration by learners and helped in the absorption of learning. Finally having fun and experiencing enjoyment were identified as a proven way to build a socially connected learning environment. The research indicates that a greater focus on the affective domain of adults learning experience, in particular fun and enjoyment could prove to be as beneficial and important as it is currently considered in children's learning. A different approach to the design of adult learning experiences and methods that incorporates greater use of fun may mean that more adults are encouraged and motivated to participate in learning with enthusiasm for the journey and optimism for the outcomes.