Relevant bibliographies by topics / Journal of adult education

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Journal of adult education'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Journal of adult education"

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Boeren, Ellen. "The Methodological Underdog: A Review of Quantitative Research in the Key Adult Education Journals." Adult Education Quarterly 68, no. 1 (2017): 63–79. http://dx.doi.org/10.1177/0741713617739347.

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An examination of articles published in leading adult education journals demonstrates that qualitative research dominates. To better understand this situation, a review of journal articles reporting on quantitative research has been undertaken by the author of this article. Differences in methodological strengths and weaknesses between quantitative and qualitative research are discussed, followed by a data mining exercise on 1,089 journal articles published in Adult Education Quarterly, Studies in Continuing Education, and International Journal of Lifelong Learning. A categorization of quantitative adult education research is presented, as well as a critical discussion on why quantitative adult education does not seem to be widespread in the key adult education journals.
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Dizdar, Senada, and Amina Isanović Hadžiomerović. "Časopis Obrazovanje odraslih - bibliografska opremljenost i sadržajna analiza objavljenih članaka (2001-2017)." Obrazovanje odraslih/Adult Education, no. 1 2018 (2018): 73–100. http://dx.doi.org/10.53617/issn2744-2047.2018.18.1.73.

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Journals represent the most prominent medium of formal scholarly communication, and therefore, evaluation of journals has become an important tool for researchers who publish novel research results as well as for those who wish to be up-todate with the current research streams. Within this context, the analysis of Journal Adult Education was conveyed aiming to identify changes that were brought in the editing process of the Journal from 2001 until 2017. This general research objective is further divided into two research tasks – bibliographic analysis and content analysis of the journal. On the basis of bibliometric method on the selected sample of contributions, presence (or omission) of the following identification bibliographic data were assessed: author name, article title, author’s institutional affiliation, author’s contact details; article’s UDC, abstract and key words in two languages; article title and reference list. Further analysis included also author’s country of origin. The second research task was aimed at content analysis of published articles, in particular, scholarly-professional communication in adult education, which reflects cognitive texture of the field. The focus of analysis was content elements such as: key words, thematic focus and the level of andragogical approach to the given phenomenon. The results indicate that the Journal has witnessed increase in the quality of data of article identification, that on the basis of larger representation of authors from the neighbouring countries it can be regarded as regional journal, but that it is still not thematically clearly defined. Andragogical approach in much regard is mixed with approaches of other disciplines, more or less congenial to it, even to a certain extent completely deviating from the logics of adult education.
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Karakoc, Berna. "Views of Academic Staff in Universities on Lifelong Learning and Adult Education." Asian Journal of Education and Training 7, no. 3 (2021): 195–203. http://dx.doi.org/10.20448/journal.522.2021.73.195.203.

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The general aim of this study is to find out the views of academic staff working at universities on lifelong learning and adult education. While finding out the views of academic staff, the 6 principles of Andragogy Approach, which includes the characteristics of adults about learning, were taken as basis and the professional or personal development trainings academic staff received were analysed separately within the framework of these principles. Interview technique, one of the most frequently used in qualitative research methods, was used in the study. Interviews were made with a total of 20 academic staff who had received training within the scope of adult education and lifelong learning. The interviews were recorded with a voice recorder and transcribed. The transcribed data were evaluated with descriptive analysis method and then they were coded. Interpretations were made by using the codes. As a result, it was found that the academic staff in general had received education on lifelong learning and adult education voluntarily and it was concluded that they received these trainings for professional or personal development, to increase their quality of life, to gain experience, to advance academically and for similar reasons.
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Black, Stephen, Diana Coben, Katherine Gordon, et al. "Editorial." Literacy and Numeracy Studies 21, no. 1 (2013): 1–4. http://dx.doi.org/10.5130/lns.v21i1.3327.

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This issue of Literacy and Numeracy Studies: An international journal in the education and training of adults marks the 21st volume of the journal, previously published as Open Letter: Australian Journal for Adult Literacy Research and Practice.
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English, Leona M., Ashley Gleiman, Catherine A. Hansman, Qi Sun, and Jeff Zacharakis. "Editing Adult Education Quarterly: Reflections on the Editorial Role." Adult Education Quarterly 69, no. 4 (2019): 338–47. http://dx.doi.org/10.1177/0741713619870998.

