Adult Learners Research Articles

Using Adult Learning Theory to Guide Instruction in Training Physical Therapy Students on the Use of AI in Didactic Education

AbstractArtificial intelligence (AI) use is increasing in physical therapy. Didactic curricular experiences can introduce AI to prepare students for clinical practice. A targeted approach to learning incorporating Adult Learning Theory can foster student development of critical thinking for translation to appropriate use in clinical practice.

Learning from the past for the future: Signposts and landmark anniversaries in adult learning and education

Learning from the past for the future: Signposts and landmark anniversaries in adult learning and education

Development of a distance education attitude scale for lifelong learning (DEAS-LLL): a validity and reliability study

ABSTRACT In recent times, the utilization of distance education (DE) has witnessed a notable surge across various sectors, particularly amidst the backdrop of pandemics. This study aimed to develop a comprehensive Distance Education Attitude Scale tailored for Lifelong Learning (LLL) contexts. Methodologically, the research enlisted the participation of 260 physicians, employing a five-point Likert scale design. The content validity index yielded an impressive score of 0.92. Following a rigorous 48-item pilot application among 30 physicians, a refined 37-item draft scale emerged. Through explanatory factor analysis, the scale revealed a robust 4-factor structure comprising 22 items. Model fit indices, gauged through confirmatory factor analysis, underscored the scale's coherence and alignment. In the test-retest phase, an analysis utilizing Pearson Correlation Coefficient yielded a robust correlation coefficient of r = 0.891, signifying high stability over time. Moreover, a paired-sample t-test revealed non-significant differences (t = −0.041, p:0.968), further affirming the scale's reliability. With a commendable Cronbach's alpha value of 0.946, the finalized “Distance Education Attitude Scale in Lifelong Learning” stands as a validated and highly reliable instrument, particularly among physicians. Its applicability extends to academic inquiries regarding distance education and holds promise for validation across diverse adult learning cohorts.

Reimagining neuroscientific and andragogical principles for dementia care education.

This article aims to explore the integration of Louis Cozolino's (2013) andragogical strategies with the tenets of person-centered dementia care practices to enhance dementia care education. The article examines the multiple dimensions of learning in adulthood, highlighting the role of neural plasticity and lifelong brain adaptation in shaping learning and experiential strategies. This in-depth evaluation underscores the significance of tailoring andragogical approaches to the needs of adult learners, who, in this context, are care providers for persons with dementia. This is done through proper understanding of the neurobiological realities and the unique learning needs of adults. Such tailored approaches can be aligned with the brain's adaptive nature by recognizing the intricate interplay of cognitive, emotional, and social dimensions. Highlighting the need for including lessons on the person-centered approach in dementia care education, the paper argues that adult learners - who are essentially part of the dementia care workforce - first need to learn, appreciate, and embrace the approach before applying it in their caregiving practices. This article presents an overarching argument that integration of Cozolino's principles of adult learning with tenets of person-centered dementia care could provide a robust framework for dementia care education.

Academic English course for the health sciences: evolution towards a flipped classroom

The transition from university face-to-face teaching to blended learning can be challenging. This educational design research study investigated the optimal design for a blended and flipped learning approach to a scientific English course and the impact on student motivation and learning of incorporating pedagogical principles from adult and work-based learning. Using student feedback and teacher reflections, we evaluated three iterative cycles of development from trialling of e-modules in a face-to-face course, to a fully online course, to a blended learning approach with a flipped classroom. We found that student participants were increasingly satisfied over time and conclude that the final course design is the optimal approach for our context. Integrating principles of direct interest from adult learning and involvement of current work supported participant motivation, while self-paced e-modules allowed direct application of new knowledge. Coherence between pre-class, in-class, and post-class activities in the flipped classroom helped ensure relevant learning activities.

L2 pragmatic development by early teenagers in study abroad and foreign language settings: a focus on pragmatic markers

ABSTRACT Second Language Pragmatics (L2 pragmatics) research focused on the study abroad (SA) context points out the benefits of this context for second language (L2) pragmatic development while also illustrating the non-linearity of this development, as it is shaped by different contextual factors and individual differences. Nevertheless, this research has primarily focused on adult learners, and little is known about how children and adolescents learn L2 pragmatics in SA. The present study investigates how pragmatic markers (PMs) develop in young English language learners in two learning contexts: SA and at home (AH). More particularly, the study examines differences in the frequency and type of PMs across these contexts. Thirty-four Catalan/Spanish girls aged 12, learning English at home (n = 16) and in an SA context in Ireland (n = 18), participated in the study. Participants were interviewed before and after their SA experience, and the results revealed no statistically significant differences from pre- to post-test in the AH group, with only one observed in the SA group. Only one significant difference was found between the two groups in favour of the SA group. Hence, the study sheds more light on the complexity entailed in the phenomenon of L2 pragmatic development during SA.

