Journal of Adult and Continuing Education最新文献_第7页

Motivational factors influencing nurses’ participation in continuing education sessions: A hospital-based study 影响护士参加继续教育课程的动机因素：一项基于医院的研究

IF 1.9

Journal of Adult and Continuing Education Pub Date : 2022-11-23 DOI: 10.1177/14779714221140925

Driss Ait Ali, Mohamed Fazaz, Brahim Ounaceur, Brahim El Houate, Mohamed El Koutbi, Abdelaati El Khiat, Fatima‐Zahra Senhaji

{"title":"Motivational factors influencing nurses’ participation in continuing education sessions: A hospital-based study","authors":"Driss Ait Ali, Mohamed Fazaz, Brahim Ounaceur, Brahim El Houate, Mohamed El Koutbi, Abdelaati El Khiat, Fatima‐Zahra Senhaji","doi":"10.1177/14779714221140925","DOIUrl":"https://doi.org/10.1177/14779714221140925","url":null,"abstract":"In order to stay up-to-date in the nursing field, nurses must pursue continuous education. This study examined nurses’ motivations to take part in continuing education activities by conducting a survey amongst a sample of nurses employed in two hospitals in south-east Morocco. The survey was carried out using a two-part self-administered questionnaire. Out of 144 nurses who received the questionnaire, 118 (84%) replied. The results showed that the majority of nurses have never participated in a continuing education session in the last 3 years. Respondents’ motivation for continuing education was mainly intrinsic, with the emphasis on factors related to professional competence and knowledge seeking. The use of such results can therefore be of great use to both managers and practitioners in planning continuing education programmes. However, it is desirable that more studies take place to investigate further the issue of continuing education with the aim of promoting and developing professional nursing skills.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":"1 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2022-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41933953","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

Mature Students’ Experience: A Community of Inquiry Study during a COVID-19 Pandemic 成熟学生的经验：新冠肺炎大流行期间的研究社区

IF 1.9

Journal of Adult and Continuing Education Pub Date : 2022-11-01 DOI: 10.1177/14779714221096175

Damien Homer

引用次数: 4

Examining key challenges in the programmes of adult community learning centres in KwaZulu-Natal 审查夸祖鲁-纳塔尔省成人社区学习中心方案中的主要挑战

IF 1.9

Journal of Adult and Continuing Education Pub Date : 2022-11-01 DOI: 10.1177/14779714211070307

Morakinyo Akintolu, Chinaza Uleanya, M. Letseka

{"title":"Examining key challenges in the programmes of adult community learning centres in KwaZulu-Natal","authors":"Morakinyo Akintolu, Chinaza Uleanya, M. Letseka","doi":"10.1177/14779714211070307","DOIUrl":"https://doi.org/10.1177/14779714211070307","url":null,"abstract":"Education is a major tool for development and equalizer. This somewhat accounts for the quest for education, at various levels, including adults who were unable to attain an education degree earlier in life. Thus, Adult Education and Training (AET) programmes are established in different community centres to promote adult literacy in different parts of the world inclusive of South Africa. However, many AET community centres tend not to be achieving the aim for their establishment due to various challenges. Hence, this study examined the challenges that are facing adult community learning centres using KwaZulu-Natal Province of South Africa following that it has one of the highest rates of illiteracy that causes unemployment and poverty. Social Cognitive Theory was employed for theoretical framework. Qualitative method was adopted for the study; hence, face-to-face interviews were conducted for nine purposively selected centre managers from both rural and urban KwaZulu-Natal. The collected data was coded and thematically analysed. The findings show that adult learners, facilitators and government factors inhibit the community learning centres progress. Meanwhile, centre managers strive to support adult community learning by involving different stakeholders in adult education and prioritize same. The study recommends amongst others the adoption of systemic approach where visions of AET are clearly stated to all stakeholders such as learners, facilitators, and the government.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":"28 1","pages":"595 - 614"},"PeriodicalIF":1.9,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66020524","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

Determinants of the Behavioural Intention of Open Distance Learning Students to Use Digital Tools and Resources for Learning in Nigeria 尼日利亚远程开放教育学生使用数字工具和资源学习行为意向的决定因素