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This essay is a reflection of our five-year jouney at co-editors of Adult Education Quarterly. We identify some of our accomplishments and challenges, as well as critique some of our editing practices and role as editors. We also discuss our goal to strengthen AEQ’s position as a premier international research journal in adult education and learning, and how we used AEQ Forum as a venue to introduce important issues. Finally we identify some future trends that may affect our journal and profession.
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Dolly, Martha R. "Adult ESL Students' Management of Dialogue Journal Conversation." TESOL Quarterly 24, no. 2 (1990): 317. http://dx.doi.org/10.2307/3586912.

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Lineo, Johnson, and Quan-Baffour Kofi Poku. "The Effectiveness of Adult Basic Education and Training Programmes: An Exploratory Study of Adult Educators from 2002 To 2012." International Journal of Asian Social Science 5, no. 5 (2016): 288–302. http://dx.doi.org/10.18488/journal.1/2016.6.5/1.5.288.302.

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Robertson, Catherine. "Editorial policy." Journal of Vocational, Adult and Continuing Education and Training 3, no. 1 (2020): 2. http://dx.doi.org/10.14426/jovacet.v3i1.131.

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The Journal of Vocational, Adult and Continuing Education and Training (JOVACET) recognises the need for critical engagement through studies in TVET and Adult and Continuing education and training, and for encouraging critical scrutiny of this expansive knowledge area on the African continent.
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Bean, Thomas W., and Nicole Rigoni. "Exploring the Intergenerational Dialogue Journal Discussion of a Multicultural Young Adult Novel." Reading Research Quarterly 36, no. 3 (2001): 232–48. http://dx.doi.org/10.1598/rrq.36.3.1.

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Yasukawa, Keiko. "Editorial." Literacy and Numeracy Studies 22, no. 1 (2014): 1–2. http://dx.doi.org/10.5130/lns.v22i1.4175.

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This issue of Literacy and Numeracy Studies farewells one of our founding editors, Rosie Wickert. Rosie was instrumental in bringing the predecessor journal Open Letter to the University of Technology, Sydney in 1997, and giving it a new name and life as Literacy and Numeracy Studies: An international journal in the education and training of adults. Rosie brought to the Journal her strong commitment to developing a research informed field of adult literacy and numeracy in Australia, and her own strong research and policy engagement in the field. Even after her retirement from the University, Rosie continued her active involvement in the Journal. On behalf of the editorial group, I wish to express our deepest thanks to Rosie for her tireless work with the Journal.
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Dissertations / Theses on the topic "Journal of adult education"

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Workman, Jeffrey Dale. "Exploring the Level of Evidence of Impact Collected through Program Evaluation by Cooperative Extension as Published in the Journal of Extension." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1291120544.

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Engelbrecht, Jacobus Johannes. "Transformative and emancipatory challenges for facilitators of adult learning : a learning journey." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/52040.

