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Research Anthology on Adult Education and the Development of Lifelong Learners最新文献

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Adult Literacy Programme for Poverty Reduction 成人扫盲减贫方案
Research Anthology on Adult Education and the Development of Lifelong Learners Pub Date : 2020-07-01 DOI: 10.4018/ijpae.2020070103
N. Baporikar, Martha Namufohamba
{"title":"Adult Literacy Programme for Poverty Reduction","authors":"N. Baporikar, Martha Namufohamba","doi":"10.4018/ijpae.2020070103","DOIUrl":"https://doi.org/10.4018/ijpae.2020070103","url":null,"abstract":"Citizens who lack basic skills and knowledge end up with unemployment or low-paying jobs. This leads to existence in poverty and a lack of opportunity to even voice. Low literacy levels affect economic development, diminish citizen participation and contribution, and are burdensome on nations. To address the issue, many nations consider, adopt, and support adult literacy programmes (ALP). Namibia is no exception. Hence, in 2003, the Adult Literacy Programme was initiated and is still actively engaging the targeted community members for acquiring basic skills and knowledge, thereby reducing poverty. Thus, the objective of this study is to assess ALP's success in poverty reduction as a citizenry approach. Based on the transformational learning theory and the capability approach, the qualitative research method is adopted, and data collection is done with structured interviews using a purposive sampling technique. Findings reflect ALP has enhanced the lives of participants and, therefore forms part of the measures to inhibit several social-related evils that cause poverty.","PeriodicalId":254464,"journal":{"name":"Research Anthology on Adult Education and the Development of Lifelong Learners","volume":"294 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121261402","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Gender Sensitivity of Adult Education Activities of Community-Based Organizations in Ghana 加纳社区组织成人教育活动的性别敏感性
Research Anthology on Adult Education and the Development of Lifelong Learners Pub Date : 2020-01-01 DOI: 10.4018/ijppphce.2020010104
Louis Caleb Kutame, A. Aryeh-Adjei
{"title":"Gender Sensitivity of Adult Education Activities of Community-Based Organizations in Ghana","authors":"Louis Caleb Kutame, A. Aryeh-Adjei","doi":"10.4018/ijppphce.2020010104","DOIUrl":"https://doi.org/10.4018/ijppphce.2020010104","url":null,"abstract":"Gender and gender-related issues have threatened to disrupt the perceived community developmental outcomes community-based organizations (CBOs) strive to achieve. This is because women are viewed as ‘second class' citizens of most patriarchal African communities. To understand how CBOs are transforming the uniqueness of women in development in Ghana, a field study was conducted with fifty-seven (57) CBO heads and twenty (20) heads of beneficiary groups to investigate the gender sensitivity of Adult Education (AE) activities of CBOs in the Akuapem North District and how these activities help in empowering women in various community activities. The issue of inclusion of women in AE activities by CBOs is generally agreed on in principle in the communities. It was agreed the AE activities empowered women to have self-confidence to take part in development work among others. Recommendations are that CBO policies to ensure gender equity in AE activities should be critically looked at and necessary changes be made to actively involve more women in community development and education work.","PeriodicalId":254464,"journal":{"name":"Research Anthology on Adult Education and the Development of Lifelong Learners","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122486476","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Development of an Interactive Narrative for Adult Literacy Learners 成人识字学习者互动叙事的发展
Research Anthology on Adult Education and the Development of Lifelong Learners Pub Date : 2017-06-16 DOI: 10.4018/978-1-5225-2639-1.CH012
Amy M. Johnson, Elizabeth L. Tighe, Matthew E. Jacovina, G. T. Jackson, D. McNamara
{"title":"Development of an Interactive Narrative for Adult Literacy Learners","authors":"Amy M. Johnson, Elizabeth L. Tighe, Matthew E. Jacovina, G. T. Jackson, D. McNamara","doi":"10.4018/978-1-5225-2639-1.CH012","DOIUrl":"https://doi.org/10.4018/978-1-5225-2639-1.CH012","url":null,"abstract":"This chapter describes development efforts that build upon the Interactive Strategy Trainer for Active Reading and Thinking-2 (iSTART-2), an intelligent tutoring system that provides self-explanation strategy instruction to improve reading comprehension. The chapter reflects on considerations of the unique needs of adult literacy learners, and outlines the specific guidelines followed to adapt the system to these learners. Several modifications have been made to adapt iSTART to adult learners, including the following: 1) two additional strategy instructional modules for summarization and deep question asking, 2) a text library with life-relevant texts for adult learners, and 3) an interactive narrative which allows instantiated practice of reading strategies using life-relevant artifacts. The authors also describe results from two attitudinal studies examining learners' perceptions of the interactive narrative.","PeriodicalId":254464,"journal":{"name":"Research Anthology on Adult Education and the Development of Lifelong Learners","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128506511","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Emergent Literacy Development in Adult L2 Learners 成人二语学习者的突发性读写能力发展
