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1 – 10 of over 10000Zamzami Zainuddin, Rasyidin Rasyidin, Zanzibar Zanzibar, Fidhia Aruni and Nurmasyahyati Nurmasyahyati
A lack of research has reported how playful gamification is applied to adult learners as an idea of andragogical instruction. Thus, this study aims to identify how the concept of…
Abstract
Purpose
A lack of research has reported how playful gamification is applied to adult learners as an idea of andragogical instruction. Thus, this study aims to identify how the concept of gamification was used for adult learners in an online class during the COVID-19 pandemic and its impact on learning performance and motivation with the guidance of Knowles' andragogical principle.
Design/methodology/approach
The study applied an explanatory sequential mixed method in collecting the data. Assessments' scores during the experimental research and questionnaires were used as the quantitative data. For the qualitative data, personal semi-structured interviews were employed.
Findings
The findings indicate that gamification raises student enthusiasm and interest and improves learning outcomes. Students who previously lacked attentiveness to the online class are now waiting for game quiz activities during the class meeting. Furthermore, the experimental groups reported statistically improved assessments compared to their counterparts. Indeed, some recommended other courses with whole activities of gamification and discussion rather than listening to talks.
Originality/value
For its implications, this study has enriched the literature on gamification implementation for adult learners. Regarding its originality, it has discussed an old issue of Knowles' andragogical principle from the novelty angle of gamification.
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This chapter analyses the current situation and perceptions of quality assurance (QA) in adult education (AE) in Latvia. In the Latvian context, QA in AE is a challenge. According…
Abstract
This chapter analyses the current situation and perceptions of quality assurance (QA) in adult education (AE) in Latvia. In the Latvian context, QA in AE is a challenge. According to recent studies, QA should have a formative character in order to facilitate targeted benefits for adult learners, whereas in practice AE in Latvia is more focussed on the institutional perspective rather than the individual’s needs and wishes. This is in contrast with the humanistic approach to adult learning and andragogy principles, which emphasise learner-centred education. The aim of the chapter is to research opportunities for improving the QA process in AE in Latvia in order to increase personal benefits for an individual. The systematic review of scholarly papers, monographs, scientific reports on QA in AE conducted in Latvia in the twenty-first century indicated a contradiction between the theoretical concepts applied to AE in Latvia and the implementation of the QA process in practice. This chapter contributes to the overall understanding of the terminology used in AE in the country, analyses the prevailing concepts and elaborates conclusions for QA improvements based on humanistic pedagogy principles.
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Consuelo L. Waight and Barbara L. Stewart
To investigate how the adult learner is valued in e‐learning corporate settings.
Abstract
Purpose
To investigate how the adult learner is valued in e‐learning corporate settings.
Design/methodology/approach
Case study methodology was used for this research. Four Fortune 500 companies that had active e‐learning initiatives for a minimum of four years were selected. Data for the development of the four cases were collected via semi‐structured telephone interviews. The questions that guided data collection and case development are: what is the e‐learning context in your organization?; How is the adult learner valued in the e‐learning environment?; What considerations must be addressed when valuing the adult learner in e‐learning environments within corporate settings?
Findings
Four case studies emerged from data collection and revealed that adult learners are being valued and supported in corporate e‐learning settings. A comparative analysis of the case studies with the Waight and Stewart conceptual model showed that the e‐learning teams are complying with all factors for the exception of transfer and return on investment.
Research limitations/implications
A primary limitation inherent in this study is its inclusion of only four large corporations. Future investigation can extend understanding of how the adult learner is valued by researching more companies and their e‐learning teams.
Practical implications
These cases provide evidence that adult learners are being valued. They can serve as models for e‐learning teams in their efforts to value the adult learner in e‐learning within corporate settings.
Originality/value
Although a body of literature related to valuing adults in academic settings exists, little investigation has been done in corporate contexts. This study confirms that adult learners are valued in e‐learning in corporate settings.
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The purpose of this paper is to offer practicing academic librarians an overview of adult education theories as a way to more deeply understand and further foster adult learning…
Abstract
Purpose
The purpose of this paper is to offer practicing academic librarians an overview of adult education theories as a way to more deeply understand and further foster adult learning in academic libraries.
Design/methodology/approach
This paper is a literature review.
Findings
This review introduces academic librarians to a range of specific adult education learning theories; it offers examples of academic library users engaging in these types of adult learning; it considers how academic libraries can further foster adult learning; and it identifies major characteristics of adult learners.
Originality/value
This literature review offers a summative overview of adult education in a way that has not appeared in the library literature to date, along with explicit connections between adult education theories and academic library practices.
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Fei Ping Por, Christina Sook Beng Ong, Siew Keow Ng and Arathai Din Eak
The psychological theory of self-determination postulated that gamification enhances learning engagement by intrinsically motivating learners to undertake tasks spontaneously…
Abstract
Purpose
The psychological theory of self-determination postulated that gamification enhances learning engagement by intrinsically motivating learners to undertake tasks spontaneously. Gamification has then been integrated into adult learning as part of the initiative of learner-centred pedagogies to curb the low retention rates of adult learners who struggle with heavy work commitments, family obligations and financial pressure. Gamification, being one of the technological mediations, assumes the crucial role of engaging and retaining adult learners. Adult learners have received less attention in research when compared with conventional university students. The purpose of this study is to conduct a bibliographic analysis to assess the past, present and future publication trends of gamifying adult learning and to identify the research gap.