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Thesis (MPhil)--University of Stellenbosch, 2000.<br>ENGLISH ABSTRACT: Exploring emancipatory and transformative paradigms towards lifelong learning in the new millenium confront facilitators of adult learning to reflect critically on their own paradigms and practices of learning. Transformative learning occurs in this process of revision and reflection and when it leads to transformed meaning perspectives or change, emancipatory learning takes place. This implies that the process of critical reflection can be seen as a key to adult learning. Out of this background the broad question arises of how facilitators of adult learning can be prompted to engage in reflection on their own learning journeys to playa role in uplifting the status of adult learning and to become lifelong learners themselves. This study, in the form of a personal learning journey, in the short term addresses this question by focusing on three levels namely: ~ Exploring more relevant and alternative research approaches to the field of adult learning ~ Exploring adult learning theory in a dialogical and reflective manner ~ Developing integrated and holistic models for adult learning and lifelong learning in a constructivist and reflective manner. In the long term the learning journey aims to effect a framework for the narratives of other facilitators of adult learning in constructing meaning-making in their processes of transformative and emancipatory learning. A constructivist, biographical and dialogical approach is followed to engage reflectively with my inquiry and aiming at creating emancipatory and transformative challenges for facilitators of adult learning. It invites facilitators to respond in a critical, dialogical and reflective manner to their changing environments and practices. Adult learning theory is explored in a dialogical manner and an integrated and holistic model for adult learning is developed. My learning journey thus challenges other facilitators of adult learning to provide leadership in their practice by developing the ability to reflect critically resulting in alternative ways of engaging with the challenges facing us towards a learning millenium.<br>AFRIKAANSE OPSOMMING: Transformatiewe en Emansipatoriese Uitdagings vir Fasiliteerders van Volwassene Leer: 'n Lerende Reis Deur emansipatoriese en transformatiewe paradigmas op pad na lewenslange leer in die nuwe millenium te eksploreer word fasiliteerders van volwassene leer gekonfronteer om krities oor hul eie paradigmas en praktyke van leer te reflekteer. Transformatiewe leer vind plaas in die proses van revisie en refleksie en wanneer dit lei tot getransformeerde betekenis perspektiewe of verandering, vind emansipatoriese leer plaas. Dit impliseer dat die proses van kritiese refleksie as 'n sleutel tot volwassene leer gesien kan word. Vanuit hierdie agtergrond ontstaan die breë vraag van hoe fasiliteerders van volwassene leer geïnspireer kan word om te reflekteer oor hulle eie lerende reise en daardeur 'n rol te speel in die opheffing van die status van volwassene leer en om hulself lewenslange leerders te word. Hierdie studie, in die vorm van 'n persoonlike lerende reis, spreek die vraag op die korttermyn op drie vlakke aan, naamlik: ~ Eksplorering van meer relevante en alternatiewe navorsingsbenaderings in die veld van volwassene leer ~ Eksplorering van volwassene leer teorie op 'n dialogiese en reflektiewe wyse ~ Ontwikkeling van geïntegreerde en holistiese modelle vir volwassene leer en lewenslange leer op 'n konstruktivistiese en reflektiewe wyse. Die lerende reis beoog om op die langtermyn 'n raamwerk vir die narratiewe van ander fasiliteerders van volwassene leer daar te stel in konstruktiewe betekenismaking in hul prosesse van transformatiewe en emansipatoriese leer. 'n Konstruktivistiese, biografiese en dialogiese benadering word gevolg ten einde reflektief om te gaan met my ondersoek met die doelom emansipatoriese en transformatiewe uitdagings aan fasiliteerders van volwassene leer te stel. Fasiliteerders word uitgenooi om op 'n kritiese, dialogiese en reflektiewe wyse te reageer op hul veranderende omgewings en praktyke. Volwassene leer teorie word geeksploreer op In dialogiese wyse en In geïntegreerde en holistiese model vir volwassene leer is ontwikkel. My lerende reis konfronteer dus ander fasiliteerders van volwassene leer met die uitdaging om leierskap daar te stel in hulle praktyk deur die vermoë te ontwikkel om krities te reflekteer. Die resultaat hiervan is om oorweging te skenk aan alternatiewe maniere van omgaan met die uitdagings wat ons in die gesig staar op pad na 'n lerende millenium.
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Jones, Tinner LaShanta Y. Ph D. "The Spiritual Journey: Black Female Adult Learners in Higher Education." University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1384334101.

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DeGiovanni, Katya S. "Transitions amidst transition : the journey of Maltese students from compulsory education to further education and/or work." Thesis, University of Nottingham, 2012. http://eprints.nottingham.ac.uk/12613/.

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Further Education (FE) is almost a new venture on the Maltese Islands particularly for UK NVQ Levels 1 and 2. In 2001 the Malta College of Arts, Science and Technology (MCAST)introduced the Foundation Certificate: A Further Education (FE) access course without entry requirements. Drawing mainly on the study by Ball, Maguire and Macrae (2000), Bourdieu’s habitus and structure (1977; 1990; 1993) as well as Evans’ bounded agency (2002; 2007) and Evans and Heinz’s (1993: 1994) transition types, this thesis explores the transitory experience of eight female students from Compulsory to Further Education. Between 2007 and 2010 these students narrated their experiences prior to entry at MCAST, as students on the MCAST campus, during their work placements as well as on their workplace. Findings indicate that FE and work were chosen by elimination of the academic path even though it seems that school did not prepare the participants for these routes. The MCASTBTEC formative assessment system was deemed harder to get used to but fairer than the exam-based system. At MCAST students felt free to make their own choices and were treated as adults. Work placement experience for students seems to influence course choice. Full-time workers ex-students) indicated that they were given a lot of training, and that work was an alternative learning environment. This was important to retain their job and to further their studies. This thesis identifies three transition trajectories as well as a model for understanding the self in transition to FE within the Maltese context by identifying theories which are adaptable to this particular scenario. It also provides key learnings for policy makers and practitioners within the Maltese educational context. These include the exposure of students to MCAST, in-service training for subject and guidance teachers at service in secondary schools and guidelines for standardized induction as well as monitoring programmes aimed at increasing student retention. These strategies would ease the transition period making both MCAST and secondary schools more inclusive learning environments.
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Brunette, Kathryn Elaine. "Adult ESL Writing Journals: A Case Study of Topic Assignment." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4738.

