Adult Education Theory Research Articles

Impact of a Longitudinal Quality Improvement and Patient Safety Curriculum on Pediatric Residents.

Introduction:The effectiveness of longitudinal quality/safety resident curricula is uncertain. We developed and tested our longitudinal quality improvement (QI) and patient safety (PS) curriculum (QIPSC) to improve resident competence in QI/PS knowledge, skills, and attitudes.Methods:Using core features of adult education theory and QI/PS methodology, we developed QIPSC that includes self-paced online modules, an interactive conference series, and mentored projects. Curriculum evaluation included knowledge and attitude assessments at 3 points in time (pre- and posttest in year 1 and end of curriculum [EOC] survey in year 3 upon completion of all curricular elements) and skill assessment at the EOC.Results:Of 57 eligible residents in cohort 1, variable numbers of residents completed knowledge (n = 42, 20, and 31) and attitude (n = 11, 13, and 37) assessments in 3 points in time; 37 residents completed the EOC skills assessment. For knowledge assessments, there were significant differences between pre- and posttest and pretest and EOC scores, however, not between the posttest and EOC scores. In the EOC self-assessment, residents’ attitudes and skills improved for all areas evaluated. Additional outcomes from project work included dissemination of QI projects to hospital-wide quality/safety initiatives and in peer-reviewed national conferences.Conclusions:Successful implementation of a QIPSC must be responsive to a number of learners, faculties, and institutional needs and integrate adult learning theory and QI/PS methodology. QIPSC is an initial effort to address this need; follow-up results from subsequent learner cohorts will be necessary to measure the true impact of this curriculum: behavior change and practice improvements.

Quality assurance model for digital adult education materials

Purpose This paper aims to present a model for the quality assurance of digital educational material that is appropriate for adult education. The proposed model adopts the software quality standard ISO/IEC 9126 and takes into account adult learning theories, Bloom’s taxonomy of learning objectives and two instructional design models: Kolb’s model (the learning cycle) and Gagne, Briggs and Wager’s model. Design/methodology/approach The structure of this paper is as follows: in the second section, the theory of “the learning cycle of Kolb” is discussed. The third section discusses the model of Gagne, Biggs & Wager. The fourth section discusses and categorizes the characteristics and sub-characteristics of the quality of digital educational material. The fifth section discusses and categorizes the quality attributes of digital educational material. Moreover, the correlation of the sub-characteristics of the material with the model of Gagne and that of Kolb are examined. Findings The authors developed a quality model that adopts the structure of ISO/IEC 9126 standard, using basic notions of theories of adult education to define its characteristics and sub-characteristics. The model has been successfully applied in the quality evaluation of educational material distributed to distance learning adult students. Originality/value The innovative combination of an established quality model with sound educational theories yields a comprehensive model that allows both a qualitative and quantitative evaluation of the appropriateness of digital educational material. The applicability of the model is demonstrated by applying it to specific digital materials specially developed for adult education.

An Innovation in Informal Adult Education: Mother to Mother Learning in the Australian Breastfeeding Association

To understand the Australian Breastfeeding Association’s approach to adult education and the educational practices it introduced into maternal education in Australia in the period 1964-2009, it is useful to consider adult education generally and maternal education specifically during the twentieth century. Most of what passes for education of mothers is informal adult education. One view is that mothers require expert instruction and supervision with regulation of feeding to ensure their babies survive. The opposite view is that mothers should receive no formal instruction at all about being mothers: breastfeeding and caring for babies are, in this view, instinctive activities. However, the Association’s approach has featured autonomous learners with volunteer facilitators in informal settings. One theory that assists particularly in understanding the educational model used by the Association is the humanistic theory of adult education. Another theory relevant to maternal education is a heutagogical approach to adult education, advocated by radical adult education theorists. To understand the Association’s educational approach, it is necessary to establish the core principles of the education provided to mothers by the Association. The archival research has demonstrated an understanding of the Association’s approach to maternal education. The primary feature of the approach is mother to mother learning. The findings of this paper will increase knowledge of how adults are educated and contribute to understanding of adult education, particularly maternal education. There will be implications for education of mothers and perhaps of women generally which will be of interest to those involved in adult education.

Swimming into the Open

This concluding chapter discusses the important contribution Black men's voices have made and can make to adult education theory and practice. Particular emphasis is placed on troubling the various factors that contribute to the silencing of those voices.