IF 1.9

Journal of Adult and Continuing Education Pub Date : 2022-10-20 DOI: 10.1177/14779714221135655

S. Itasanmi

{"title":"Determinants of the Behavioural Intention of Open Distance Learning Students to Use Digital Tools and Resources for Learning in Nigeria","authors":"S. Itasanmi","doi":"10.1177/14779714221135655","DOIUrl":"https://doi.org/10.1177/14779714221135655","url":null,"abstract":"This study investigated determinants of the behavioural intention of Open Distance Learning (ODL) students to use digital tools and resources for learning in Nigeria. The study utilized an online questionnaire to gather data from 522 ODL students from an ODL institution in Nigeria. The Unified Theory of Acceptance and Use of Technology (UTAUT) was the main framework used for the analysis in which attitude was included as an additional variable to seek out a much better model capable of improving the understanding of ODL students’ behavioural intention to use digital tools and resources for learning. Thus, an extended UTAUT model was developed and tested in this study. The model consisted of six constructs: performance expectancy, effort expectancy, social influence, facilitating conditions, attitude and behavioural intention. A Partial Least Square-Structural Equation Modelling (PLS-SEM) was used for data analysis. Results revealed that the proposed model successfully explained critical factors that determine ODL students’ behavioural intention to use digital tools and resources for learning. The study suggested that attitude, performance expectancy and facilitating conditions are the major determinants of behavioural intention to use digital tools and resources but attitude is the most prominent factor. Thus, implications and suggestions for further studies were highlighted.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":"29 1","pages":"124 - 146"},"PeriodicalIF":1.9,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48937126","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: 3

Editorial – COVID-19 responses in adult education, and life beyond 社论——新冠肺炎在成人教育和生活之外的应对措施

IF 1.9

Journal of Adult and Continuing Education Pub Date : 2022-10-15 DOI: 10.1177/14779714221135360

M. Osborne

{"title":"Editorial – COVID-19 responses in adult education, and life beyond","authors":"M. Osborne","doi":"10.1177/14779714221135360","DOIUrl":"https://doi.org/10.1177/14779714221135360","url":null,"abstract":"This bumper issue begins with ﬁ ve articles, all concerned with adult learning and the impacts of COVID-19. As Osborne (2022, p. 95) has reported, ‘ Novel pedagogical approaches to ensure against learning loss, particularly using digital approaches and concomitant support for teachers and parents, have become commonplace during the COVID-19 pandemic ’ . However less attention has been given to potential learning loss experienced by adults; these articles are therefore a welcome contribution to debates concerning the effect of the pandemic. They explore respectively e-learning experiences and gender effects in Ghana ( Olivia Kwapong ), mature student experiences in the UK (Damien Homer), part-time learner satisfaction in Malta ( Luke Anthony Fiorini, Anna Borg and Manwel Debono ) organisational learning in Finland ( Ilpo Laitinen and Jarkko Ihalainenn ) and issues of mental health and well-being in the US ( Katrina Ru ﬁ no, Stephanie Babb, Ruth Johnson ). Issues of health and well-being are a continuing theme in two other articles in this issue. Denise Calhoun ’ s focus concerns the role of education as a potential approach to halting or delaying cognitive decline in older adults. And in a Higher Education context, Anna Sverdlik, Sonia Rahimi and Robert Vallerand consider ‘ the role of passion in adult university students ’ self-regulated learning and psychological well-being ’ and ‘ the process by which passion shapes these out-comes ’ , amongst older, mainly, US undergraduate students. They report two quantitative studies, and suggest two distinct trajectories for students with regard to academic and personal outcomes, one harmonious, another with more negative outcomes.Otherarticles in the issue also concern higher education as a domain of study at various points in the pathway to progression. Cyril Mbeau - ache,","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":"28 1","pages":"309 - 311"},"PeriodicalIF":1.9,"publicationDate":"2022-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44834490","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

Guidelines to enhance community participation in community learning Centers in the kingdom of Cambodia 柬埔寨王国加强社区参与社区学习中心的指导方针