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Over the past ten years, the use of student writing journals has become increasingly widespread in the TESOL field. Such journals serve a wide variety of purposes: a cultural diary, a free writing exercise, a forum for reaction or comment on readings or classroom discussions, in addition to a form of teacher/student dialogue. The main purpose of this study has been to determine the relationship of topic assignment to the quantity and quality of resulting entries. The data, 144 journal entries generated by ten adult ESL students over a period of ten weeks, were measured for length, in terms of total words and total number of T-units, and quality as assessed by the Jacobs profile (1981) which considers the following areas: content, organization, vocabulary, language use and mechanics. In addition, student reactions to instructor comments and attitudes toward journal keeping were explored in an end of term questionnaire. It was found that, on a group level, the assignment of four specified topic types (A. Topics relating to class lectures and discussions, B. Topics relating class discussions to the students' respective cultures, C. Topics relating to class or personal experiences and D. No topic assignment) did not appear to have any relationship with either the quality or quantity of writing. However, on an individual level, topic assignment did seem to have a relationship with the quantity of writing and in some cases, the quality as well. In considering student reaction to instructor comments, all students reported reading instructor comments, but rarely responded to them. When considering topic assignment, 74% of the students stated preferring an assigned topic, yet 60% actually wrote more when given a free choice of topic. Also, on the individual level, students stated a variety of topic type preferences that roughly corresponded with an increase in entry length. Finally, students seemed to have a positive attitude toward journal keeping as 80% stated they would like to keep a journal next term.
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Rys, Gregory Paul. "Nurse Practitioner Residency Programs: An Educational Journey." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2056.

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Primary care is in a state of crisis due to the lack of clinicians and increasing numbers of insured patients. Encouraging more students to go directly through school for their doctor of nursing practice degree and nurse practitioner (NP) certifications is one proposal to alleviate this crisis. However, this approach would deliver graduates with minimal leadership and clinical experiences directly into practice. One resolution to mitigate this concern would be an NP residency program. Evaluating the knowledge and attitudes of stakeholders prior to the implementation of a NP residency program is an important first step to this implementation plan. The purpose of this project was to assess the knowledge and attitudes about NP residency programs of 2 stake holders: administrators and NPs at a rural upstate New York health care system, Bassett Healthcare, and to compare responses of those fiscally with those clinically oriented. Using literature less than 6 years old about NP residencies, a 28-question survey tool was created to assess knowledge and attitudes of NP residency programs. Content validity was established by 6 hand-selected NPs and administrators who had expert knowledge of residency programs. Once validity was established, the tool was distributed to a convenience sample of NPs and administrators at Bassett Healthcare Network via e-mail. The sample included 20 administrators and 44 NPs. A Mann-Whitney U test revealed no statistical differences between the 2 groups on any item. However, a majority of both groups felt the programs should be mandatory for all NPs. This project may be the first step in formation of a NP residency program that could alleviate transitional stress, decrease turnover, and produce better clinically-prepared NPs, thus benefitting the profession and society.
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Best, Cecilia Torres. "A literacy journey of empowerment for adult Hispanic students in a community college's learning center." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1274.

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Beddes, Kiera. "What is Being Said about Historical Literacy in Literacy and Social Studies Journals: A Content Analysis." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/5997.

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The Common Core State Standards and the National Council for the Social Studies (C3 Framework) have recently prompted renewed emphasis on literacy, particularly in history, therefore it is important to analyze and compare what exactly the teacher educators of leading journals are saying about historical literacy. This study examines the literacy messages for the history classroom in The Journal of Adolescent and Adult Literacy and Theory (JAAL) and Research in Social Education (TRSE) from 2010-2015. An emergent, qualitative content analysis was used to analyze data from these journals. Results from this study indicates definitions on historical literacy vary between journals, both journals focused on elements of historical literacy over the whole concept, and historical literacy is addressed differently for distinctive intended participants. Implications from this study concerning teacher educators and history teachers are examined and possibilities for further research are also discussed.
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Magness, Jacqueline B. "The Genesis and Gestation of a Justice Journey: Catherine Pinkerton, CSJ, Champion of and Educator for the Common Good." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/27076.

