Adult Learning最新文献_第5页

A Métis Approach for Beyond Democracy: Otipemisiwak (Selves-Governing), Wâhkôhtowin (all Related), and Manito (Good Vibe) (OWM) 一种超越民主的msamims方法:Otipemisiwak(自我管理)，Wâhkôhtowin(所有相关)和Manito(良好的氛围)(OWM)

IF 1.3

Adult Learning Pub Date : 2023-07-27 DOI: 10.1177/10451595231187835

S. Jarvis

引用次数: 0

Exploring the Role of ChatGPT as a Facilitator for Motivating Self-Directed Learning Among Adult Learners 探讨ChatGPT作为促进成人学习者自主学习的促进者的作用

IF 1.3

Adult Learning Pub Date : 2023-06-20 DOI: 10.1177/10451595231184928

Xi Lin

{"title":"Exploring the Role of ChatGPT as a Facilitator for Motivating Self-Directed Learning Among Adult Learners","authors":"Xi Lin","doi":"10.1177/10451595231184928","DOIUrl":"https://doi.org/10.1177/10451595231184928","url":null,"abstract":"This study explores the potential of ChatGPT as a virtual tutor to facilitate self-directed learning (SDL) among adult learners in asynchronous online contexts. Although SDL has been identified as a critical skill, factors such as the lack of skills to find resources and the absence of a supportive learning environment could impede adult learners’ ability to engage in SDL. By harnessing the power of AI, ChatGPT can assist adult learners in setting learning goals, locating available resources, designing personalized learning plans, monitoring their performance, and reflecting on their learning experiences, ultimately leading to the effective completion of SDL. This study also discusses several existing limitations and challenges, including the need for instructors to provide guidance on creating prompts to use ChatGPT effectively, the possibility of learners becoming reliant on ChatGPT, the significance of institutions to provide policies of proper use of ChatGPT, and the necessary for AI developers to continuously improve the algorithms and data used by the system to minimize the likelihood of providing incorrect and irrelevant information. Additionally, some questions are raised regarding the balance between the use of ChatGPT and engagement with human instructors to ensure optimal learning outcomes. This study aims to enlighten adult educators and practitioners towards the integration of ChatGPT in asynchronous online learning to facilitate adult learning.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":"5 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86367982","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

Fostering Intercultural Effectiveness and Cultural Humility in Adult Learners Through Collaborative Online International Learning 通过协作式在线国际学习培养成人学习者的跨文化有效性和文化谦逊性

IF 1.3

Adult Learning Pub Date : 2023-06-09 DOI: 10.1177/10451595231182447

A. Anderson, Justina Or

{"title":"Fostering Intercultural Effectiveness and Cultural Humility in Adult Learners Through Collaborative Online International Learning","authors":"A. Anderson, Justina Or","doi":"10.1177/10451595231182447","DOIUrl":"https://doi.org/10.1177/10451595231182447","url":null,"abstract":"Collaborative Online International Learning (COIL) is a simulated global exchange experience that utilizes technology to bridge the gap between classrooms worldwide. Past research suggests that COIL may be useful in facilitating intercultural communication effectiveness and cultural humility for adult learners. As such, this quantitative study sought to examine the effects of a COIL experience that connected adult learners in the United States and Brazil on their intercultural effectiveness and cultural humility. Two instruments were used to collect data, including the Cultural Humility Scale and Intercultural Effectiveness Scale before and after the COIL experience. Data analyses revealed statistically significant increases in participants’ intercultural effectiveness and cultural humility following the COIL experience. These findings provided insights into the effects of COIL on the intercultural effectiveness and cultural humility of adult learners. They also informed andragogical practices for cultivating attitudes, skills, and behaviors for intercultural interactions among adult learners in educational and other professional settings. However, further research on the outcomes of COIL is beneficial.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":"11 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88574217","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

Fundamentals of Digital Health Literacy: A Scoping Review of Identifying Core Competencies to Use in Practice 数字健康素养的基础:确定在实践中使用的核心能力的范围审查

IF 1.3

Adult Learning Pub Date : 2023-06-07 DOI: 10.1177/10451595231178298

Junghwan Kim, Miranda A. Livingston, Bora Jin, Miriam Watts, Jihee Hwang

引用次数: 2

A Correlational Study on Reflective Capacity and Ethical Engagement in Adult Learners of Health Professions 卫生专业成人学习者反思能力与伦理参与的相关研究

IF 1.3

Adult Learning Pub Date : 2023-05-23 DOI: 10.1177/10451595231178279

Justina Or, Elizabeth Golba

{"title":"A Correlational Study on Reflective Capacity and Ethical Engagement in Adult Learners of Health Professions","authors":"Justina Or, Elizabeth Golba","doi":"10.1177/10451595231178279","DOIUrl":"https://doi.org/10.1177/10451595231178279","url":null,"abstract":"Because professional ethical engagement is essential to the delivery of high-quality healthcare services, health professions education programs must have effective instructional practices to train future healthcare providers of various disciplines to practice ethically. As research has found reflection to be an effective instructional practice for educating adult learners and teaching professional ethics, promoting health professions students’ tendency to reflect by boosting their reflective capacity may be helpful. Therefore, the study sought to examine the relationships between reflective capacity and professional ethical engagement to offer quantitative evidence for the significance of reflection in professional ethical engagement among health professions students. Correlational analyses revealed a strong, positive relationship between reflective capacity and professional ethical engagement in health professions students. Reflective capacity, specifically reflection-on-action and self-appraisal, could predict professional ethical engagement in health professions students. These findings provided insights into the reflective capacity and professional ethical engagement in health professions students. However, further research on the relationship between reflective capacity and professional ethical engagement in adult learners of health professions is needed.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":"200 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83072514","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

