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Article
Publication date: 26 March 2024

Tracey Ollis, Ursula Harrison and Cheryl Ryan

We argue this method of inquiry better represents the participants' learning, lives and experiences in the formal neoliberal education system prioritising performativity…

Abstract

Purpose

We argue this method of inquiry better represents the participants' learning, lives and experiences in the formal neoliberal education system prioritising performativity, categorising and ranking students.

Design/methodology/approach

The paper explores using poetry as a research method to reveal the learning experiences of adult learners, who have often had disruptive experiences of the formal schooling system and return to study in community-based education spaces. Inspired by Laurel Richardson’s transgressive technique of presenting sociological data through poetry as method, we use poetic representations of these learners' lives alongside case study research methodology. The research was conducted in conjunction with Neighbourhood Houses in Victoria, Australia. Qualitative data were generated through conducting multiple case studies of learners across various adult community education (ACE) sites. In this research, some case studies were presented in the traditional method of writing biography, others were written in the form of found poetry, which we refer to as data as poetry and text. The paper uses found poetry through participant-voiced poems written from interview transcripts. We argue this method of inquiry better represents the participants' learning, lives and experiences in the formal neoliberal education system prioritising performativity, categorising and ranking students. Our findings highlight the benefits of using poetry to communicate data in case study research as it effectively represents the experiences of adult learners' lives in a creative and concise form, transgressing normative practices of writing education research. These poetic representations of data reveal learner experiences in an embodied and agentic way while providing readers with a deep and rich understanding of these crucial adult learning spaces.

Findings

Our findings highlight the benefits of using poetry to communicate data in case study research as it effectively represents the experiences of adult learners' lives in a creative and concise form, transgressing normative practices of writing education research.

Originality/value

This research paper is empirical research and has not been submitted elsewhere for publication.

Details

Qualitative Research Journal, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1443-9883

Keywords

Article
Publication date: 26 March 2024

Bridget McDaid

This paper aims to present commentary on adult safeguarding designated officers’ (nominated senior staff members in the Health Service Executive and its funded services) in…

Abstract

Purpose

This paper aims to present commentary on adult safeguarding designated officers’ (nominated senior staff members in the Health Service Executive and its funded services) in Ireland readiness for online learning and their perception of the blended approach used in their training and considers the implications of this for practice.

Design/methodology/approach

In total, 233 designated officers were surveyed. A self-administered online survey comprising of two instruments was used. The questionnaire combines two previously validated tools measuring readiness for online learning and perceptions of blended learning. Minor modifications were made to account for local circumstance and language. Demographic questions relevant to the survey population were added. The response rate was 49%.

Findings

Designated officers regarded specified competencies for online learning as important to very important with highest importance placed in time management. Designated officers expressed they were confident to very confident in their ability to accomplish all competencies in online learning. The highest confidence was in the technical competencies. Designated officers are demonstrating high readiness for online learning. Designated officers reported positively on online contributions and on blended learning workload. The scores indicate positive perceptions of the blended learning experience. Responses to an open-ended question were largely positive with some suggestions for improvement made.

Practical implications

Findings have helped inform planning and development of the Health Service Executive’s adult safeguarding training for designated officers with changes made since this survey was undertaken.

Originality/value

To the best of the author’s knowledge, this is the first time a survey was undertaken of designated officers in Ireland with a view to improving safeguarding training. Recommendations for adaptions to the blended designated officer programme were proposed and subsequently accepted and implemented.

Details

The Journal of Adult Protection, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1466-8203

Keywords

Article
Publication date: 23 October 2023

Poh Kiong Tee, Tat-Huei Cham, Eugene Cheng-Xi Aw, Adham Khudaykulov and Xiaoyu Zhang

Digitalisation is reshaping the learning process, shifting it towards personalisation and online learning, and fuelling the growth of massive open online courses (MOOCs) and…

Abstract

Purpose

Digitalisation is reshaping the learning process, shifting it towards personalisation and online learning, and fuelling the growth of massive open online courses (MOOCs) and micro-credentials. Despite being a popular global trend, limited studies have looked at micro-credentials and their impact on learners' behavioural outcomes. The purpose of this study is to investigate the impact of programme design factors on learning experience, as well as the inter-relationships between programme design, learning experience and behavioural responses (e.g. engagement and willingness to pay more (WTPM)) towards micro-credentials. In addition, the study aims to investigate learning enjoyment as a moderator.

