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

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Role of the Social Constructivist Theory, Andragogy, and Computer-Mediated Instruction (CMI) in Adult ESL Learning and Teaching Environments 社会建构主义理论、性学和计算机媒介教学在成人ESL学与教环境中的作用
Research Anthology on Adult Education and the Development of Lifelong Learners Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-3223-1.CH001
Seda Khadimally
{"title":"Role of the Social Constructivist Theory, Andragogy, and Computer-Mediated Instruction (CMI) in Adult ESL Learning and Teaching Environments","authors":"Seda Khadimally","doi":"10.4018/978-1-5225-3223-1.CH001","DOIUrl":"https://doi.org/10.4018/978-1-5225-3223-1.CH001","url":null,"abstract":"The purpose of this chapter is to explore whether social constructivism promotes mobile technology rich, student-centered learning/teaching practices, leading adult English as a second language (ESL) students to transform into self-directed learners. Under this theory, a shift from teacher-centered English language learning to a student-oriented approach to how students acquire basic English skills is promoted and students' possible transformation into independent and autonomous learners is fostered because, by use of mobile technologies, they may successfully transfer information from their previous experiences to their current knowledge. Incorporating mobile learning (m-Learning) into their instruction and making social constructivism an integral part of their curriculum, ESL teachers can contribute to their students transformation into self-directed learners as an active, knowledge-building community and in charge of their own learning processes, which explains that this theory is highly compatible with the principles grounded in what Knowles proposed as a progressive learning approach for adult education: andragogy.","PeriodicalId":254464,"journal":{"name":"Research Anthology on Adult Education and the Development of Lifelong Learners","volume":"93 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":"132928163","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: 4
New Horizons for Sustainable Growth in Eurasia Powered by Technology-Infused Adult Learning 以技术为动力的成人学习为欧亚大陆可持续增长开辟新视野
Research Anthology on Adult Education and the Development of Lifelong Learners Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-2551-7.ch007
J. Parker
{"title":"New Horizons for Sustainable Growth in Eurasia Powered by Technology-Infused Adult Learning","authors":"J. Parker","doi":"10.4018/978-1-7998-2551-7.ch007","DOIUrl":"https://doi.org/10.4018/978-1-7998-2551-7.ch007","url":null,"abstract":"On January 1, 2019, an American spacecraft, New Horizons, that had been traveling through space for 13 years discovered Ultima Thule, the farthest object in our Solar System. Technology had expanded the view of our immediate solar system beyond the boundaries of our current exploration and opened a vision for the growth of knowledge and discoveries. This chapter explores the vision of a geographical area that began with disappearing geographical, political, and philosophical boundaries and the emerging new horizons for the Eurasian Region. It explores the role of technology infused adult learning in the achievement of that vision that is sustainable. Over the past almost 30 years, these countries have engaged in a search for sustainable growth and for the ideal of a digital economy. Throughout history, adult learning has been at the core of any forward moving initiative. This chapter will address how this ideal can become reality through exploration of the theories and practices of adult learning infused with technology.","PeriodicalId":254464,"journal":{"name":"Research Anthology on Adult Education and the Development of Lifelong Learners","volume":"54 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":"124936217","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
Application of Digital Technologies, Multimedia, and Brain-Based Strategies 数字技术、多媒体和基于大脑的策略的应用
Research Anthology on Adult Education and the Development of Lifelong Learners Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-8598-6.ch042
Meei Tyng Chai, A. Malik, M. Saad, Mohammad Abdul Rahman
{"title":"Application of Digital Technologies, Multimedia, and Brain-Based Strategies","authors":"Meei Tyng Chai, A. Malik, M. Saad, Mohammad Abdul Rahman","doi":"10.4018/978-1-7998-8598-6.ch042","DOIUrl":"https://doi.org/10.4018/978-1-7998-8598-6.ch042","url":null,"abstract":"Teaching adult learners is challenging because the characteristics of adult learners and their expectations are different from children/early adolescence. Recent advances in digital technology offer various opportunities that are particularly useful in fostering adult learning by transforming traditional “live” classroom-based into “virtual.” This chapter aims to explore how the digital technologies affect the way the brain learns and memorizes, including cognitive, emotional, and behavioral dimensions to promote personal and professional development. First, this chapter presents the application of digital technologies that support and engage adult learners in enhancing knowledge acquisition and retention, discusses the specific engagement techniques for adult, along with the research on multimedia learning. This chapter also covered neuroscience studies related to brain-based learning and strategies. The opportunities and challenges of the use of digital technology and multimedia platform to be effective learning tools for academic context and lifelong learning are also presented.","PeriodicalId":254464,"journal":{"name":"Research Anthology on Adult Education and the Development of Lifelong Learners","volume":"46 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":"127170813","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