Navigating Emotional Discomfort in Developing Equity-Driven School Leaders: A Conceptual-Pedagogical Framework

Background Given that K-12 schools necessitate leaders who can advance equity and justice, preparation programs in higher education institutions have prioritized the development of equity-oriented school leaders. However, there has been relatively limited exploration of pedagogical approaches that equip educational leaders to navigate adverse emotional responses and utilize their discomforting emotions as a source of transformation toward equity-oriented principles. When negative emotions are suppressed and/or unexplored within leadership development programs, adult learners will likely miss crucial opportunities for personal growth and transformative change. Purpose This theoretical article aims to enhance and expand existing scholarship on the pedagogies of emotional discomfort by developing a conceptual-pedagogical framework for preparing equity-driven school leaders. Conceptual Model We explore the role of emotions in/as learning, drawing insights from the learning science literature, and analyze empirical studies in leadership education to unravel how and why discomforting emotions are triggered and operationalized when learning about racism and inequities. We present a framework, the pedagogy of discomfort toward critical hope, drawing on scholarly work bridging emotional discomfort and critical pedagogy, and exemplified by various examples of pedagogies of discomfort. Building on this foundation, we introduce an emotional scaffolding design centered around three concepts: generating discomfort to make oppression and privilege visible, guided emotion participation for engaging critical reflection and dialogue, and appraising emotions with metacognitive and meta-affect tools. Discussion and Implications This article extends the scholarship on teaching and learning for developing equity leaders by bridging insights from learning science and critical pedagogy.

Exploring perceptions of pre-clerkship students about workplace learning in the clinical learning environment at Gulf Medical University, UAE

BackgroundMedical students view clinical workplace placements as an inspiring and motivating learning environment where active student participation is pivotal to development of students’ identity. The progress from pre-clerkship to clerkship education harbors many challenges which consist of experiential learning, adjusting to the clinical environment, and understanding roles & responsibilities. Workplace learning is underpinned by various adult learning theories including social theories,constructivism, supported participation and legitimate peripheral participation. Workplace learning course was recently initiated for pre-clerkship students at a medical university in UAE, which will enable their smooth entry into the clerkship phase of the curriculum.ObjectivesThe research aims to explore students’ perceptions of various domains of their clinical learning environment (CLE), highlight the challenges they face, and extract valuable feedback to improve their environment.MethodsThis study was conducted qualitatively by using focus groups method in order to explore students’ perceptions of the clinical learning environment. Two focus group discussions were conducted (n = 8 +/-10) to determine the common challenges of workplace learning and its potential solutions. Data were analyzed using thematic analysis. The approach used to carry out this study was phenomenology, as it helps to understand the learning and behavior of these students who are undergoing this pre-clerkship training in order to transition smoothly to the clerkship phase.ResultThe focus groups helped to deeply explore the perceptions of students about their clinical learning environment. It helped to reveal the challenges encountered by the students including the significance of proper orientation of staff and students, language barrier, availability of learning opportunities, and supervision quality. The focus groups provided worthwhile suggestions to improve the learning opportunities in the clinical learning environment which include orientation of the staff and students what to expect, improved supervision, mentoring and providing learning opportunities to encourage participation.ConclusionThis study attempted to identify the pre-clerkship students’ perception of their clinical learning environment and the challenges they face over there. Possible suggestions by the students included a formal orientation for the staff and students to be carried out at the beginning. Efforts should be made by clerkship directors to provide students with learning opportunities by increasing patient exposure, encouraging participation, and providing high-quality supervision.

The power of Us:

The power of community – of Us – has long been assumed to be important in adult learning. Student interactions on discussion forums are encouraged, and it has been claimed that they foster a learning community which makes a difference to student outcomes through collaboration and joint construction of knowledge. This paper reports on interim results of a research project to establish, firstly, if there is a correlation between student participation in forums and their overall course outcomes, and secondly, shares a matrix designed to code both social and cognitive forum activity, to support an investigation into the existence of a learning community in student forum conversations – the power of Us.