Research Anthology on Adult Education and the Development of Lifelong Learners Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-2722-1.ch003
Lisa Gonzalves
{"title":"Emergent Literacy Development in Adult L2 Learners","authors":"Lisa Gonzalves","doi":"10.4018/978-1-7998-2722-1.ch003","DOIUrl":"https://doi.org/10.4018/978-1-7998-2722-1.ch003","url":null,"abstract":"Globally, many adults lack access to education due to gender, poverty, ethnic discrimination, political conflict, and geographic proximity. Moreover, many of these same adults may migrate at some point in their lives, needing to adapt to new linguistic settings. Oftentimes, such adults need to learn both an entirely new language and first-time literacy - not necessarily in their first language, but in the new language (L2) which they may not yet speak. By providing a robust overview of scholarship on emergent literacy acquisition in children and adults, this chapter heightens understanding of the complexity of acquiring literacy for the first time as an L2 adult migrant. The chapter provides practical guidelines on how teachers of L2 adults with emergent literacy can apply this knowledge in the classroom, focusing on three pedagogical areas - vocabulary acquisition, metalinguistic awareness, and academic socialization.","PeriodicalId":254464,"journal":{"name":"Research Anthology on Adult Education and the Development of Lifelong Learners","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125055833","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Adult Learner Characteristics Important for Successful Learning in Cross-Cultural Web-Based Learning Environments in Higher Education 高等教育跨文化网络学习环境中成人学习者特征对成功学习的重要性
Research Anthology on Adult Education and the Development of Lifelong Learners Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-8286-1.CH010
J. Lutta
{"title":"Adult Learner Characteristics Important for Successful Learning in Cross-Cultural Web-Based Learning Environments in Higher Education","authors":"J. Lutta","doi":"10.4018/978-1-5225-8286-1.CH010","DOIUrl":"https://doi.org/10.4018/978-1-5225-8286-1.CH010","url":null,"abstract":"For more than 40 years, cognitive psychological perspectives have dominated pedagogical frameworks and models for designing technology-mediated teaching and learning environments. Social learning perspectives are increasingly becoming viable or even desirable frames for research and practice as pertains to teaching and learning, particularly in web-based learning environments (WBLEs). The author considers these social learning perspectives and how they relate to the design and implementation of curricula that are delivered in web-based learning environments in higher education. The author further reviews the foundational theories of adult learning that enhance adult learners' experiences in cross-cultural web-based learning environments. This review and analysis of the research related to social learning perspectives on WBLEs have three implications for future research and practice: (1) examining learners' individual characteristics in WBLEs, (2) identifying strategies for promoting social interaction in WBLEs, and (3) developing effective design principles for WBLEs. The author presents recommendations for future research.","PeriodicalId":254464,"journal":{"name":"Research Anthology on Adult Education and the Development of Lifelong Learners","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116348073","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Andragogy, Culture, and Adult Learning Worldviews 性学、文化和成人学习世界观
Research Anthology on Adult Education and the Development of Lifelong Learners Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-3474-7.CH006
David P. Peltz
{"title":"Andragogy, Culture, and Adult Learning Worldviews","authors":"David P. Peltz","doi":"10.4018/978-1-5225-3474-7.CH006","DOIUrl":"https://doi.org/10.4018/978-1-5225-3474-7.CH006","url":null,"abstract":"Adults differ from children in the ways they learn. This is not only due to the fact they have more experiences to relate to but also due to the motivations behind why they are learning. So why do so many teachers, trainers, and professionals teach courses and provided training to adults in the same manner as if they were teaching children? This discourse explores the adult learning construct of andragogy, applications of different andragogical approaches, and challenges and considerations of andragogy. It also briefly describes a quantitative andragogical scale that was developed, which may provide a useful tool to an otherwise qualitative concept. Finally, the chapter provides several adult learning worldview overviews to be used considered in conjunction with the application of andragogy to potentially increase andragogical effectiveness.","PeriodicalId":254464,"journal":{"name":"Research Anthology on Adult Education and the Development of Lifelong Learners","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134181566","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Managing the Utilization of Technologies in Adult Education, Training, and Administration 管理技术在成人教育、培训和管理中的应用
Research Anthology on Adult Education and the Development of Lifelong Learners Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-1408-5.ch001
Mehmet Durnalı
