Education Commons^™

Faculty Perceptions Of Professional Growth After Course Design Collaboration With An Instructional Designer: A Phenomenological Study, Althea Anita Streater

Doctoral Dissertations and Projects

This transcendental phenomenological study had the objective of examining the experience of faculty subject matter experts in higher education as they collaborated with instructional designers to develop online learning courses at a college in the northeast United States. The theory guiding this study was Bandura’s theory of self-efficacy. The central research question was: What are the SME reflections on their previous pedagogical and instructional skills, and what growth, if any, can be identified after the course design process? Additional questions examined the faculty's perspective on their past and present pedagogical knowledge. The study took place at a four-year private college …

Using Adult Learning Characteristics And The Humanities To Teach Undergraduate Healthcare Students About Social Determinants Of Health, Elizabeth A. Brown, Hannah Kinder, Garrett Stang, Wendy Shumpert

Community & Environmental Health Faculty Publications

Authors used an andragogy framework to help undergraduate allied health students better understand social determinants of health (SDOH) using a photo essay assignment. The study examined students’ perceptions of SDOH in various communities, description of health outcomes associated with their chosen SDOH, and lessons learned and suggestions to improve the assignment for future cohorts. Data were extracted from photo essays from 2019–2021 and entered in Microsoft Excel and Word for data analysis after course completion. Conventional qualitative content analysis was used to analyze student evaluation data from open-ended questions. Data were extracted from 53 student essays from 2019 to 2021. …

Final Report: The Ecosystem Of 21st Century Employer Supported Education And Training Initiatives, Kathy Harris, Jen Vanek,, Jill Castek, Gloria Jacobs

21CLEO Presentations and Publications

The 21st Century Learning Ecosystem Opportunities (21 CLEO) research was launched to increase understanding of the complexities of learning ecosystems in employer-supported education and training initiatives. This work envisions workplace learning as ecosystems shaped by a constellation of factors that operate in dependent and independent ways.

21st Century Learning Ecosystem Opportunities: Research And Findings, Jill Castek, Kathy Harris, Gloria Jacobs, Jen Vanek,

21CLEO Presentations and Publications

The 21st Century Learning Ecosystem Opportunities (21 CLEO) research was launched to increase understanding of the complexities of learning ecosystems. This report is a summary that aims to share insights about working learners employed in frontline service work, the types of education and training initiatives offered to them, and the outcomes from participating in such employer supported education and training initiatives. The findings shared here are drawn from the collection of presentations, blog posts, and other publications through which we have shared our insights along the way (cited throughout), as well as new material developed as part of our final …

When Enthusiasm For Learning Isn’T Enough, 21cleo Research Team

21CLEO Research Project Blog Posts

21CLEO Research Blog Post No.26

The Little Things Add Up, 21cleo Research Team

21CLEO Research Project Blog Posts

21CLEO Research Blog Post No.25

21cleo Research Team Draws On Critical Race Theory For New Peer Reviewed Article, 21cleo Research Team

21CLEO Research Project Blog Posts

21CLEO Research Blog Post No.24

Ecosystem Of Workplace Education And Training: Where Do Learners Fit?, Kathy Harris, Jen Vanek, Jill Castek, Gloria E. Jacobs

21CLEO Presentations and Publications

Presentation Agenda

● Background on study design and theoretical approaches

● What’s a learning ecosystem?

● Who are the learners?

● Insights gleaned from critical analysis of learner interview data & discussion with key stakeholders (employers, WFD practitioners, educators)

● What’s next in our research

Innovative Learning Group, Kathy Harris, Jen Vanek,, Jill Castek, Gloria Jacobs

21CLEO Presentations and Publications

No abstract provided.

Many Voices: Participants As Research Partners, 21cleo Research Team

21CLEO Research Project Blog Posts

No abstract provided.

Complexifying Paid Learning, 21cleo Research Team

21CLEO Research Project Blog Posts

No abstract provided.

“My Background Is A Little Bit More Than What I Am Now", 21cleo Research Team

21CLEO Research Project Blog Posts

No abstract provided.

Working Learners In An Workplace Learning Ecosystem, 21cleo Research Team

21CLEO Research Project Blog Posts

No abstract provided.

What Do We Mean By Learning?, 21cleo Research Team

21CLEO Research Project Blog Posts

There is no one way a working learner interacts in the workplace to learn. Nor is there just one set of initiatives in the field that promote learning. Learning is a set of interactions that depend on the context, the conditions, the learner, and the learner's goals.

Learning And Job Advancement: Insights From A Follow-Up Questionnaire, 21cleo Research Team

21CLEO Research Project Blog Posts

Over the course of our research project, we were able to interview 27 working Learners employed in frontline service work in the US. Our plans to expand this data set and conduct in-person follow-up interviews was disrupted by the COVID-19 pandemic. In order to have some sense of what our participants' education, work, and lived experiences were like in the year after our interviews, we sent a follow-up questionnaire to all 27 in the summer of 2021 and received responses from 13 individuals. It was important for us to reconnect with these learners after more than a year of societal …

Examining Perspectives Of Immigrant Working Learners & Education Providers: Crt As Analytical Framework, Jen Vanek, Kathy Harris, Gloria E. Jacobs, Jill Castek

21CLEO Presentations and Publications

Research questions in this article include:

• What supports English learners’ participation and engagement in workplace learning?