Design/methodology/approach

A survey questionnaire was used to collect data from 354 respondents who are working adults living in the major economic states in Malaysia. Data analysis was performed using the analysis of a moment structures (AMOS) statistical software and SPSS (Statistical Package for the Social Sciences) PROCESS macro.

Findings

The results show the significance of programme design factors (i.e., flexibility, system quality and content quality) in determining the learning experience. The learning experience is found as a mediator in the relationship between programme design factors and learner engagement and WTPM. In addition, the moderation assessment confirms that enjoyment during learning strengthens the relationship between experience and behavioural responses.

Originality/value

This study is amongst a few selected studies that focus on engagement in and WTPM for micro-credentials. In addition, it emphasises the mediating role of the learning experience and the moderating role of enjoyment in understanding the impact of programme design on learners' experiences and behavioural responses.

Details

International Journal of Educational Management, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 18 September 2023

Zixi Li, Curtis J. Bonk and Chen Zhou

This study aims to investigate a unique approach to learning languages through self-directed online learning. Specifically, it explores the self-management abilities and skills…

Abstract

Purpose

This study aims to investigate a unique approach to learning languages through self-directed online learning. Specifically, it explores the self-management abilities and skills learners need while learning a language outside traditional classroom settings when using mobile-assisted learning technology.

Design/methodology/approach

A mixed-methods approach was used in this study, including an online survey of 84 people and 10 semi-structured interviews.

Findings

Findings reveal the significant role of specific and well-defined learning goals in enhancing learners’ performance. These goals can be either self-initiated by the learners themselves or defined by the technological features of the learning platform. However, the presence of distractions in learners’ daily lives presents challenges to effective time management, affecting learners both physically and psychologically. A key aspect of self-directed language learning lies in the learners’ ability to seek out relevant human and material resources beyond the confines of a single mobile-assisted language learning (MALL) tool. The authenticity of these resources is crucial in ensuring meaningful and effective learning experiences.

Research limitations/implications

Understanding how learners navigate and discover valuable resources is a central focus of this study. This research offers valuable insights into the field of self-directed language learning, revealing the pivotal role of self-management skills with mobile-assisted learning technology. The findings contribute to the broader field of language education and offer practical implications for educators and developers seeking to optimize self-directed language learning experiences through innovative and technologically driven approaches.

Originality/value

MALL is often ideal for individualized informal learning, but the existing literature focuses heavily on formal learning situations, underestimating the importance of MALL practices in various informal settings. Most research reports on MALL-based self-directed learning primarily sample traditional English-learning university students. Therefore, there is a need for research on how nontraditional older adult learners self-direct their language learning with mobile technology outside the classroom.

Details

Interactive Technology and Smart Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1741-5659

Keywords

Article
Publication date: 3 October 2023

Ryan M. Carrick and Danielle Wadsworth

The purpose of this study is to investigate the transfer of learning among older adults and the importance of physical activity (PA) related to aging in place.

Abstract

Purpose

The purpose of this study is to investigate the transfer of learning among older adults and the importance of physical activity (PA) related to aging in place.

Design/methodology/approach

A mixed-methods approach examined 10 older adults aged 65–88, who were receiving occupational therapy and contemplating aging in place. Semistructured interviews determined participants' perceptions of aging in place and PA. Accelerometers assessed levels of PA over 14 days.

Findings

Interviews revealed that most participants were aware of the importance of PA but did not specify PA as being a primary contributor to continued independence with aging. Accelerometer data revealed that, on average, 96.7% of the day is spent in sedentary behavior.

Practical implications

Health-care professionals may ask the question, “What will my patient do with the information he or she has learned?” This study was useful to increase understanding of older adults’ learning, lifestyles and effects on aging independently.

Social implications

As older adults have true expectations of requirements for successful aging in place, realistic levels of PA and transfer of learning could improve the intended outcome of aging independently.

Originality/value

PA is often an overlooked factor for occupational engagement and aging in place and is novel to investigate in combination with interviews.

