Journal of Adult and Continuing Education最新文献_第9页

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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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

Why overseas? Vietnamese doctoral students’ motivations for a doctoral study abroad 为什么海外?越南博士生出国读博的动机

IF 1.9

Journal of Adult and Continuing Education Pub Date : 2022-06-02 DOI: 10.1177/14779714221105912

A. Phan

{"title":"Why overseas? Vietnamese doctoral students’ motivations for a doctoral study abroad","authors":"A. Phan","doi":"10.1177/14779714221105912","DOIUrl":"https://doi.org/10.1177/14779714221105912","url":null,"abstract":"This article reports a study that investigated Vietnamese doctoral students’ motivations to pursue their doctoral study outside their home country. Analyses of in-depth interviews with 19 participants revealed what made a PhD abroad imaginable to them, thus revealing the motivational factors for Vietnamese doctoral students to sojourn for their academic undertakings, including professional requirement and academic development, life enrichment and self-exploration, prior transnational experiences and funding availability. Using the conceptual tools of imagination and capacity to aspire, the study highlights not only the capacity to navigate the horizons of aspirations of Vietnamese doctoral students but also the unevenness of imaginative spaces among them. Going beyond the push-pull framework or the traditional binary of external-internal motivation, this study, with a particular focus on imagination and aspiration, emphasises the capacity of the doctoral students and the socio-cultural context that made a PhD abroad a possibility for them. It further illuminates how their capacity to aspire was different from one another, leading to dissimilarities in their imaginative space and maps of horizons.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47958191","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

Factors affecting teachers’ transfer of ICT training: Considering usefulness and satisfaction in a PLS-SEM transfer training model 影响教师信息通信技术培训转移的因素：PLS-SEM转移培训模型中的有用性和满意度

IF 1.9

Journal of Adult and Continuing Education Pub Date : 2022-05-11 DOI: 10.1177/14779714221096500

Katerina Tzafilkou, Maria A. Perifanou, A. Economides

{"title":"Factors affecting teachers’ transfer of ICT training: Considering usefulness and satisfaction in a PLS-SEM transfer training model","authors":"Katerina Tzafilkou, Maria A. Perifanou, A. Economides","doi":"10.1177/14779714221096500","DOIUrl":"https://doi.org/10.1177/14779714221096500","url":null,"abstract":"The success of the teachers’ trainers’ transfer of training can be affected by several factors like teaching self-efficacy, motivation to learn and transfer, and intention to transfer the gained skills and knowledge. This study seeks to analyze the structural relationships among the above-mentioned constructs by integrating the constructs of perceived usefulness and satisfaction of the ICT training programme. The analysis is conducted on quantitative data collected from 117 teacher educators participating in a national programme on “Teachers training on the use and application of digital technologies in the teaching practice” in Greece. Results of the partial least squares structural equation modeling (PLS-SEM) revealed that perceived usefulness and satisfaction of the training programme had a significant positive effect on the teachers’ self-efficacy and intention to transfer the gained ICT training knowledge and skills. Also, pre-training and post-training self-efficacy exerted a direct influence on the teachers’ intention to transfer, motivation to transfer, and motivation to learn. The potential contribution and practical implications in the field of adult education and teachers’ continuing professional development are discussed in the paper.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44074263","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

Moderating effects of emotion regulation difficulties and resilience on students’ mental health and well-being during the COVID-19 pandemic 新冠肺炎大流行期间情绪调节困难和复原力对学生心理健康和幸福感的调节作用

IF 1.9

Journal of Adult and Continuing Education Pub Date : 2022-05-05 DOI: 10.1177/14779714221099609

Katrina A. Rufino, Stephanie J. Babb, Ruth M. Johnson

{"title":"Moderating effects of emotion regulation difficulties and resilience on students’ mental health and well-being during the COVID-19 pandemic","authors":"Katrina A. Rufino, Stephanie J. Babb, Ruth M. Johnson","doi":"10.1177/14779714221099609","DOIUrl":"https://doi.org/10.1177/14779714221099609","url":null,"abstract":"This study examined whether emotion regulation difficulties and resilience in college students moderated changes in mental health over the course of the COVID-19 pandemic. Participants (N = 321) completed surveys assessing mental health, in addition to levels of emotion dysregulation, and resilience during the pandemic, then utilized an anchoring prompt to recall mental health experiences before the pandemic. Correlations revealed participants with higher levels of emotion dysregulation also reported lower levels of resilience. Analyses using the SPSS Macro MEMORE (Montoya, 2019) revealed participants with higher levels of emotion regulation difficulties had greater increases in depression and insomnia, and greater decreases in well-being over the course of the COVID-19 pandemic, while participants with lower levels of resilience had greater increases in depression, anxiety, and insomnia over the course of the pandemic. These results highlight the importance of additional support services and mental health training at universities to meet college students’ immediate and long-term emotional needs stemming from the pandemic.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42725457","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

Adult unmet educational needs: Higher education options amongst adults in rural and small towns in Ghana 成人未满足的教育需求:加纳农村和小城镇成年人的高等教育选择

IF 1.9

Journal of Adult and Continuing Education Pub Date : 2022-05-02 DOI: 10.1177/14779714221096499

B. Agyekum

引用次数: 0