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Articles 1 - 12 of 12
Full-Text Articles in Education
Flourishing Young Adults: Lived Lifelong Learning Experiences Through Civic Participation, Junghwan Kim, Christiana G. Horn, Kasie T. Crall, Lisa B. Friesen
Flourishing Young Adults: Lived Lifelong Learning Experiences Through Civic Participation, Junghwan Kim, Christiana G. Horn, Kasie T. Crall, Lisa B. Friesen
Adult Education Research Conference
This phenomenological study aims to examine the lived learning experiences of eight young adults who participated in two AmeriCorps organizations and how those experiences impacted their civic engagement.
The Gap Between Engineering Education And Postgraduate Preparedness, Abdulla Farah Warsame
The Gap Between Engineering Education And Postgraduate Preparedness, Abdulla Farah Warsame
Walden Dissertations and Doctoral Studies
Engineering students entering the workforce often struggle to meet the competency expectations of their employers. Guided by constructivist theory, the purpose of this case study was to understand engineers' experiences of engineering education, deficiencies in practical skills, and the self-learning methods they employed to advance their technical and professional competencies. Working engineers were asked about their experiences overcoming practical skill deficiencies and bridging the gap between education and practice. Interviews with 15 chemical, civil, mechanical, and electrical engineers were analyzed by coding for common statements and identifying themes. Firsthand experiences of the participants captured 3 themes: overall perceptions of engineering …
The Relationship Between Self-Directed Learning And Information Literacy Among Adult Learners In Higher Education, Tiffani Reneau Conner
The Relationship Between Self-Directed Learning And Information Literacy Among Adult Learners In Higher Education, Tiffani Reneau Conner
Doctoral Dissertations
The purpose of this study was to investigate the relationship between self-directed learning and information literacy. Participants completed the Personal Orientation in Self-Directed Learning Scale ([PRO-SDLS], Stockdale, 2003) and the Information Literacy Test ([ILT], James Madison University, 2003). The PRO-SDLS is a self-report scale consisting of 25 statements about self-directed learning preferences in college classrooms. The ILT is a 60-item multiple-choice test that assesses the information literacy skills of college students. Correlation, ANOVA, and multiple regressions were used to test relationships and differences between self-directed learning and information literacy. Despite claims that teaching information literacy creates self-directed learners, composite scores …
Fiction Writing And Learning For Critical Citizenship:Exploring The Potential Of Reading And Writing Fiction To Foster Democratic Learning Opportunities, Patricia A. Gouthro, Susan M. Holloway, Erin Careless
Fiction Writing And Learning For Critical Citizenship:Exploring The Potential Of Reading And Writing Fiction To Foster Democratic Learning Opportunities, Patricia A. Gouthro, Susan M. Holloway, Erin Careless
Adult Education Research Conference
Drawing upon the results of a Social Science and Humanities Research Council of Canada (SSHRC) funded research study, this paper examines connections between lifelong learning, citizenship and fiction writing. Using critical and feminist theoretical perspectives, the paper explores how fiction writing can provide opportunities for adult learning and can address concerns around diversity and inclusion when exploring issues around citizenship.