{"title":"Managing the Utilization of Technologies in Adult Education, Training, and Administration","authors":"Mehmet Durnalı","doi":"10.4018/978-1-7998-1408-5.ch001","DOIUrl":"https://doi.org/10.4018/978-1-7998-1408-5.ch001","url":null,"abstract":"This study aimed to investigate and discuss the technologies in Turkey's adult education system in a holistic, systematic way and within a framework with a theoretical basis for the use of the computer, the internet, and web-based technologies in adult education, training, and administration. The web-based applications such as EBA and A-Okul can be very useful for enabling adult learners to acquire a diploma or some certificate. Being able to use technological applications considering all functions and subdivisions can mean learning many tasks, activities, processes, and requirements in adult education. Therefore, it is important to acquire the skills necessary to use these technologies since the algorithms contained in these technological applications are a reflection of the steps of necessary and inclusive tasks, activities, processes in the administration of adult education. The development of the technological capacity of the organization may mean increasing the productivity of the organization.","PeriodicalId":254464,"journal":{"name":"Research Anthology on Adult Education and the Development of Lifelong Learners","volume":"215 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132810359","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Self-Directed Learning Strategies in Adult Educational Contexts 成人教育情境下的自主学习策略
Research Anthology on Adult Education and the Development of Lifelong Learners Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-8018-8.CH007
Roaa Aljafari
{"title":"Self-Directed Learning Strategies in Adult Educational Contexts","authors":"Roaa Aljafari","doi":"10.4018/978-1-5225-8018-8.CH007","DOIUrl":"https://doi.org/10.4018/978-1-5225-8018-8.CH007","url":null,"abstract":"Self-directed learning is a teaching model where the learning content which is predetermined by the educator as well as the students tends to learn at their own pace to enable them to master the content provided. The features of self-directed learning may include individual autonomy, learner control, and autoindexing. In addition, self-directed learning has grown to become a generic training model for medicine, business, and adult education. Problem-based learning also tends to involve elements of self-directed instructions in its model. Self-directed learning also has evaluation tools that enable it to measure the impact of the self-directed learning on the students such as the ability for the students to perceive themselves as having the skills as well as attitudes required for successful learning.","PeriodicalId":254464,"journal":{"name":"Research Anthology on Adult Education and the Development of Lifelong Learners","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124247015","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Putting Paint to Canvas 把颜料涂在画布上
Research Anthology on Adult Education and the Development of Lifelong Learners Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-8598-6.ch058
C. Byrd, Sean T. Lansing
{"title":"Putting Paint to Canvas","authors":"C. Byrd, Sean T. Lansing","doi":"10.4018/978-1-7998-8598-6.ch058","DOIUrl":"https://doi.org/10.4018/978-1-7998-8598-6.ch058","url":null,"abstract":"The purpose of this chapter is to inform the readers about how to artfully design seamless instruction for adult learners. The authors approached this concept by drawing a connection between the processes of making beautiful art and designing instruction geared toward adult learners. The authors identified several aspects of adult learning theory applied to the following instructional strategies: clear learning objectives, differentiated instruction, formative and summative assessment, and use of descriptive feedback. The authors provided several examples of these instructional strategies intended to support adult learners.","PeriodicalId":254464,"journal":{"name":"Research Anthology on Adult Education and the Development of Lifelong Learners","volume":"130 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114492791","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Equivalency Programmes Through Open and Distance Learning 通过开放和远程学习的同等课程
Research Anthology on Adult Education and the Development of Lifelong Learners Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-8598-6.ch035
Anita Priyadarshini
{"title":"Equivalency Programmes Through Open and Distance Learning","authors":"Anita Priyadarshini","doi":"10.4018/978-1-7998-8598-6.ch035","DOIUrl":"https://doi.org/10.4018/978-1-7998-8598-6.ch035","url":null,"abstract":"This chapter outlines the beginnings of equivalency programmes in India through the Open Basic Education programme, which was initiated by National Institute of Open Schooling(NIOS) and supported by the National Literacy Mission. An equivalency programme is an alternative educational programme equivalent to existing formal general or vocational education. The chapter traces the genesis of the Open Basic Education programme and shows how the growth of adult literacy in India led to a demand for equivalent education for neo-literates. The open and distance learning system with its inherent flexibilities became the appropriate vehicle for equivalency programmes. This chapter describes the concept of equivalency, its international context in the developing world and its relevance for out of school adults. The author outlines the design and development of the curriculum, course materials as well as the process of examination and certification. The chapter describes the close partnership between different stakeholders leading to its successful implementation in India.","PeriodicalId":254464,"journal":{"name":"Research Anthology on Adult Education and the Development of Lifelong Learners","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115086081","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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