From Social Learning to Norm Validation 从社会学习到规范验证
Research Anthology on Adult Education and the Development of Lifelong Learners Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-8598-6.ch062
D. Plumb
{"title":"From Social Learning to Norm Validation","authors":"D. Plumb","doi":"10.4018/978-1-7998-8598-6.ch062","DOIUrl":"https://doi.org/10.4018/978-1-7998-8598-6.ch062","url":null,"abstract":"This chapter asserts that the emergent ontology of critical realism especially as mobilized by sociologist Dave Elder-Vass in his discussion of norm circles provides a powerful theoretical basis for supporting the emancipatory aspirations of critical adult education. According to Michael Welton, because of its capacity to support social learning, critical adult education has a pivotal role to play in human emancipation. Drawing on Jürgen Habermas's critical theory of communicative action, Michael Welton argues that critical adult education's deepest contemporary purpose is to foster social learning that can enable people to resist the destructive colonization of lifeworld contexts. This chapter argues that, while Habermas provides important insight into the normative foundations of critical adult education, his theory of communicative action cannot alone illuminate the ways human learning shapes and is shaped by lifeworld contexts. Elder-Vass's exploration of norm-circles helps identify weaknesses in the concept of “social learning” and identify how, in addition to supporting individual learning, emancipatory adult educators can also support the distinctive emergent power of norm-circles to form and enforce epistemic, discursive, ethical, and practical norms.","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":"125771683","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
Instructional Design for Adult and Continuing Higher Education 成人和继续高等教育教学设计
Research Anthology on Adult Education and the Development of Lifelong Learners Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-4975-8.CH005
D. H. Lim, Jieun You, Junghwan Kim, Jihee Hwang
{"title":"Instructional Design for Adult and Continuing Higher Education","authors":"D. H. Lim, Jieun You, Junghwan Kim, Jihee Hwang","doi":"10.4018/978-1-5225-4975-8.CH005","DOIUrl":"https://doi.org/10.4018/978-1-5225-4975-8.CH005","url":null,"abstract":"The field of adult and continuing higher education has lagged behind in the development of new theories and approaches of instructional design and curriculum development, creating an urgent need for new perspectives and practices among practitioners and instructional faculty. This chapter provides a comprehensive review of instructional design and curriculum development trends, approaches and theoretical/conceptual perspectives and approaches that could be useful in adult and continuing higher education. Based on the review, the chapter proposes contemporary views and implications for practice and research.","PeriodicalId":254464,"journal":{"name":"Research Anthology on Adult Education and the Development of Lifelong Learners","volume":"5 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":"129798218","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: 10
Towards Blended Learning Designs Fostering Adults' Social Capital 培养成人社会资本的混合式学习设计研究
Research Anthology on Adult Education and the Development of Lifelong Learners Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-6292-4.CH003
C. Cocquyt, A. Diep, Chang Zhu, Maurice de Greef, T. Vanwing
{"title":"Towards Blended Learning Designs Fostering Adults' Social Capital","authors":"C. Cocquyt, A. Diep, Chang Zhu, Maurice de Greef, T. Vanwing","doi":"10.4018/978-1-5225-6292-4.CH003","DOIUrl":"https://doi.org/10.4018/978-1-5225-6292-4.CH003","url":null,"abstract":"In responding to the ubiquitous presence of information and communication technology (ICT) in the educational landscape, blended learning has been increasingly adopted in adult education. While adult educators and practitioners face challenges due to such pedagogical shifts in instructional design, they are also encouraged to underscore the emancipatory values of adult education to contribute to the global social exclusion combat. Thus, it is of particular significance to examine how different elements of the blended learning design can result in social outcomes for adult learners. By deconstructing the blended learning design into specific online and general supportive factors, the present chapter sheds more light on the question: How does learning in a blended environment contribute to adult learners' social capital? On top of that, practical recommendations for instructors are put forward.","PeriodicalId":254464,"journal":{"name":"Research Anthology on Adult Education and the Development of Lifelong Learners","volume":"19 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":"125620154","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
Post-Adult Education Alternatives in 45 Years of Learning/Teaching 《45年学习/教学中的后成人教育选择》
Research Anthology on Adult Education and the Development of Lifelong Learners Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-5873-6.CH015
R. Fisher