We knew it all along! Using cognitive science to explain how andragogy works

Purpose– This paper aims to link recent findings in cognitive neuroscience to better understand how andragogically informed instructional practices impact cognition and learning.Design/methodology/approach– The research questions guiding the study is in what ways can the recent findings in cognitive neuroscience help to inform adult education theory, including andragogy in particular, to deepen our understanding of how andragogical instructional principles and practices can improve learning? We adopted Torraco’s (2005) integrative literature review approach of providing enough details regarding the selection of the literature and the identification and verification of emerged themes of main ideas.Findings– The core assumptions of andragogy (self-direction, prior experience, readiness to learn and immediacy of application) have a connection to the neural networks related to memory and cognition.Research limitations/implications– First, this study provides fundamental foundations for combining cognitive neuroscience and adult learning to illuminate how cognitive neuroscience contributes physiologically to adult learning. Second, the findings in cognitive neuroscience related to the four assumptions for andragogy help to provide scientific explanations and interpretations for adult learning theories influencing human resource development (HRD), such as self-directed learning, experiential learning and role theory.Practical implications– First, HRD practitioners could use the integrative approach between andragogy and the cognitive neuroscience to reduce the issues of learning activities in generation differences. In addition, cognitive neuroscience research may contribute to improving teaching and instructional techniques.Originality/value– The contributions of this study is that it provides an integrative review about why and how anagogical principles work through the lens of cognitive neuroscience. Based on the findings, we suggested a model of adaptive cognitive neuroscience-adult learning structures.

Development of an Online Nutrition Education eLearning Program Targeted to SNAP‐Ed Eligible Adults

This study describes the process by which we developed an innovative eLearning program targeted to SNAP‐Ed eligible individuals including: curriculum, personnel involved, resources needed, and timeline. eLearning can provide cost‐effective and efficient nutrition education for low‐income populations by capitalizing on trends in Internet access/use and mitigating barriers to attending traditional face‐to‐face classes. We based our program, titled Food eTalk, strategically on a face‐to‐face nutrition education curriculum, titled Food Talk. Food Talk is grounded in the Health Belief Model and was developed and validated in Georgia with low‐income adults. To strongly ground our program in theory, we drew on theories of eLearning and adult education as we converted the content of the Food Talk curriculum into online lessons, games, and interactive activities. To tailor the content to meet the current needs of the target audience, we conducted a systematic formative and process evaluation including a series of focus groups and key informant interviews with a prototype of Food eTalk and subsequent focus groups with the completed Food eTalk program focusing on content, format, literacy, and usage pattern. Food eTalk is tailored to our unique Southern USA culture including culturally relevant images, recipes, and Southern‐accented voiceover. Throughout the development process, we have identified and added essential team members including content experts, instructional design experts, professional eLearning designers, website developer, videographers, and actors (voice and on‐screen). Much of this process has been trial‐and‐error as there were no resources available to direct exactly how to develop such an innovative program for this audience. We built a responsive design website (foodtalk.org) to serve as a user‐friendly portal to access the lessons, initially on desktop and later on smartphone devices. The Food eTalk lessons and the portal (website) were regularly updated to comply with American Disability Act standards and designed to alleviate potential barriers of low literacy. The development and evaluation process of Food eTalk required budget items that are not typically considered in traditional face‐to‐face nutrition education programming (e.g., high‐level design and technical experts, a learning management system, eLearning authoring software, and server space). The findings and lessons learned from the Food eTalk development process suggest that it is critical to include all key team members from the start, build effective communication systems between key team members, understand that resources needed are significantly different than those of developing traditional face‐to‐face programs, employ a carefully designed formative and process evaluation, and budget ample time for both design and technical development. Researchers and funding agencies should consider such potential implications in developing an innovative evidence‐based eLearning nutrition education program to an increasingly tech‐savvy low‐income audience.Support or Funding InformationThis study was funded by USDA SNAP‐Ed

Understanding Adult Learning in the Midst of Complex Social “Liquid Modernity”

This chapter describes the changing nature of adult education theory and practice in the face of complex, disruptive change and explores theories that are suited to tectonic shifts in a period of what we describe as “liquid modernity” in the midst of complex sociocultural‐economic‐political change in a global environment.