Details

Working with Older People, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1366-3666

Keywords

Article
Publication date: 11 January 2024

Yalalem Assefa, Melaku Mengistu Gebremeskel, Bekalu Tadesse Moges and Shouket Ahmad Tilwani

The current synthesis study was conducted to locate comprehensive perspectives about the transformation of higher education institutions from being the only places where formal…

Abstract

Purpose

The current synthesis study was conducted to locate comprehensive perspectives about the transformation of higher education institutions from being the only places where formal education programs are offered into settings where lifelong learning can be integrated. This demands an inquiry through not only instance investigation but also a more comprehensive evidence upsurge which has great importance in obtaining lessons and drawing conclusions from existing facts to show how higher education institutions can be places where lifelong learning is promoted for the good of both individuals and societal advancement.

Design/methodology/approach

Using a meta-synthesis methodology, a comprehensive overview of the current state of knowledge in the area of higher education institutions' role in promoting lifelong learning was synthesized.

Findings

The study identified wide-ranging lifelong learning conceptualizations, potential beneficiaries, learning contents and ways of delivery that can be applied in higher education institutions. Furthermore, the practical challenges, partnership and coordination concerns and policy and reform issues towards promoting lifelong learning were addressed.

Originality/value

This meta-synthesis provides crucial evidence for higher education policymakers and practitioners seeking to guide the transformation of their institutions into settings where lifelong learning is integrated with other forms of educational programs, thereby optimizing individual's professional development and societal progress.

Details

Journal of Applied Research in Higher Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2050-7003

Keywords

Article
Publication date: 12 January 2024

Scott Fleming

This qualitative study set within Northern Ireland aims to explore professional perspectives on the application of evidence-informed practice to the adult safeguarding threshold…

Abstract

Purpose

This qualitative study set within Northern Ireland aims to explore professional perspectives on the application of evidence-informed practice to the adult safeguarding threshold screening process.

Design/methodology/approach

Data was gathered from seven social workers in one health and social care trust area, who perform the designated adult protection role, through individual semi-structured interviews in one region of Northern Ireland. The interview schedule comprised of a series of questions examining the role of the designated adult protection officer and included three vignettes (Appendix). A thematic analysis was undertaken using NVIVO software.

Findings

This paper reports main findings under the themes of: the role of the designated adult protection officer, threshold decision-making, evidence-informed practice and service improvement. One of the main findings was that professionals viewed the current process as too bureaucratic, and there was a desire to engage in more preventive safeguarding in collaboration with service users. There was a need to promote awareness of evidence-informed practice as it applies to the threshold screening process. Furthermore, the study raised the question of the need to consider the application of models or methods of assessment to the threshold screening process.

Originality/value

This in-depth exploration of the role of designated adult protection officers in Northern Ireland provides a valuable insight into the complexity involved in managing adult safeguarding referrals and investigations. This study adds to the existing knowledge base, identifies potential service improvements and highlights the gap in evidence-based practice as it applies to the threshold screening process. Threshold screening of adult safeguarding referrals remains a subjective process and is open to interpretation and differences in professional judgement. The study highlights the need to consider the application of quality improvement methodology to the threshold screening assessment and the need to promote the exchange of safeguarding knowledge.

Details

The Journal of Adult Protection, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1466-8203

Keywords

Article
Publication date: 12 December 2023

Suraj Kushe Shekhar, Sneha Kandoth and Mrudhusha Mohanan

A process of learning that goes beyond merely acquiring knowledge and supports significant ways in which learners intentionally create meaning in their lives is known as…

Abstract

Purpose

A process of learning that goes beyond merely acquiring knowledge and supports significant ways in which learners intentionally create meaning in their lives is known as transformational learning. This study aims to contribute to the relevant body of knowledge by conducting a bibliometric analysis of transformational learning studies. The study analyzed the literature by covering established and new sectors and suggesting a greater focus on the thriving education sectors.

Design/methodology/approach

The research used Biblioshiny, a Web interface, to conduct a bibliometric analysis of transformational learning and related studies included in the Scopus database. The results were interpreted under sections like data set, sources, authors, documents, clustering, conceptual structure, intellectual structure and social structure.

Findings

The results indicated decent literature in the chosen field of research. The USA was the leading contributor to scientific production and research. Workplace learning and spirituality were the subjects that received the most significant attention and were at the center of the discipline. The primary topic of transformational learning denoted a crucial but underdeveloped sector. Issues like emotional intelligence, change management, transformational learning, etc. were developed very well with inside associations but feeble exterior associations and were of less importance.

