International Journal of Adult Education and Technology-IJAET最新文献

{"title":"An EEG Study on Students' Learning in Practical and Theory-Based Hospitality Courses","authors":"Liwei Hsu, Yen-Jung Chen","doi":"10.4018/IJAET.2021010103","DOIUrl":"https://doi.org/10.4018/IJAET.2021010103","url":null,"abstract":"This study investigates neural activities of hospitality students when they are in practical and theoretical classes. This study involved 33 freshmen in a hospitality program, who underwent 420 minutes of brainwave data collection using an electroencephalographic (EEG) headset; 831,600 brainwave data points were gathered in seconds. The results show that participants' level of meditation was significantly higher than their level of attention in both classes. Among the five brainwaves, delta, theta, alpha, and beta waves (but not gamma waves) demonstrated significant differences in power spectra of students' brains between practical and theoretical classes. The relevance of learning outcomes to brain activity was also different between the two classes, which suggests that teachers must use different strategies to stimulate students' learning. From the perspective of educational neuroscience, this study produces more empirical evidence on and understanding of the neural nature of hospitality learning and general learning, with implications for teaching.","PeriodicalId":40094,"journal":{"name":"International Journal of Adult Education and Technology-IJAET","volume":"14 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70447908","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}

{"title":"Advancing Community-Engaged Teacher Education Through Narrative, Poetry, and Performance","authors":"A. Zimmerman","doi":"10.4018/ijaet.2020100105","DOIUrl":"https://doi.org/10.4018/ijaet.2020100105","url":null,"abstract":"Learning to become a democratic educator requires listening to and learning from the perspectives, values, goals, and concerns of local communities. Obtaining and learning from this knowledge, however, is not without its challenges. This article will present an overview of community-engaged teacher education as well as some of the challenges inherent to this endeavor. This article will then present an argument for how three particular methodologies of arts-based research (narrative, poetry, and performance) may be effective means through which to capture and share the knowledge possessed by community stakeholders.","PeriodicalId":40094,"journal":{"name":"International Journal of Adult Education and Technology-IJAET","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48174295","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}

{"title":"Ensuring Quality of a Large-Scale Online Assessment for Nursing Students in the 21st Century","authors":"K. Ng","doi":"10.4018/ijaet.2020070104","DOIUrl":"https://doi.org/10.4018/ijaet.2020070104","url":null,"abstract":"The resources and time constraints of assessing large classes are always weighed up against the validity, reliability, and learning outcomes of the assessment tasks. With the digital revolution in the 21st Century, educators can benefit from computer technology to carry out a large-scale assessment in higher education more efficiently. In this article, an in-depth case study of a nursing school that has integrated online assessment initiatives into their nursing program. To assess a large class of first-year nursing students, a series of non-proctored multiple-choice online quizzes are administered using a learning management system. Validity and reliability are commonly used to measure the quality of an assessment. The aim of the present article to analyze these non-proctored multiple-choice online assessments in the context of content validity and reliability. We use this case study to examine online assessment in nursing education, exploring the benefits and challenges. We conclude that instructors have to determine how to use the full potential of online assessment as well as ensure validity and reliability.","PeriodicalId":40094,"journal":{"name":"International Journal of Adult Education and Technology-IJAET","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.4018/ijaet.2020070104","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42990569","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}

{"title":"Facilitating the Shift From Teacher Centred to Student Centred University Teaching","authors":"G. Torrisi-Steele","doi":"10.4018/ijaet.2020070102","DOIUrl":"https://doi.org/10.4018/ijaet.2020070102","url":null,"abstract":"Design thinking is gaining momentum across the many fields of human endeavour, including education. Its use in education is predominantly to shape learning activities undertaken by students with the aim of nurturing the growth of desirable 21st century capabilities in students. There is relatively less attention given to the application of design thinking as a process for educators to engage in with the aim of developing curriculum and teaching practices that are characteristically student centred. In the present article, the author brings to the fore the suitability of design thinking as a process with the potential to further provoke the necessary shift in university teaching from teacher centred, instructive approaches towards the more desirable constructivist, and student centred approaches.","PeriodicalId":40094,"journal":{"name":"International Journal of Adult Education and Technology-IJAET","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.4018/ijaet.2020070102","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42389696","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}

{"title":"Education and Technology: Where Now?","authors":"","doi":"10.5040/9781474235952.0013","DOIUrl":"https://doi.org/10.5040/9781474235952.0013","url":null,"abstract":"","PeriodicalId":40094,"journal":{"name":"International Journal of Adult Education and Technology-IJAET","volume":"3 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80716020","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}

{"title":"Making Sense of Technology and Educational Change","authors":"","doi":"10.5040/9781474235952.0007","DOIUrl":"https://doi.org/10.5040/9781474235952.0007","url":null,"abstract":"","PeriodicalId":40094,"journal":{"name":"International Journal of Adult Education and Technology-IJAET","volume":"5 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78555480","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}