Reading in Relation: Youth Mentors and Adults Co-Constructing Teaching and Learning in a High School Literacy Classroom

Most schools operate as hierarchical structures, where adult stakeholders largely dictate what counts as knowledge and how to teach it. While previous scholarship has documented the promise of youth-led initiatives to trouble hierarchical structures, these explorations tend to occur outside of schools and do not typically account for the kinds of changes in relations between youth and adults necessary to disrupt hierarchical structures from within. Using third-generation cultural-historical activity theory as our theoretical framework, in this study we explore the shifts in subject-subject relations that emerged as high school youth literacy mentors, their teacher, and university researchers participated in iterative processes of co-configuration to open up new possibilities for literacy learning at their public school. We examine how youth mentors and adults co-designed and co-taught the Literacy Mentorship Class (LMC) while increasingly engaging contradictions as double binds within the Literacy Mentorship Debrief (LMD). We trace how evolving subject-subject relations in the LMD contributed to shifts in divisions of labor, rules, objects, and mediating artifacts in and beyond the LMC. Ultimately, we propose debriefs as a set of reflective practices to facilitate future possibilities for co-configuration among youth and adults that can be responsive to the particularities of any school community.

Evaluation of University’s Place in the Adult Education Ecosystem

The authors of the present paper conducted a comprehensive analysis of university place in the ecosystem of adult education, based on its characteristic functions, priorities of activity and emerging tensions. The participation of universities in the professional training of adults is analyzed. The research focus is projected on the assessment of the situation at the institutional (a university as a social institution) and organizational level (a university as a specific institution of higher education). A discussion of the prospects for transforming the place of higher institution in the ecosystem of adult education is presented. The study was conducted using a semiformalized interview method (n=36) with representatives of the commercial and public sector occupying key positions (heads and top management of universities, corporate universities, educational consulting organizations, providers of non-formal education services, etc.). Main results. Several points of university positioning in the structure of adult education ecosystem are identified: 1) the university is the core of the educational ecosystem and holds this status; 2) the university occupies the central place of the educational ecosystem, but can lose this status by certain actions or inaction; 3) the university is not the core of the educational ecosystem and should not be; 4) the university is not the core of the educational ecosystem, but could become it. According to most experts, universities occupy a central place in the ecosystem of adult education and have a high potential to retain leadership positions, provided that the educational material is relevant and meets the demands of the labor market. At the same time, it is important to consider that some participants of the educational ecosystem (online platforms, corporate universities and others) are rapidly increasing their influence and implementing large-scale educational programs for the population. Universities, having a high level of public trust and being mainly responsible for fundamental professional education, are interested in accumulating the advantages of other participants of the educational ecosystem. It is optimal to present the university as a central hub of educational practices for the population, accumulating the advantages of other actors of the adult education ecosystem. The article is addressed to administrative and managerial staff of universities, representatives of executive authorities and the real sector of the economy, scientific and pedagogical staff and graduate students seeking to study lifelong learning of adults.

A national postgraduate nurse practitioner and physician assistant fellowship in cystic fibrosis: An innovative approach to the provider shortage in complex and rare disease.

Cystic fibrosis (CF) is a complex life-limiting genetic condition that affects the respiratory, digestive, reproductive system, and sweat glands. Advances in treatment have led to improved survival and quality of life. Today, most persons with CF live to adulthood but require highly specialized care at accredited CF Care Centers. The growing and aging CF population combined with the provider workforce shortage have increased the demand for qualified CF providers. Nurse practitioners (NPs) and physician assistants (PAs) have been providing CF care for decades, but most learned on the job. The Leadership and Education for Advanced Practice Provider (LEAPP) fellowship in CF care aims to address the provider gap, ease transition to practice, and ensure access to specialized care. Unlike other institutional based joint NP/PA fellowships, LEAPP was designed to train providers at various locations across the national CF care center network. The program is innovative in several ways: (1) LEAPP employs a flipped classroom that pairs an online curriculum with case-based virtual discussion with content experts from the CF care network; (2) fellows receive mentored clinical training at their home CF center; (3) LEAPP partnered with a university-based team to ensure best practices and evaluation for adult learners; and (4) LEAPP promotes organizational enculturation through program components of professional mentoring, quality improvement, and leadership. This innovative approach may be suitable for other complex conditions that require highly specialized care, such as sickle cell disease, spina bifida, and solid organ transplant.