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This historical study examines events, institutions, experiences, and relationships in Pinkerton's life for educational significance in developing her extraordinary commitment to the common good. Data are viewed through the Deweyan lens of education as continuous, participative, and experiential. Additionally, the study illuminates from Pinkerton's speeches examples of her education of others regarding the need for the common good. Components of the common good found in the philosophical literature and ego transcendence stemming from a wisdom deep within oneself found in the literature of transpersonal psychology form the conceptual framework upon which this study builds. The chapters are thematic in scope with the content of each chapter presented chronologically to illuminate a continuous education. The study revealed an integral interaction of education, spirituality, and history in the development and educative embodiment of Pinkerton's transpersonal commitment to the common good. Pinkerton lived a uniquely structured life as a member of the Congregation of Saint Joseph religious community. Emphasis on theological reflection, critical reflection, dialogue, and action for change fostered a perspective transformation regarding the role of women religious in the Roman Catholic Church and led to an analysis of systems that bring oppression of other groups and of planet earth. This awareness eventually led Pinkerton to educate and lobby the U.S. Congress for inclusion of all in the common good. The study concludes with a metaphor of Pinkerton's life as a whole cloth or seamless garment being constructed from threads of the past, present, and envisioned future. A dialogical shuttle weaves the threads into vibrant, ever-changing, richly hued designs. The design increases in complexity and richness guided by radical, responsible freedom. Such freedom arises from a relationship with a divine wisdom deep within Pinkerton-a relationship through which developed an understanding of the interconnectedness of all things in the common good. Pinkerton's championship of the common good evolved historically through continuous, participative, experiential engagement with learning.<br>Ph. D.
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Pelafigue, Ashleigh L. "The Experiential Journey of Teacher-Scholars: “If you’re not a teacher, you just don’t get it”." ScholarWorks@UNO, 2018. https://scholarworks.uno.edu/td/2483.

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The Center of Graduate Schools (2015) published a report detailing applications, enrollment, and trends in graduate schools across the nation showing that approximately one third of all first-time graduate school applicants in master’s degree programs utilizing the GRE assessment identify their career path in either business or teacher education. The purpose of this study was to examine the lived experiences of classroom teachers who concurrently pursued graduate studies to earn a master’s degree in education and to understand how adult learning provided opportunities for personal growth and the attainment of professional goals. Individual interviews and two focus groups were conducted to uncover the essence of experiences across participant stories. Seven themes emerged from the data: 1) Teacher-scholars’ reasons for returning to higher education varied based on their personal and professional needs, 2) The teacher-scholar experience elicits a vast array of emotions, challenges, and successes, 3) Teacher-scholars were self-driven to start their programs however intrinsic and extrinsic motivation provided encouragement for continued desire for success, 4) Teacher-scholars’ support systems were integral to their success in their master’s programs, 5) Teacher-scholars were reflective about their teaching and learning and used reflection as a tool to improve their professional capabilities, 6) Teacher-scholars used concrete learning experiences to bring their learning into their classrooms and professional lives, and 7) Teacher-scholars’ educational journeys provided opportunities for here-and-now learning as well as increased marketability for a future in the field of education. Additionally, a revision to David Kolb’s Experiential Learning Cycle (2015) was presented. Participant data highlighted collaboration as a necessary component to teacher-scholar success yet it was not addressed in Kolb’s original model. Results from this study can be used to inform teacher education programs as well as teacher-scholars on the expectations, experiences, and perceptions of teachers who concurrently pursued higher education.
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Books on the topic "Journal of adult education"

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Sachdeva, J. L. Fifty years of Indian journal of adult education: Articles and their authors. Indian Adult Education Association, 1990.

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Daring to dream again: Breaking through barriers that hold us back, adult journal. Chapel of the Air Ministries, 1993.

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Kathy, Coffey, ed. Confirmation: Anointed and sealed with the Spirit : journal for adults. Living the Good News, 1999.

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United States. Superintendent of Documents. Adult education. U.S. G.P.O., Supt. of Docs., 1988.

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Seetharamu, A. S. Adult education. Ashish Pub. House, 1994.

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Drodge, Stephen. Adult education. AAL Publishing, 1988.

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Ireland, Teachers' Union of. Adult Education. Teacher's Union of Ireland, 1989.

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McNair, Stephen. Adult education. INLOGOV, 1986.

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Prasad, D. Rajendra. Adult education. Ashish Pub. House, 1991.

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Murayama, Yuka. Adult education. Gentōsha, 2010.