Pharmacist Behavior Changes Following a Medication Counseling Training Program Targeting Teach-Back and Plain Language

Purpose: To evaluate whether active learning-based training in teach-back and plain language (TBPL) techniques can lead to observable changes to patient-centered practices in pharmacist-patient counseling.
 Methods: All pharmacists in direct patient care roles, inpatient and outpatient, were required to complete a didactic module and a workshop / webinar or small group training. The workshop / webinar and small group modalities incorporated elements of adult education theory. Following completion, pharmacists were surveyed to assess their ability, confidence and commitment to incorporating TBPL techniques into practice. Evaluation of pharmacist-patient counseling was completed pre- and post- training through direct observation. Student pharmacists were trained to evaluate pharmacists’ consultations on patients with ≥2 new medications. Students recorded completeness rates for 39 communication techniques.
 Results: One-hundred and eighteen pharmacists completed the TBPL training program and 59 pharmacists completed an evaluation. A total of 84 direct observations were completed (40 pre-training and 44 post-training). Skills improved included: using plain language (p
 Conclusion: Implementing a TBPL training program improved observable pharmacist-patient consultation skills. This approach is replicable and could be utilized as a model for other competencies.
 
 Type: Original Research

Collaborative Role Education in Post Graduate Psychiatric Training: A Narrative Review

1.1 Objective: To review the literature and trusted scientific websites on studies about Collaborative role education and its application in postgraduate psychiatric training. 1.2 Methods: Medline literature and scientific websites were searched. The data selected were those discussing collaboration care efficacy, collaborative role competency and the application of adult education theory principles through Interprofessional education (IPE). The results reported are those obtained using appropriate techniques and published in reputable journals or on trusted scientific websites. Information relevant to mental health and postgraduate psychiatric training was selected for inclusion. 1.3 Results: Collaborative role is one of the seven core roles (CanMEDS) that define essential physician competencies. Collaborative care and IPE were efficacious in improving cost efficiency, patient safety, health professionals’ satisfaction and patient outcomes in different populations. According to a 2005 survey, the majority of mental health professionals in Canada support but do not presently offer formal pre-licensure, post-licensure, or continuing IPE involving collaborative mental health care. 1.4 Conclusion: Despite some challenges, IPE is a very worthy way to build collaborative role competency in postgraduate psychiatry trainees.

Validation of non-formal and informal learning from a European perspective – linking validation arrangements with national qualifications frameworks

The paper analyses European policy on the validation of non-formal and informal learning, which is presented as a “salvation narrative” that can improve the functioning of the labour market, provide a way out from unemployment and strengthen the competitiveness of the economy. Taking as our starting point recent findings in adult education theory on the validation of non-formal and informal learning, we aim to prove the thesis that what European validation policy promotes is above all economic purpose and that it establishes a “Credential/Credit-exchange” model of validation of non-formal and informal learning. We proceed to ecxamine the effect of European VNIL policy in selected European countries where validation arrangements are linked to the qualifications framework. We find that the “Credential/ Credit-exchange” validation model was first established in a few individual European countries and then transferred, as a “successful” model, to the level of common European VNIL policy.

Learning to be the church: The value of learning theory for discipleship and mission

This article draws on the findings of recent learning theory in adult education and describes possible ecclesial dispositions that better enable parish churches to be learning communities within the mission of God for the world. Once we understand our educational philosophy and our goals then we are better served to inform and shape the way we plan and go about the process of teaching and learning, and so develop the church’s sense of mission. The article argues that, deep approaches to learning offer a vision for ecclesial learning that will draw from the many and varied contexts where diversity is increasingly our experience. Creative but transformative learning that is ‘world involving’ precisely because it is ‘God involving’ and vice versa, can help the church mirror approaches to mission that reflect discipleship and mission in the name of the Triune God.

Reclaiming the “D” in HRD

Despite being viewed as a major construct at the heart of human resource development (HRD), considerable complexity, confusion, and ambiguity exists regarding the conceptualization of development. The notion of development has attracted interest from a wide array of fields including HRD, adult education, psychology, management studies, and organization theory. As a result, there is little consistency in how development is understood, conceptualized, or tested. This article examines the current body of knowledge and understanding on development to develop a typology to focus future research and investigations. A typology of development is proposed, and four development types are identified. The article then articulates the underlying theories, primary antecedents, and outcomes associated with each of the four development types. Finally, recommendations and avenues for future research arising from the typology are specified.