Originality/value

This study maps the structure of transformational learning research and defines the important contributors in terms of authors, journals and organizations that may be used as input for future research. The report also proposes potential future research directions in the knowledge domain. The report also suggests the consequences and potential future research fields. The study outputs will aid researchers in developing evidence-based programs focusing on the learning communities’ benefit.

Details

Global Knowledge, Memory and Communication, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2514-9342

Keywords

Open Access
Article
Publication date: 27 November 2023

Thomas Howard Morris, Michael Schön and Michael Charles Drayson

There has been an unprecedented increase in online learning worldwide, including in teacher education. However, student lurking can be a common issue, leading to a non-interactive…

Abstract

Purpose

There has been an unprecedented increase in online learning worldwide, including in teacher education. However, student lurking can be a common issue, leading to a non-interactive learning environment.

Design/methodology/approach

The authors employed a qualitative case study with thematic analysis to examine a novel “self-directed” pre-service teacher online degree module that engaged students in regular peer-feedback, which intended to promote student engagement and interactivity. The research questions were as follows: To what extent did the seminar series represent the principles of self-directed learning and were learning outcomes effective from the process? And, how effective was the use of peer feedback?

Findings

The thematic analysis revealed that student progression and course completion was successful, and it represented some principles of self-directed learning; but (a) it cannot be presumed that pre-service teachers are competent in giving (peer) feedback and (b) pre-service teachers may need specific guidance and training for providing competent feedback.

Originality/value

This paper is highly original in respect of its combination of the self-directed learning framework with use of peer feedback, to engage students in an interactive learning environment. The present paper identifies that peer feedback is a powerful tool in online learning; peer feedback can supplement self- and teacher-assessment; but it should not be assumed that pre-service teachers are competent in providing (peer) feedback – pre-service teachers may need specific training in providing feedback.

Details

Journal of Research in Innovative Teaching & Learning, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2397-7604

Keywords

Article
Publication date: 12 September 2023

Jhong Yun Joy Kim, EunBee Kim and Doo Hun Lim

This study aims to conduct a quantitative meta-analysis of previous research on lifelong vocational education to generate generalized conclusions about its effects, set directions…

Abstract

Purpose

This study aims to conduct a quantitative meta-analysis of previous research on lifelong vocational education to generate generalized conclusions about its effects, set directions for future lifelong vocational education and identify implementation measures.

Design/methodology/approach

To conduct a meta-analysis on research results that have a heterogeneous distribution, it is important to specify the analysis category for examining the effects of research variables.

Findings

First, lifelong vocational education has an effect on dependent variables. And action appears to have the highest effect size on dependent variables. Next, when calculating the size of variables that had an effect on lifelong vocational education by educational type, the effect size of informal education was found to be larger than that of formal education. Finally, regarding the effect on the participants, office workers were influenced most, followed by university students, North Korean defectors, job seekers and foreigners.

Research limitations/implications

Although this study attempted to conduct an in-depth analysis of subcomponents, it was not possible to analyze variables at a more detailed level. Therefore, future studies should aim to conduct a more comprehensive analysis of different variables based on a wider composition. Because lifelong vocational education is relevant to people’s daily lives, it should be investigated in the context of their personal characteristics and social backgrounds.

Practical implications

This research was designed to uncover general effects of lifelong vocational education and discover relevant variables affecting lifelong vocational education in South Korea. A meta-analysis of 15 studies with 67 subgroups examining lifelong vocational education was conducted.

Social implications

In the current era of VUCA (Volatility, Uncertainty, Complexity and Ambiguity), lifelong vocational education needs to be organized systematically, unlike in the past. With the rapid advancements in technology influenced by artificial intelligence and the fourth industrial revolution, there is a surge in social demands for continued reeducation and redevelopment of employees to prepare for talent development paradigm innovation, increasing unemployment among unskilled workers and competence enhancement needs among job seekers and employed individuals.

Originality/value

This study aims to conduct a quantitative meta-analysis of previous research on lifelong vocational education to draw generalized conclusions on its effectiveness and discuss its implications for implementation measures. Specifically, this study will analyze the general effect size; differences in the effect size among different dependent variable groups; and the effect size based on lifelong vocational education participants.

Details

European Journal of Training and Development, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2046-9012

Keywords

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