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Book chapters on the topic "Journal of adult education"

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Tursi, Silvia, and Aleksandra Kozyra. "EAEA Younger Staff Training as a learning journey." In International and Comparative Studies in Adult and Continuing Education. Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-5518-155-6.16.

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The EAEA Younger Staff Training is a good example of a successful initiative that encour-ages the professional development of adult education staff, builds new collaborations, and explores the diversity of policy and practice in adult learning in Europe. Organized annually since 2011, the training programme has undergone several modifications over the years to adapt to the changing needs of adult education professionals. The paper looks at the content and structure of the programme, with specific attention to how these have evolved and the rationale behind the changes. It also briefly describes why the training programme continues to be successful and its benefits for both the participants and the organizers.
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Lovren, Violeta Orlovic. "Integrating Sustainability into the Curriculum of Adult Education Studies: A Journey Across Disciplines." In Integrative Approaches to Sustainable Development at University Level. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-10690-8_21.

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Potter, Jeremy. "Adult Education." In Independent Television in Britain. Palgrave Macmillan UK, 1990. http://dx.doi.org/10.1007/978-1-349-09907-8_15.

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Westwood, Peter Stuart. "Adult Numeracy." In SpringerBriefs in Education. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-3761-2_6.

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Illeris, Knud. "Adult Learning." In Learning, Development and Education. Routledge, 2018. http://dx.doi.org/10.4324/9781315620565-7.

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Carlson, Marie, and Bengt Jacobsson. "Neoliberalising adult education." In Neoliberalism and Market Forces in Education. Routledge, 2019. http://dx.doi.org/10.4324/9780429470530-9.

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Lucio-Villegas, Emilio. "Claiming Adult Education." In Adult Education in Communities. SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-043-7_1.

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English, Leona M., and Peter Mayo. "Environmental Adult Education." In Learning with Adults. SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-768-4_17.

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English, Leona M., and Peter Mayo. "Adult Health Education." In Learning with Adults. SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-768-4_18.

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Rogers, Alan. "Adult Literacy." In Encyclopedia of Language and Education. Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4540-4_18.

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Conference papers on the topic "Journal of adult education"

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Fenz, Andrea Maria. "EXPERIENCE AND TRIAL JOURNEY WITH DIGITAL FILM MAKING FOR ADULT EDUCATION AND TRAINING." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1753.

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"Understanding Online Learning Based on Different Age Categories." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4253.

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[This Proceedings paper was revised and published in the 2019 issue of Journal of Information Technology Education: Research, Volume 18] Aim/Purpose: To understand readiness of students for learning in online environments across different age groups. Background: Online learners today are diverse in age due to increasing adult/mature students who continue their higher education while they are working. Understanding the influence of the learners’ age on their online learning experience is limited. Methodology: A survey methodology approach was followed. A sample of one thousand nine hundred and twenty surveys were used. Correlation analysis was performed. Contribution: The study contributes by adding to the limited body of knowledge in this area and adds to the dimensions of the Online Learning Readiness Survey additional dimensions such as usefulness, tendency, anxiety, and attitudes. Findings: Older students have more confidence than younger ones in computer proficiency and learning skills. They are more motivated, show better attitudes and are less anxious. Recommendations for Practitioners: Practitioners should consider preferences that allow students to configure the learning approach to their age. These preferences should be tied to the dimensions of the online learning readiness survey (OLRS). Recommendations for Researchers: More empirical research is required using OLRS for online learning environments. OLRS factors are strong and can predict student readiness and performance. These are opportunities for artificial intelligence in the support of technology-mediated tools for learning.
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A. Buzzetto-More, Nicole, Robert Johnson, and Muna Elobaid. "Communicating and Sharing in the Semantic Web: An Examination of Social Media Risks, Consequences, and Attitudinal Awareness." In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2150.

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Empowered by, and tethered to, ubiquitous technologies, the current generation of youth yearns for opportunities to engage in self-expression and information sharing online with personal disclosure no longer governed by concepts of propriety and privacy. This raises issues about the unsafe activities of teens and young adults. The following paper presents the findings of a study examining the social networking activities of undergraduate students and also highlights a program to increase awareness of the dangers of, and safe practices using, social media. According to the survey results, young adults practice risky social networking site (SNS) behaviors with most having experienced at least one negative consequence. Further, females were more likely than males to engage in oversharing as well as to have experienced negative consequences. Finally, results of a post-treatment survey found that a targeted program that includes flyers, posters, YouTube videos, handouts, and in-class information sessions conducted at a Mid-Atlantic HBCU increased student awareness of the dangers of social media as well as positively influenced students to practice more prudent online behaviors. A revised version of this paper was published in Interdisciplinary Journal of e-Skills and Life Long Learning Volume 11, 2015 as "Communicating and Sharing in the Semantic Web: An Examination of Social Media Risks, Consequences, and Attitudinal Awareness"
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"E-Safety in the Use of Social Networking Apps by Children, Adolescents, and Young Adults." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4155.