Transitioning to blended learning during COVID‐19: Exploring instructors and adult learners' experiences in three Ghanaian universities

AbstractTeaching and learning in higher education have increasingly become digitalized and associated with innovative pedagogical methodologies over the past decades. Following the sudden onset of the pandemic in March 2020, several studies tended to focus on traditional students' experiences with emergency remote education while literature is scarce on non‐traditional students (or adult learners) pedagogical experiences in Distance Education contexts. Using a qualitative case study approach, this study explored how digital technologies mediated instructors' and adult learners' educational experiences during COVID‐19 and their first‐time experiences with blended learning. Between October 2021 and July 2022, semi‐structured interviews were conducted with 40 adult learners and 20 instructors in three selected public higher education institutions (HEIs) in Ghana. Data analysis followed Braun and Clarke's (2012) thematic analysis approach. The results showed that the transition to blended learning was supported by the adoption and integration of varied virtual online technologies. The themes highlight the positive and negative impacts of technology in mediating the educational experiences of instructors and adult learners in blended learning environments. The themes which reflected both instructors' and adult learners' experiences were enhanced course delivery and pedagogy, competency development, technological issues and poor‐quality pedagogy. Blended learning facilitated by technology could be the ‘new normal learning’ post‐pandemic for adult learners pursuing Distance Education in Ghana. The study recommends the implementation of agile strategies and policies by HEIs to ensure sustainable quality education in distance learning. Practitioner notesWhat is already known about this topic The COVID‐19 pandemic necessitated the adoption of innovative pedagogical approaches in higher education contexts. Technological transformations in information and communication technology (ICT) have enhanced remote teaching in higher education institutions globally. The educational experiences of educators and learners differ in blended learning contexts. What this paper adds Instructors and adult learners' positive experiences with navigating a variety of web‐based technologies during the educational process are negatively impacted by technological difficulties during online instruction. Participants' experiences of blended learning are mixed with a preference for face‐to‐face dimension of blended learning instead of the online dimension. The paper identifies four themes that characterize instructors and adult learners' experiences with technology‐enhanced learning including enhanced course delivery and pedagogy, competency development, technological issues and poor‐quality pedagogy. Implications for practice and/or policy The study provides evidence‐based information on the relevance of digitizing distance education for sustainable development and promotion of lifelong learning opportunities for distance education students. The research recommends that higher education institutions (HEIs) implement agile policies to facilitate a seamless shift to distance learning. HEIs may adopt open distance learning frameworks to streamline 21st century pedagogical and learning practices in distance‐blended learning environments for quality course instruction. The study highlights the potential distance learning modalities that HEIs can consider for Distance Education students to sustain effective quality teaching and learning.

Utilization of theories in talent development: mapping the field of HRD

Purpose The process of talent development (TD) is one of the current trends in HRM and human resource development (HRD). Although scientific literature addressing the topic emphasizes that through development of talents, organizations can increase their productivity, performance and competitiveness, little is known so far concerning the development of this research field as a whole and particularly concerning theories prevailing in the area. While research into the field has been ongoing for two decades, the area has not yet been systematized based on key theories used as starting points for the research. The purpose of this paper is to focus on which theories in HRD are used in TD. Design/methodology/approach Concerning the topicality of TD, the present article provides a systematic review of literature summarizing current theories in TD based on the currently used typology of theories in HRD, adding the fourth pillar to the existing three, i.e. theories concerning adult learning and education, to increase the stability of the typology. Findings The paper argues that the area of TD prevalently uses sociological, psychological and ethical theories, which may be attributed to trends in HRD. The insufficient representation of theories of learning in TD, particularly in view of the fact that adult learning and development is the essence of TD, is an important finding. This finding is particularly important for science concerning adult learning and education. Originality/value The benefit of the presented analysis lies in a systematization of the individual theories and a comprehensive overview of the current theoretical framework of TD, as well as suggestions for future research making use of adult learning and education theories.

FEATURES AND POTENTIALS OF NON-FORMAL ADULT EDUCATION IN UKRAINIAN EDUCATIONAL ENVIRONMENT

The aim of the article ii to define features and potentials of non-formal adult education in Ukrainian educational environment that is focused on adult learners` development and motivation; effective change management; the challenge of real life adult learners can face; ability to prove adult learners can use knowledge to introduce themselves professionally and communicate effectively in everyday situations and work. General scientific methods such as analysis, synthesis and generalization of the scientific information on different theoretical approaches to the problem of non-formal adult education have been used. One of the most important tasks at the present stage of modernizing non-formal adult education in national teaching and learning process is to ensure teaching quality according to both national and international requirements as well as support adult learners in delivering successful learning preparing them for future challenges. This issue is partly a reaction to the rapid changes in technologies adult learners can see around and experience on a daily basis. Information technologies, effective tools and timely forehanded receiving of information are becoming essential and crucial factors in the teaching lifelong education process. There is a need to bring into focus the non-formal adult education process to improve the design and structure of adult learning opportunities. In this article, we address concepts and approaches, which are equipped with appropriate innovative-based effective tools in accordance with the latest requirements identifying key issues that emerge in non-formal adult education, introducing them as substantial elements of teachers’ professional competence and their effective use in lifelong education process. Particular attention is paid to the teacher`s role and significance in nonformal adult education making such a process more meaningful for adult learners.