A Trauma-Informed Inquiry of COVID-19's Initial Impact on Adult Education Program Administrators and Instructors in the United States. COVID-19对美国成人教育项目管理员和教师的初步影响的创伤知情调查。

IF 0.9

Adult Learning Pub Date : 2023-05-01 Epub Date: 2022-03-02 DOI: 10.1177/10451595211073724

David A Housel

{"title":"A Trauma-Informed Inquiry of COVID-19's Initial Impact on Adult Education Program Administrators and Instructors in the United States.","authors":"David A Housel","doi":"10.1177/10451595211073724","DOIUrl":"10.1177/10451595211073724","url":null,"abstract":"<p><p>The COVID-19 pandemic has had a profound impact on adult education programs globally, transforming in-person operations to distance, online enterprises often overnight. Many administrators, instructors, and program staff have been inordinately burdened physically, economically, and socially by the pandemic in ways that could be considered traumatic. The pandemic has also revealed how the insufficient access to educational technology and limited digital literacy has affected program administrators, instructors, and adult students alike. Can the pandemic create the opportunity to elevate adult learning and restructure existing policies and practices moving forward? To grapple with the answers to this question, this exploratory qualitative study sought the perspectives and insights of program administrators and instructors in adult education programs in the northeastern United States. Through an online, mostly open-ended questionnaire, self-reflections of lessons learned were analyzed through a trauma-informed lens (Gross, 2020). Through multiple rounds of coding, the following themes emerged: (1) balancing multiple stressors; (2) coping with pandemic uncertainty; and (3) addressing virtual classroom engagement, remote work, and the digital divide. Recommendations for modifying preservice preparation and ongoing professional development and making programmatic policies and instructional practices that promote distance teaching/learning and digital literacy in more trauma-responsive and inclusive ways were proposed as were areas for future research.</p>","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":"38 1","pages":"68-78"},"PeriodicalIF":0.9,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8894915/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74692523","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Book Review: on Teaching and Learning About Family Literacy and Family Literacy Programs 书评:关于家庭扫盲和家庭扫盲计划的教与学

IF 1.3

Adult Learning Pub Date : 2023-03-15 DOI: 10.1177/10451595231161346

Gina Sarabella

引用次数: 0

But, is it Adult Education? Disciplinary Boundaries of Adult Education and Higher Education 但是，这是成人教育吗?成人教育与高等教育的学科界限

IF 1.3

Adult Learning Pub Date : 2023-02-28 DOI: 10.1177/10451595231159430

Lilian H. Hill, Carol Rogers-Shaw, Davin J. Carr-Chellman

引用次数: 1

Using a Student-Developed Case Study Activity for Online Discussion Guided by a Three-Tier Case Method Model 在三层案例方法模型的指导下，使用学生开发的案例研究活动进行在线讨论

IF 1.3

Adult Learning Pub Date : 2023-01-13 DOI: 10.1177/10451595231151732

Xi Lin

引用次数: 1

The Innovative Use of Technological Tools (the ABCs and Ps) to Help Adult Learners Decrease Transactional Distance and Increase Learning Presence 创新地使用技术工具(abc和Ps)来帮助成人学习者减少交易距离和增加学习在场感

IF 1.3

Adult Learning Pub Date : 2023-01-05 DOI: 10.1177/10451595221149768

S. Howell, Michael C. Johnson, Jana C. Hansen

{"title":"The Innovative Use of Technological Tools (the ABCs and Ps) to Help Adult Learners Decrease Transactional Distance and Increase Learning Presence","authors":"S. Howell, Michael C. Johnson, Jana C. Hansen","doi":"10.1177/10451595221149768","DOIUrl":"https://doi.org/10.1177/10451595221149768","url":null,"abstract":"One of the pedagogical benefits that emerged from the pandemic period for adult learners was that teachers, in addition to supporting institutions, were more willing to consider and introduce technological innovations to the learning experience. For 2 years, teachers and institutions had no choice. Unanticipatedly, some of these innovative strategies also engaged and empowered otherwise hesitant instructors and marginalized adult learners. This article briefly introduces categories of instructional technology tools that emerged from this period to help democratize adult learning—giving all adults opportunities to be heard, manage anxiety and introverted tendencies, to work with others, and to inform learning decisions for instructor and student alike, etc. These practices are briefly contextualized and referenced within the field using both Michael Moore’s Theory of Transactional Distance and Garrison, Anderson and Archer’s Community of Inquiry theoretical framework. The four categories of instructional technology tools featured in this article include: (1) Annotation (social) tools; (2) Backchanneling tools; (3) Collaboration tools; and (4) Polling (student response systems) tools.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":"70 1","pages":"181 - 187"},"PeriodicalIF":1.3,"publicationDate":"2023-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91211043","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