• Who gets access to learning opportunities?

• Whose workplace learning leads to advancement?
• What do the perspectives of adult working learners reveal about their education and training when viewed through a CRT lens?

Considering Who Has Opportunities For Training And Advancement, 21cleo Research Team

21CLEO Research Project Blog Posts

The three working learners featured in this blog post represent contrasting experiences that help us to understand the level and quality of support from such mediators as has become evident in our research, and the resu Its on the careers of these learners. Al I names used are pseudonyms.

21st Century Learning Ecosystem Opportunities Convening, 21cleo Research Team

21CLEO Presentations and Publications

No abstract provided.

Critical Race Theory: Convening 2, Kathy Harris, Jen Vanek,, Jill Castek, Gloria Jacobs

21CLEO Presentations and Publications

We seek to identify the factors that incentivize frontline service workers to engage in workplace-sponsored learning activities that support development of 21st century skills, including specific workplace skills, digital literacy, English language and literacy, problem solving, and adult basic skills. Central to this study is elevating the voice of the working learner.

Understanding Learners Through Personna: Convening 1, Kathy Harris, Jen Vanek,, Jill Castek, Gloria Jacobs

21CLEO Presentations and Publications

We seek to identify the factors that incentivize frontline service workers to engage in workplace-sponsored learning activities that support development of 21st century skills, including specific workplace skills, digital literacy, English language and literacy, problem solving, and adult basic skills. Central to this study is elevating the voice of the working learner.

Naomi: Learning For Future Possibilities, 21cleo Research Team

21CLEO Research Project Blog Posts

We've published 5 blog posts that present different personas of working learners. These personas are drawn from our interviews with frontline worker learners across the country who are participating in employer-supported learning opportunities. The personas characterize aspects of a set of real people - capturing and blending them in order to create one story that illustrates a broader representation of a participant in an employer-supported educational program or course.

Global Research On Andragogy: A Bibliometric Analysis, Shakil Ahmad, Saghir Mehar, Nadeem Siddique, Muhammad Ajmal Khan

Library Philosophy and Practice (e-journal)

This study presents an overview of the published research in the field of andragogy using bibliometric methods. Scopus database produced a list of 698 manuscripts that were cited 2383 times with an average of 3.41 citations per publication. More than 89% of Scopus-based research on andragogy was published in the English language while 61% of this research was published in form of journal articles. Proceeding papers followed the journal articles in preferred types of publication that researchers opted to published their research in. The University of Ottawa was the most active institution publishing the highest number of publications followed by …

21st Century Learning Ecosystem For Working Learners, Kathy Harris, Jen Vanek,, Jill Castek, Gloria Jacobs

21CLEO Presentations and Publications

• What are the experiences of working learners in employer sponsored learning?
• What motivates frontline service workers to participate in employer sponsored learning opportunities, many of which are offered online?
• What factors support working learners’ continued participation and their success?

A Journey Towards Cultural Proficiency: Lessons Learned From Africa, Corinne Brion

Educational Leadership Faculty Publications

This autoethnography tells my story as a French American woman who lives in the United States and worked with hundreds of school leaders in five African countries over a period of six years. Using a cultural proficiency continuum, I illustrate my learning and changing frames of references pertaining to cultural differences. Movement along the continuum indicates an alteration in thinking that progresses from marginalization to inclusivity. My experiences, mistakes, and lessons learned contribute to the discourse on cultural difference. For six years, I spent more time on the African continent than in my American home. These extended stays allowed me …

So, Why Persona?, 21cleo Research Team

21CLEO Research Project Blog Posts

A colleague asked us a thoughtful and compelling question - why did we create the personas and how do these personas help employers, human resources staff, people working in workforce education, and those in adult education? We wrote this blog post to address those questions.

Dani: Front-Line Supervisor Paid Hourly Seeking Certification For Advancement, 21cleo Research Team

21CLEO Research Project Blog Posts

In our final two blog posts we offer personas based on people who are working to earn a degree or certificate, including Regina: Healthcare worker seeking to establish a career and, here in our final persona to date, Dani, an hourly frontline supervisor who wants to earn a certificate and advance her career.

Regina: Healthcare Worker Seeking To Establish A Career, 21cleo Research Team

21CLEO Research Project Blog Posts

In this post, we share our fourth persona, this one based on people who are working to earn a degree or certificate.

Elise: Juggling Work, Required Training, And Long-Term Goals, 21cleo Research Team

21CLEO Research Project Blog Posts

In past posts we talked about how we are using persona as a research tool and our process for creating personas. In our last post we described Neberu, who is working to feel comfortable interacting with English speakers. In the next several posts we will continue to present the personas we have created.

Neberu: Working To Feel Comfortable Interacting With English Speakers, 21cleo Research Team

21CLEO Research Project Blog Posts

In the next several biogs we will continue to present the personas we have created based on our interviews with working learners.

Alimayu: College-Educated Retail Worker Learning English, 21cleo Research Team

21CLEO Research Project Blog Posts

In past blogs we talked about how we are using persona as a research tool and our process for creating personas. In the next several biogs we will present the personas we have created based on our interviews with working learners.