{"title":"Taking Learning to Task: Creative Strategies for Teaching Adults","authors":"Jennifer Anderson","doi":"10.5860/choice.39-0458","DOIUrl":"https://doi.org/10.5860/choice.39-0458","url":null,"abstract":"Taking Learning To Task: Creative Strategies for Teaching Adults Jane Vella San Francisco, California: Jossey-Bass Inc. Many educators are finding that they are a little outdated. With the idea of \"teacher\" being out and the concept of \"facilitator\" in and \"objectives\" being out, but \"learning tasks\" in, the feeling of panic can start to build. However, learning can be facilitated quite easily through learning tasks such as: group discussion, paired projects, case studies and very specific tasks. Many educators have discovered that students actually learn much more through interactive means versus straight lecture. Taking Learning to Task offers a new way to present material to students. Anyone teaching adults will find this a useful book. Vella's entire concept of \"teaching\" centers around the use of \"learning tasks.\" She identifies a learning task as a \"way to structure dialogue\" (p. xiii). Vella also states that Socrates, Jesus, and Buddha were great teachers who \"set great learning tasks because they knew the power of dialogue\" (p. xiu). The goal of learning tasks is to facilitate discussion between the teacher and the learner by using open-ended questions. Vella has identified four components that are needed to make an effective design for learning tasks. These are inductive work, input, implementation and integration. Inductive work is a learning task that incorporates what the learner already knows, or is related to their life. Input includes new content such as concepts, skills or attitudes. Implementation is the act of doing something with the new content (or input). And integration involves using the new content in a real life situation. When designing a course using these four components, an inductive task will use action verbs such as: describe, tell the story of, define, sketch, show, name, etc. This will help the learner to see how something they use daily in their lives or work affects their learning. An inductive task \"sets the stage for learning by sharpening the perception of the learner\" (p. 39). Input tasks will challenge the learner with new content. New content will be presented, a learning task given, and by this process learning will take place. An input task is different than an inductive task because new material is given. The material must be presented as a task for learners to work with, challenge, and recreate to fit their needs. These tasks will \"involve presenting substantive concepts, data, skill sets, and attitudes for examination, comparison, reflection, practice, editing, rearranging, and reconstructing\" (p. 40). Implementation tasks allow the learner to utilize the new concepts or skills they have learned. They should be given time to review, integrate, practice, and examine the new content. …","PeriodicalId":40094,"journal":{"name":"International Journal of Adult Education and Technology-IJAET","volume":"24 1","pages":"51"},"PeriodicalIF":0.3,"publicationDate":"2002-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84520575","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}

{"title":"A Review of Open to Question: The Art of Teaching and Learning by Inquiry","authors":"Marilyn J. Moses","doi":"10.1037/031862","DOIUrl":"https://doi.org/10.1037/031862","url":null,"abstract":"A Review of Open to Question: The Art of Teaching And Learning by Inquiry Walter L. Bateman, Professor at Rochester Community College Exactly when I first realized that Socratic method was effective, and that I needed to incorporate more active question-based discussion in my classrooms, I cannot say, but beyond having read a few articles and having seen a few instructors use the inquiry method to facilitate active learning, I knew I had much to learn. As I cast about for other models from whom to learn, I encountered Walter L. Bateman, professor emeritus at Rochester Community College in Rochester, Minnesota. William Perry writes in the forward to Bateman's 220-pages, \"This is a delightful book, and important. Learning through inquiry has been described before, but never so vividly. Open to Question is addressed to teachers...Walter Bateman writes to be read with ease\" (xi). The tone of the book is comfortably conversational. In the preface, Bateman claims that his book is different from so many others in that it is readable. It is, indeed. If this is a teacher's first search for ways to incorporate inquiry teaching and learning, this book is a great first step because the lessons are complete, the examples clear, current, and concise, and the motivations are logical antecedents of the chapters that follow. \"The problem with the method of inquiry is that not enough teachers use it, not enough understand the power inherent in provocative inquiry, not enough see their jobs as other than transmitting knowledge. They have knowledge; students get it. Teachers know; students learn. Teachers talk; students listen and once in awhile even take notes\" (xv). The rationale continues with Bateman's further admonition of the passive role students often take in the classroom when they simply act as \"soakerfs] up of information, new vocabulary, correct interpretations and the Truth\" (xv). His second justification is that the book \"uses the method it describes\" (xvi). In order to move students into a more active role, Bateman suggests that teachers consider why they should use inquiry. In his opening is one letter from a continuing conversation between the author and a colleague, who does not agree about using inquiry method. Bateman uses illustrations of the differences between merely lecturing and the resulting cynicism and burnout Jack feels, and the excitement generated in the instructor using inquiry as the students engage. \"What I have called inquiry teaching is sometimes called inductive teaching or discovery teaching. And it is tightly overlapped with what we call teaching critical thinking\" (;. 33). Rather than resorting to critical analysis of his colleague's work, he merely asks more questions, often of himself, in order to reach a different place in his understanding, which is one of the main objectives of inquiry learning. Slowly and patiently Bateman exposes his teaching methods to Jack, with the invitation that he \"have fun tearing them apart\" (p.","PeriodicalId":40094,"journal":{"name":"International Journal of Adult Education and Technology-IJAET","volume":"92 1","pages":"39"},"PeriodicalIF":0.3,"publicationDate":"1998-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85672699","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}