Adult Education and Learning Theories

Adult education first started at the beginning of the 20th century when it became mandatory to improve the educational level of the adult trainees and also to train them professionally, culturally and socially (Kokkos, 2005). Especially during the last decades, globalization along with the technological advancements, demands continuous education and training due to the high competition and to the need to improve the economy. Besides that, social reasons urge adult education such as sudden social changes in our contemporary society (migration for financial reasons, social exclusion as a result of unemployment, etc). The adults have unique features and needs which make Adult Education an independent scientific field.

Book Review: Financial Literacy and Adult Education. New Directions for Adult and Continuing Education, 141 by Forté, K. S., Taylor, E. W., & Tisdell, E. J.

Forte, K. S., Taylor, E. W., & Tisdell, E. J. (Eds.). (2014). Financial Literacy and Adult Education. New Directions for Adult and Continuing Education, 141. San Francisco, CA: Jossey-Bass. 112 pp. ISBN: 978-1118-85003-9 (paperback) With the recent economic downturn, high unemployment rates, changes in employer retirement plans, increased health care costs, and decreased savings, it is now more important than ever that individuals be financially literate. The purpose of Financial Literacy and Adult Education, edited by Forte, Taylor, and Tisdell (2014), is to highlight how adult education theories and ideas can be utilized to teach financial literacy, thus improving an individual's financial stability. They draw from scholars in the fields of adult education and financial literacy to illuminate the opportunity to inform one another. The first four chapters highlight factors that affect financial learning. In Chapter 1, Forte encourages financial educators to consider sociocultural issues when developing adult financial education programs. She suggests financial educators engage in culturally responsive teaching, which emphasizes learning about learners, matching the materials and lessons to learners' needs, demonstrating cultural caring, and building a learning community. Buckland, in Chapter 2, examines how financial exclusion (e.g., being unable to rely on mainstream banks for financial services) creates structural barriers that can reinforce poverty. He illustrates how situated learning theory could provide a foundation for understanding adults' learning and recommends improving community relationships, providing greater access to mainstream banks and financial tools to create a better learning experience and ultimately assist low-income individuals. In Chapter 3, Way explores the theory of reasoned action, the theory of planned behavior, and the transtheoretical model of change as tools to assist educators in structuring financial education to yield more productive results. Way details the impact of financial interventions focusing on interpersonal interactions, community and organizational settings, and policy and systems, and presents an ecological model that illustrates how interventions can modify behavior. Jarecke, Taylor, and Hira, in Chapter 4, explore financial literacy education for women and suggest instructional strategies to meet their unique needs. English, in Chapter 5, urges adult educators to examine their own assumptions and to critically reflect on financial education programs. …

Building a Model of Employee Training through Holistic Analysis of Biological, Psychological, and Sociocultural Factors

While theories of adult learning and motivation are often framed as being either biological, psychological, or sociocultural, they represent a more complex, integral process. To gain a more holistic perspective of this process, a study was designed to concurrently investigate relationships between a biological factor (age), psychological factors (motivation for training, perceived work limitations), and sociocultural factors (occupation, purpose of training, and work habits). The Assessment of Adult Literacy (NAAL) was used to elicit information about these factors in regards to work training. Data obtained was statistically correlated to age using the Spearman rank correlation coefficient. Results suggest that the interaction of multiple variables governs several shifts in motivation and need for training as adults age. Contrary to traditional theories of adult education, data suggest that a mixture of pedagogical and andragogical teaching styles is necessary for adult learners.

Zmiana i uczenie się w perspektywie edukacji dorosłych. Przykład projektu Lives in changing „Butterfly”

This article focuses on the issue of main dyad in the theory and practice of adult education, which is learning and change. The conceptual category of “change” is being analyzed and particular attention is devoted to the understanding of social, developmental and personal change. The text reveals the category of change from the andragogical perspective being most often applied to the functioning of adult education system. Finally, with regard to the educational project Lives in changing “Butterfly”, the change caused by education/learning, resulting from the application of educational method of the workshops of the future will be shown. The results of the project may be applied to the theory and practice of adult’s learning process.