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[This Proceedings paper was revised and published in the 2019 issue of the Interdisciplinary Journal of E-Skills and Lifelong Learning, Volume 15.] Aim/Purpose: Following the widespread use of social networking applications (SNAs) by children, adolescents, and young adults, this paper sought to examine the usage habits, sharing, and dangers involved from the perspective of the children, adolescents, and young adults. The research question was: What are the usage habits, sharing, drawbacks, and dangers of using SNAs from the perspective of children, adolescents, and young adults? Background: Safety has become a major issue and relates to a range of activities including online privacy, cyberbullying, exposure to violent content, exposure to content that foments exclusion and hatred, contact with strangers online, and coarse language. The present study examined the use of social networking applications (SNAs) by children, adolescents, and young adults, from their point of view. Methodology: This is a mixed-method study; 551participants from Israel completed questionnaires, and 110 respondents were also interviewed. Contribution: The study sought to examine from their point of view (a) characteristics of SNA usage; (b) the e-safety of SNA; (c) gender differences between age groups; (d) habits of use; (e) hazards and solutions; and (f) sharing with parents and parental control. Findings: Most respondents stated that cyberbullying (such as shaming) happens mainly between members of the group and it is not carried out by strangers. The study found that children’s awareness of the connection between failures of communication in the SNAs and quarrels and disputes was lower than that of adolescents and young adults. It was found that more children than adolescents and young adults believe that monitoring and external control can prevent the dangers inherent in SNAs, and that the awareness of personal responsibility increases with age. The SNAs have intensified the phenomenon of shaming, but the phenomenon is accurately documented in SNAs, unlike in face-to-face communication. Therefore, today more than ever, it is possible and necessary to deal with shaming, both in face-to-face and in SNA communication. Recommendations for Practitioners: Efforts should be made to resolve the issue of shaming among members of the group and to explain the importance of preserving human dignity and privacy. The Internet in general and SNAs in particular are an integral part of children’s and adolescents’ life environment, so it can be said that the SNAs are part of the problem because they augment shaming. But they can also be part of the solution, because interactions are accurately documented, unlike in face-to-face communication, where it is more difficult to examine events, to remember exactly what has been said, to point out cause and effect, etc. Therefore, more than ever before, today it is possible and necessary to deal with shaming both in face-to-face and in the SNA communication, because from the point of view of youngsters, this is their natural environment, which includes smart phones, SNAs, etc. Recommendations for Researchers: The study recommends incorporating in future studies individual case studies and allowing participants to express how they perceive complex e-Safety situa-tions in the use of social networking apps. Impact on Society: Today more than ever, it is possible and necessary to deal with shaming, both in face-to-face and in SNA communication. Future Research: The study was unable to find significant differences between age groups. Fur-ther research may shed light on the subject.
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Cohen Zilka, Gila. "The Elements Way: Empowering Parents, Educators, and Mentors in the Age of New Media." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3701.