Education runs quickly violence runs slowly: An analysis of closed captioning speed and reading level in children’s television franchises

Closed captioning is a great example of how efforts in technological equity can benefit all, as closed captioning has become a common tool in childhood literacy and new language learning for adults. In comparison to traditional print reading forms closed captioning is in its infancy. Popular methodologies for assessing reading level of text were invented before closed captioning existed. This study is an investigates an aspect of closed captioning that has historically received less attention, the content and reading level of the closed captions. While considerable research attention has been given to the role of speed in relation to reading comprehension of closed captioning, less attention has been given to specific analysis of closed captioning content. This study analyzed closed captioning text extracted from 337 episodes of popular children’s television shows through the lens of content and reading level analysis using both traditional literacy tools and tools for analysis of closed captions. The goal was to provide insight for language teachers, parents of deaf children, and other relevant practitioners to make more informed and equitable decisions about children’s programming. The 21 shows sampled displayed clear patterns based on genres and age. The data also provided insight into methodological assessment differences between closed captioning and traditional print forms.

Transcending recreational functionality: Adult EFL learners' views on song-assisted language learning from an andragogical perspective

Complementary to its entertainment value, music is known for having educational relevance in foreign language learning, a topic which is often overlooked in andragogical studies. The present inquiry sought to explore the use of songs in language learning by focusing on the perceptions and experiences of adult EFL learners. The qualitative research data are drawn from semi-structured interviews conducted with 15 adult EFL learners of different occupational and cultural backgrounds. The study findings reveal that music is omnipresent in adult EFL learners’ lives, both as a means of entertainment or ‘alternative therapy’ and as an opportunity for promoting language learning. The interviewees emphasized the way that songs enhance their learning experience by developing their reading comprehension and speaking skills. However, more emphatically, they reinforced the role of songs in facilitating vocabulary learning, namely the enrichment of their lexical repertoire. While the collected data suggest a consensus concerning the positive effects of songs, some participants argued that any learning gain is conditioned by several classroom-related factors. Future research can benefit from a discussion on the practical applications of songs in the adult EFL classroom.

Conscientiousness, Resilience, and Personality: What do Mature Female Students tell us About Being an Adult Learner on a Foundation Programme at a Business School?

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.

Effectiveness of language-related Youtube videos on EFL learning motivation

YouTube is a widely popular platform that offers a vast array of video content. This study aimed to explore the elements of YouTube videos that contribute to sustaining learners’ motivation. A survey was conducted among 349 young adult Indonesian learners. Statistical data analysis revealed that three types of language-related YouTube videos—language lessons, language tips, and language immersions—significantly influenced learners’ motivation to study English. However, language immersion videos exhibited a modestly lower level of effectiveness compared to the other video types. Additionally, it was observed that non-native English-speaker (NNES) videos were more effective in maintaining motivation across all proficiency levels, except for advanced learners, who responded better to native English speaker (NES) videos. Furthermore, the study concluded that videos ranging from 5 to 15 minutes were more effective in sustaining learners’ motivation, as opposed to shorter or longer videos. These findings explain that teachers consider incorporating explicit instruction or tips in their content to enhance learners’ motivation. The findings also indicate that teachers and designers should utilize NNES videos for beginners and intermediate learners, while NES videos may be more effective for advanced learners. Lastly, when choosing instructional videos, the video length should be considered to ensure that learners remain motivated.

A comparison of students' preferences for face-to-face and online laboratory sessions: insights from students' perception of their learning experiences in an immunology course.

The COVID-19 global pandemic has prompted educators in universities to reconsider their teaching methods, mainly due to the social distancing measures imposed within the classroom settings. On the other hand, the growing importance of continuing education opportunities for adult learners after graduation has seen the need to transform traditional teaching modes that primarily depend on face-to-face interaction into virtual modes, which are deemed more time- and cost-efficient. These major shifts in social and economic developments have a significant impact on the evolution of curriculum planning in higher education. Education that has scientific inquiry components inevitably comes into question, as conventional beliefs that experiments should be hands-on and will not be as effective if conducted virtually cast doubts on the move to the online space. This paper discusses the background of an impending shift in a university's approach to more online-based laboratory classes in an immunology course, as well as the exploration of the potential of conducting online laboratory experiments based on student perceptions.