{"title":"Post-Adult Education Alternatives in 45 Years of Learning/Teaching","authors":"R. Fisher","doi":"10.4018/978-1-5225-5873-6.CH015","DOIUrl":"https://doi.org/10.4018/978-1-5225-5873-6.CH015","url":null,"abstract":"The author critically examines the directional trends that education has gone through in the last 45 years of his teaching and learning experiences, primarily in Alberta, Canada (1972-2017). He argues that, formerly, Alberta was at the leading edge of positive progressive change, before neoliberal ideology invaded Education. Through use of autoethnographic reflection and sociocultural and political contextualization of his educational experiences, the author elaborates the necessity of adopting a holistic-integral alternative path to research and teaching outside of institutionalized mainstream education systems. His emphasis on the affective domain, for example the importance of fear in education, is accompanied by his applications of developmental notions of “post-adult,” transdisciplinary, and integral theoretical work. The purpose of the chapter is to demonstrate, through his own life, a model of potential guidance for teachers, who are questioning how best to negotiate their own careers within the challenges of 21st century neoliberalism and cascading global crises.","PeriodicalId":254464,"journal":{"name":"Research Anthology on Adult Education and the Development of Lifelong Learners","volume":"81 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":"121901237","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
An Adaptive Leadership Approach to Adult Learning and Organizational Research 成人学习与组织研究的适应性领导方法
Research Anthology on Adult Education and the Development of Lifelong Learners Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-5164-5.CH007
S. Norris
{"title":"An Adaptive Leadership Approach to Adult Learning and Organizational Research","authors":"S. Norris","doi":"10.4018/978-1-5225-5164-5.CH007","DOIUrl":"https://doi.org/10.4018/978-1-5225-5164-5.CH007","url":null,"abstract":"Adaptive leadership is presented as an effective approach to adult learning and organizational research, which encourages flexible thinking, double-loop learning, and transformative changes. The most comprehensive adult studies programs and applied research studies in the future will be those where researchers become immersed in the research process and engage with participants in the process of learning and knowledge creation. Through this process, researchers help unleash the creative potential of the organization and gain valuable learning experiences.","PeriodicalId":254464,"journal":{"name":"Research Anthology on Adult Education and the Development of Lifelong Learners","volume":"22 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":"126553942","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-Study as an Emergent Methodology in Career and Technical Education, Adult Education and Technology 作为职业技术教育、成人教育与技术新兴方法论的自学
Research Anthology on Adult Education and the Development of Lifelong Learners Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-8598-6.ch031
Todd S. Hawley, Andrew L. Hostetler
{"title":"Self-Study as an Emergent Methodology in Career and Technical Education, Adult Education and Technology","authors":"Todd S. Hawley, Andrew L. Hostetler","doi":"10.4018/978-1-7998-8598-6.ch031","DOIUrl":"https://doi.org/10.4018/978-1-7998-8598-6.ch031","url":null,"abstract":"In this manuscript, the authors explore self-study as an emerging research methodology with the potential to open up spaces of inquiry for researchers, graduate students, and teachers in a broad array of fields. They argue that the fields of career and technical education (CTE), adult education and technology can leverage self-study methodology in similar ways. They argue that self-study has a great deal to offer both theoretically and practically to those interested in improving their practices as researchers, and for those involved in shaping adult vocational educational experiences. After reviewing the history of self-study as a research methodology, they provide examples of self-study research that have direct implications for those in CTE and adult education and technology. They conclude the manuscript by providing practical guidance to those researching and/or working in schools, community centers and workplaces.","PeriodicalId":254464,"journal":{"name":"Research Anthology on Adult Education and the Development of Lifelong Learners","volume":"9 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":"121351974","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
Examining the Adult Learning in “Giving Back” Initiatives “回馈”活动中成人学习的检视
Research Anthology on Adult Education and the Development of Lifelong Learners Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-1306-4.ch018
R. McWhorter, Mark Owens, J. Neel, Jessica A. Rueter, Gina M. Doepker
{"title":"Examining the Adult Learning in “Giving Back” Initiatives","authors":"R. McWhorter, Mark Owens, J. Neel, Jessica A. Rueter, Gina M. Doepker","doi":"10.4018/978-1-7998-1306-4.ch018","DOIUrl":"https://doi.org/10.4018/978-1-7998-1306-4.ch018","url":null,"abstract":"Service-learning has been identified as a high-impact, experiential teaching practice by the Association of American Colleges and Universities. This chapter examines how service-learning (SL) initiatives at one public institution of higher education allowed students opportunities to give back to their community while gaining valuable adult learning experiences. Three cases are presented describing how graduate and undergraduate students (N=229) enrolled in one of four courses (Political Science, Special Education, Early Elementary Education, and Business) incorporated a service-learning component for relevant and purposeful adult learning outcomes. Following the presentation of each of these cases of service-learning, a cross-case analysis and key terms and definitions are offered.","PeriodicalId":254464,"journal":{"name":"Research Anthology on Adult Education and the Development of Lifelong Learners","volume":"20 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":"116101705","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
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