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[This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology] Aim/Purpose: This study was designed to examine the effectiveness of mentor’s work with immigrant children and adolescents at risk, using the Elements Way. Background: The New Media offers our “screen kids” a lot of information, many behavioral models, and a new type of social communication. The Elements Way is an educational method designed to enhance openness, development, breakthroughs, goal achievement, and transformation in the age of media and social networks. Methodology: The Elements Way was developed following research on communication in the diversified media, especially new media such as Facebook, WhatsApp, and television reality shows, and the study is an examination of the effectiveness of mentors’ work with immigrant children and adolescents at risk, using the Elements Way. All mentors had been trained in the Elements Way. The study population included 640 mentors working with immigrants’ children in Israel. The work was conducted in 2010-2013. The mixed-methods approach was selected to validate findings. Contribution: Empowering children and enhancing their ability to cope; Creating openness and sharing, making children more attentive to the significant adults in their lives; Supporting children who face the complex reality that characterizes our age. Findings: Significant differences were found in the mentors’ conduct with the children. Work programs were designed and implemented with care and consistency, and mentors succeeded in generating change within the children and achieving desired goals. Of the 640 participating mentors, 62 were not able to promote the child, and interviews with them revealed that their work with the children was not consistent with the Elements Way and began from a different vantage point. Recommendations for Practitioners: Success factors: Self-awareness and awareness of one’s surroundings. Empathy. Willingness to engage in significant interactions. Self-cleansing and self-reflection. Ability to engage in a personal and interpersonal dialogue. Ability to accept and contain the child. Cooperation with the child in creating a work program and assisting the child to achieve the goals that were set in the program. Recommendation for Researchers: Future studies should focus on analyzing the discussions of children and adolescents, to add depth to our insights regarding children and adolescents’ perception of the mentors’ work from their perspective. Impact on Society: Finding the “keys” to openness, development, goal achievement, and transformation in our work with “screen kids.” Future Research: Studies that are designed to examine the effectiveness of mentor’s work with immigrant children and adolescents at risk, using the Elements Way.
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Pozo-Cruz, Jesús del, Juan Antonio Corral-Pernía, Fátima Chacón-Borrego, and Rosa María Alfonso-Rosa. "An educational behaviour lifestyle-based program to prevent risk factors of type 2 diabetes among older adults." In Journal of Human Sport and Exercise - 2018 - Spring Conferences of Sports Science. Universidad de Alicante, 2018. http://dx.doi.org/10.14198/jhse.2018.13.proc2.16.

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Madlenakova, Lucia, and Margita Majercakova. "BARRIERS IN ADULT EDUCATION." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.2054.

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Fitzgerald, Michael. "Rationale for a New Journal: the Astronomy Theory, Observations and Methods (ATOM) Journal." In Robotic Telescopes, Student Research and Education. Our Solar Siblings, 2019. http://dx.doi.org/10.32374/rtsre.2019.003.

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Hegyesi, Franciska, Krisztina Nemethy, Jozsef Gati, and Gyula Kartyas. "New education challenges in adult education." In 2015 IEEE 13th International Symposium on Intelligent Systems and Informatics (SISY). IEEE, 2015. http://dx.doi.org/10.1109/sisy.2015.7325390.

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"Adult Mental Health and Education." In Congress on mental health meeting the needs of the XXI century. Gorodets, 2016. http://dx.doi.org/10.22343/mental-health-congress-compendium104-107.

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Reports on the topic "Journal of adult education"

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Waddington, Hugh, and Howard White. Farmer field schools: from agricultural extension to adult education. International Initiative for Impact Evaluation (3ie), 2014. http://dx.doi.org/10.23846/srs001ffs.

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Waltmann, Ben, Imran Tahir, and Luke Sibieta. Big changes ahead for adult education funding? Definitely maybe. Institute for Fiscal Studies, 2021. http://dx.doi.org/10.1920/bn.ifs.2021.bn0325.

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Graves, Darlene. Creative Drama as an Instructional Strategy in Adult Christian Education. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1349.

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Lleras-Muney, Adriana. The Relationship Between Education and Adult Mortality in the United States. National Bureau of Economic Research, 2002. http://dx.doi.org/10.3386/w8986.

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Zimmer, Zachary, Linda Martin, Mary Ofstedal, and Yi-Li Chuang. Education of adult children and mortality of their elderly parents in Taiwan. Population Council, 2005. http://dx.doi.org/10.31899/pgy2.1021.

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Clark, Damon, and Heather Royer. The Effect of Education on Adult Health and Mortality: Evidence from Britain. National Bureau of Economic Research, 2010. http://dx.doi.org/10.3386/w16013.

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Salvanes, Kjell G., Richard Blundell, and Patrick Bennett. A second chance? Labor market returns to adult education using school reforms. The IFS, 2020. http://dx.doi.org/10.1920/wp.ifs.2020.2820.

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McKinley, Matthew R. An Assessment of the Army Officer Education System From an Adult Learning Perspective. Defense Technical Information Center, 2005. http://dx.doi.org/10.21236/ada435942.

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Hollenbeck, Kevin, and William Anderson. A Net Impact Analysis of Adult, Job-Specific Training Programs Funded by the Ohio Department of Education. W.E. Upjohn Institute, 1993. http://dx.doi.org/10.17848/tr93-003.

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Sena Rivas, WR, S. Casillas Martín, M. Cabezas González, and A. Barrientos. Educommunication in the context of youth and adult education in Latin America: A state of the art based on a systematic literature review. Revista Latina de Comunicación Social, 2019. http://dx.doi.org/10.4185/rlcs-2019-1325en.

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