IF 1.9

Journal of Adult and Continuing Education Pub Date : 2022-10-06 DOI: 10.1177/14779714221131893

Piseth Neak, Suwithida Charungkaittikul

{"title":"Guidelines to enhance community participation in community learning Centers in the kingdom of Cambodia","authors":"Piseth Neak, Suwithida Charungkaittikul","doi":"10.1177/14779714221131893","DOIUrl":"https://doi.org/10.1177/14779714221131893","url":null,"abstract":"This research aims to (1) study the current state and needs of the community to enhance participation in community learning centers (CLCs) in Cambodia, and (2) consider the required coverage of guidelines to enhance community participation in CLCs. The research utilized a mixed-method design which conducted a survey with a sample of 28 CLC committee members and 197 community people using stratified random sampling. The quantitative data were analyzed through means [Formula: see text], standard deviation (SD), and Priority Need Index Modified (PNImodified). The in-depth interviews and Likert-scale questionnaires have been conducted with the experts to clarify and confirm the guidelines’ item validity and feasibility. The research found there were few practices and activities of CLC committee members and community people in CLCs as current states are at moderate levels ([Formula: see text] = 2.64, SD = 0.67). Whereas, there was a great demand from CLC committee members and community people to enhance their participation in CLCs as their desirable needs were at a high level ([Formula: see text] = 4.41, SD = 0.66). This study suggests requirements for guidelines which will enhance community participation in CLCs in Cambodia comprising of vision, goals, and guidelines that aim to transform CLCs to become lifelong learning centers by 2030.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2022-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42892435","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

Educating the left – framing party education in Sweden and Spain 教育左派——瑞典和西班牙的政党教育框架

IF 1.9

Journal of Adult and Continuing Education Pub Date : 2022-10-04 DOI: 10.1177/14779714221131831

Maria Arriaza Hult

引用次数: 0

Domain and pedagogical competency and currency: A framework for capability development of adult educators 领域、教学能力与货币:成人教育工作者能力发展的框架

IF 1.9

Journal of Adult and Continuing Education Pub Date : 2022-09-06 DOI: 10.1177/14779714221125494

Zan Chen, I. Murphy

引用次数: 0

Teacher Participation in Continuing Professional Development: A Theoretical Framework 教师参与持续专业发展:一个理论框架

IF 1.9

Journal of Adult and Continuing Education Pub Date : 2022-09-01 DOI: 10.1177/14779714221123603

Moses Njenga

{"title":"Teacher Participation in Continuing Professional Development: A Theoretical Framework","authors":"Moses Njenga","doi":"10.1177/14779714221123603","DOIUrl":"https://doi.org/10.1177/14779714221123603","url":null,"abstract":"Given its importance and value in ensuring quality education, the Continuing Professional Development (CPD) of teachers draws significant attention from researchers. Research has thus focused on teachers’ CPD practices and the factors influencing those practices. However, a broad theoretical framework that relates teacher CPD participation factors to teacher characteristics and explains their interaction and the resultant CPD practices is yet to be developed. To address this gap, this article reviews literature on teacher CPD and synthesizes an empirically testable theoretical framework. The article begins by adopting a wide definition of teacher CPD as all learning that teachers undertake to improve their professional competencies, and proceeds to identify the essential aspects of teacher CPD and the factors that influence teachers’ participation in CPD. An analysis of the literature leads to the conclusion that teacher CPD is a context bound and goal-oriented learning activity, characterized by multiple aims, content, learning methods. By viewing teachers as adult learners and rational choice takers, principles of Adult Education Theory and propositions of the Rational Choice Theory are then used to explain the interaction of the factors and observed CPD practices. The article concludes by presenting several hypotheses and methodological implications arising from the framework.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":"29 1","pages":"69 - 85"},"PeriodicalIF":1.9,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47301291","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: 3

Organisational learning during the coronavirus pandemic: A case study on models for extended learning and complexity management 冠状病毒大流行期间的组织学习：扩展学习和复杂性管理模型的案例研究

IF 1.9

Journal of Adult and Continuing Education Pub Date : 2022-06-18 DOI: 10.1177/14779714221079367

I. Laitinen, J. Ihalainen

引用次数: 3