Becoming interculturally competent: Theory to practice in international education

Education abroad students are generally expected to return home with enhanced intercultural competence; however, recent research reveals that many do not fully benefit from their stay in the host environment and experience little or no gains in intercultural sensitivity. What steps can be taken to help achieve the intercultural aims of international educational experience? This article centres on an elective, credit-bearing course that was inspired by my education abroad research. Intercultural Transitions: Making Sense of International Experience has been designed to enrich and extend the intercultural learning of undergraduates with recent or current international experience. This credit-bearing course draws on multiple theories: the Intercultural Development Continuum/the Developmental Model of Intercultural Sensitivity, Kolb's experiential learning model, poststructuralist notions of identity change, transformative adult education theory, and the intergroup contact hypothesis. This article describes the course and the lessons learned from multiple offerings. Content analyses of the qualitative data (e.g., reflective essays, Forum chats, open-ended surveys, interview transcripts) generally mirrored the results of the pre- and post-administrations of the Intercultural Development Inventor (IDI), a psychometric instrument that measures intercultural competence, suggesting that this form of intervention helps propel students to higher levels of intercultural competence. The results underscore the benefits of designing a research-driven, learner-centred curriculum to enhance interaction between local and international students, and scaffold deeper intellectual consolidation and integration of intercultural learning. While developed and offered in an Asian setting, similar courses could be implemented in other settings to enhance the intercultural competence of both local and international students.

Reteoretizacija priznavanja neformalno in priložnostno pridobljenega znanja

V prispevku izhajamo iz perspektive kritične teorije in postmodernizma v izobraževanju odraslih pri proučevanju ideje o priznavanju neformalnega in priložnostno pridobljenega znanja. Z vidika sodobnejših spoznanj v teoriji izobraževanja odraslih bomo pokazali, da so teoretiki in praktiki priznavanja polagali prevelike upe na filozofijo in metodologije, s katerimi naj bi ocenjevali, vrednotili, potrjevali in priznavali neformalno in priložnostno pridobljeno znanje. Na tej podlagi bomo osvetlili potrebo po reteoretizaciji »samoumevnih« predpostavk in »pozitivnih« učinkov, ki naj bi jih priznavanje neformalnega in priložnostno pridobljenega znanja imelo na posameznika in družbo. V ta namen bomo, (a), opredelili pojem priznavanja neformalno in priložnostno pridobljenega znanja, (b), predstavili različne ideje, modele in metode priznavanja, (c) poudarili izsledke novejših raziskav na tem področju, (d) utemeljili potrebo po reteoretizaciji priznavanja neformalno in priložnostno pridobljenega znanja in pokazali na možnosti nadaljnjega razvoja te ideje v izobraževanju odraslih.

Present and Perspectives of the Adult Education Theory in the System of Andragogical Sciences

The adult education theory belongs to the fundamental theoretical disciplines of andragogy and the development of its fundamental assumptions is an important prerequisite for the development of andragogy. The current level of its terminology and system apparatus in comparison to other disciplines of andragogy currently does not fully enable to develop primarily practical-application functions, and thus leaves its potential unfulfilled. Building of an education theory on interdisciplinary, multidisciplinary and trans-disciplinary principles is now legitimate and allows the use of research results of other sciences (philosophy, anthropology, pedagogy, sociology, psychology, ethics, cultural studies, etc.). The adult education theory cannot be built only as a theory for theory (normative aspect), but it should develop its own exploratory, explanatory and analytical potential for the needs of support of self-development of an adult. It envisages the creation of a scientifically justified system of adult education and self-education as a theory providing sufficiently developed and socially applicable model of andragogical action. Prospects of the adult education theory are combined with the need to define and understand the basic terms (education and self-education of adults), their relations in the system of science, explanation of subject and functions (normative and practical, through the development of basic and applied research and creation of the curriculum components (objectives, principles, contents, education process and others).

The Relevance of Learning Theories in Adult and Non-Formal Education

The purpose of this study is to examine the relevance of learning theories to adult and non-formal educational programmes. Adult and non-formal education is a kind of educational activities targeted at those who are regarded as adults by the society they belongs with the aim to developing their socio-economic and political status, so they can contribute their quota to the development of their immediate environment and society at large. The advanced nature of adult learners makes their learning activities to be more different from the children learning environment. This is because of maturity, bulk of experiences and sense of professionalism they bring to learning environment that make facilitators sees them as partners in progress. Efforts are made in this study to discuss the concept of adult and non-formal education as well as various learning theories that must be valued in adult learning environments. The paper, therefore, conclude that facilitators and organizers of adult education programme must ensure the strict application of these learning theories for effective adult teaching and learning environment. DOI: 10.5901/jesr.2015.v5n1p261