Competence Development In Fixed-Term Employment, Gesa MüNchhausen
Competence Development In Fixed-Term Employment, Gesa MüNchhausen
Adult Education Research Conference
A German research project seeks to provide answers on how fixed-term employment affects the development of occupational competences. The objective is to compare the impact of this form of employment on competence acquisition by fixed-term employees and employees in “normal” working relationships from a subjective angle. Criteria for comparison are: scope for activity, task diversity, complexity of work, career opportunities, participation in formal continuing train- ing, social support and integration, decision-making powers, information offer- ings as well as job satisfaction. The project uses qualitative and quantitative re- search methods - that are a guided qualitative survey on the one hand …
Exploring The Teaching Mind: Extending Participation In Lifelong Learning Through Engagement With A Supportive Community, Jeremy Szteiter
Exploring The Teaching Mind: Extending Participation In Lifelong Learning Through Engagement With A Supportive Community, Jeremy Szteiter
Jeremy Szteiter
This paper extends the notion of lifelong learning beyond gaining knowledge over a lifetime to preparing oneself to teach what has been learned to others. The "Teaching Mind," as I define the idea, involves thinking about what has been learned and what one knows by reconsidering that knowledge through the eyes of self as a teacher. The Teaching Mind assumes a broad notion of teaching that relates to informal and community learning across all areas of life and culture, beyond professional teaching in formal schools. The pursuit of the Teaching Mind is highly accessible to all those who wish to …
The History Of Unesco’S Lifelong Learning Policy Discourses: A Enduring Social Democratic Liberalist Project Of Global Educational Development, Moosung Lee, Tom Friedrich
The History Of Unesco’S Lifelong Learning Policy Discourses: A Enduring Social Democratic Liberalist Project Of Global Educational Development, Moosung Lee, Tom Friedrich
Adult Education Research Conference
This article exposes precisely what ideological influences have been situated as authoritative and as marginal within UNESCO’s lifelong learning policy discourses over time, periodizing those discourses in terms of their political-economic contexts. As such, analysis reveals UNESCO’s continuous commitment to extending social democratic liberalist lifelong learning discourses of global educational development in the interest of global justice.
From The Margins To The Mainstream And Back Again: A Comparison Of Lifelong Learning In South Korea And The United States, In Tak Kwon, Fred M. Schied
From The Margins To The Mainstream And Back Again: A Comparison Of Lifelong Learning In South Korea And The United States, In Tak Kwon, Fred M. Schied
Adult Education Research Conference
This paper compares the development of lifelong learning in South Korea and the United States. The paper examines how and why lifelong learning has achieved mainstream status in Korea while remaining on the margins in the US.
D Intellectual Resistance As Impetus For Lifelong Learning For Social Justice, Kristopher Wells
D Intellectual Resistance As Impetus For Lifelong Learning For Social Justice, Kristopher Wells
Adult Education Research Conference
This paper employs critical social learning perspectives to investigate the themes of emotional resilience, intellectual resistance, and lifelong learning evident in the experiences of three gay male young adults whom I situate as activist-educators. I discuss how these young adults integrate emotional labour and social learning into resistance work to create counterpublics, which lay challenge to exclusionary heteronormative educational spaces.
Migrant Workers, Grassroots Transnationalism, And Agency In Learning, Romee Lee
Migrant Workers, Grassroots Transnationalism, And Agency In Learning, Romee Lee
Adult Education Research Conference
A new approach to the lifelong learning paradigm is required to include transnational learners. This research shows that migrant workers, who by definition belong to multiple communities, seek learning experiences to sustain and enhance capabilities as contemporary workers. This is the case for why global non-elites form transnational agency with learning priorities.
Towards A New Model Of Work Based Learning In Health And Social Care, Pamela M. Irwin
Towards A New Model Of Work Based Learning In Health And Social Care, Pamela M. Irwin
Adult Education Research Conference
Wenger’s (1998) conception of social participation as a process of learning is the most difficult, yet essential, characteristic of health related work based learning programmes to capture. Informed by a socio-cultural perspective, this integrative model of work based learning applies to any participant at any level in any work context.
Intuiting, Socializing And Playing Around: Women’S Stories Of Informal Learning In The Information Technology Field, Shauna Butterwick, Kaela Jubas, Hong Zhu, Jen Liptrot
Intuiting, Socializing And Playing Around: Women’S Stories Of Informal Learning In The Information Technology Field, Shauna Butterwick, Kaela Jubas, Hong Zhu, Jen Liptrot
Adult Education Research Conference
This report is based on a study of the informal and alternative approaches to learning of women who are working in the rapidly expanding and changing IT field. Using their intuition, borrowing and sharing expertise, and through trial and error, study participants describe essential forms of learning often unacknowledged by both workers and employers