Design/methodology/approach
This study included publications related to gamification and adult learning from 2014 to 2022, extracted from Dimensions. A total of 79,864 publications were retrieved initially, and 3,469 publications were ultimately selected for final analysis after the refinement of the keyword search. VOSviewer was used for bibliographic coupling, keyword co-occurrence, clustering and co-citation analysis of countries.
Findings
The number of publications related to gamification in adult learning has decreased since its peak in 2020. The saturation is mainly concentrated in the USA, the UK and China, with similar levels of national income and technology advancement skills. However, gamification in adult learning remains a popular and growing research area in developing countries like Malaysia, which has huge potential due to government investments in education, technology and lifelong learning. There is also an evident research gap on gamification, adult learning and personality traits, which have not been covered in previous studies.
Originality/value
Prior research mostly focused on systematic literature reviews, while the use of bibliometric analysis could be a missing link in this research domain. This paper unveils the evolution of publications on this topic over time by scientifically analysing a large number of publications and rigorously identifying research gaps contributing to future research avenues.
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Maria Brown, Maria N. Gravani, Bonnie Slade and Larissa Jōgi
This chapter discusses findings from a multiple case study of language learning programmes offered to adult migrant learners in Cyprus, Scotland, Malta and Estonia. First, using a…
Abstract
This chapter discusses findings from a multiple case study of language learning programmes offered to adult migrant learners in Cyprus, Scotland, Malta and Estonia. First, using a cross-comparative policy analysis, the discussion synthesizes indicators of integration embedded in education policies and provisions for adult migrant learners. This analysis brings to light an overall inclusive approach: providers and programmes emerged as comparable in terms of type of programmes (formal, informal and nonformal; academic, vocational and interest-based); options available (academic, vocational and interest-based) and providers (state and civil society). However, policy analysis also illuminates restrictive indicators, such as traits of monocultural, generalizing policymaking that lacks consideration of sociodemographic differences between adult migrant learners. Secondly, the discussion validates the synthesized indicators by means of an analysis of qualitative data concerning the language programmes and related micro classroom-based practices, retrieved using qualitative research with adult migrant learners, their educators and related policy executives. Validated indicators include an inclusive approach to learners' entitlement to educational provision, as testified by educators' and policy executives' values and pedagogical approaches. Indeed, despite traits of monoculturalism and generalizing or homogenizing approaches identified at policy level, micro context data illuminated stakeholders' critical acknowledgement of the need of differentiated teaching and learning. Research-based recommendations include increased cooperation between state entities (e.g., inter-ministerial collaboration) and between state and civil societies, as well as professional development for adult educators that elicits their agency in proactively resisting and changing restrictive aspects of existent policies and practices.
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Richard Peregoy, Payal Kumar, Richard J. Major and Tom Elwood Culham
There are well established studies on how adult learners need to be treated differently by instructors. In this chapter, the authors add to the literature by suggesting that…
Abstract
There are well established studies on how adult learners need to be treated differently by instructors. In this chapter, the authors add to the literature by suggesting that instructor competency needs to include a high emotional quotient. In other words, teachers would need to demonstrate caring and helpfulness to adult learners who come to the class with multiple (often rich) experiences. The skilful instructor is expected to make an open display of emotions to establish rapport, while raising the group emotional intelligence of themselves and the class. Furthermore, managing emotional experiences in the classroom can be aided by qualitative research methods such as collaborative autoethnography (CAE). Overall, this chapter provides guidelines for instructors to get a good sense of how to work effectively with adult learners.
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Vishal Arghode, Earl W. Brieger and Gary N. McLean
This paper analyzes critically four selected learning theories and their role in online instruction for adults.
Abstract
Purpose
This paper analyzes critically four selected learning theories and their role in online instruction for adults.
Design/methodology/approach
A literature review was conducted to analyze the theories.
Findings
The theory comparison revealed that no single theory encompasses the entirety of online instruction for adult learning; each theory explains some portion of adult online learning; theories are contextual; and components of all theories can be utilized to improve online learning.
Research limitations/implications
Adult learning theories and their roles in shaping online learning and instruction deserve more attention. The study of adult learning theories, combined with in-depth analysis of psychological and human resource literature, will enable researchers to delve deeper into the subject. More qualitative studies are needed to explore further how instructors’ ability to utilize theoretical principles can improve online learning.
Practical implications
This manuscript offers practical advice to instructors and other practitioners for utilizing adult learning theories for instructional enhancement.
Originality/value
This literature review uniquely contributes to filling the gap in human resource development literature by examining selected adult learning theories, comparing them and extending the theories’ applicability and value in online instruction.
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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.
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The purpose of this paper is to present the lessons learned and alternative methods used in teaching library and internet searching skills to adult learners, especially senior…
Abstract
Purpose
The purpose of this paper is to present the lessons learned and alternative methods used in teaching library and internet searching skills to adult learners, especially senior citizens, in a non‐credit course offered by the Michigan State University Evening College.
Design/methodology/approach
The paper sets out the specific considerations taken in designing and executing an information literacy course for adult learners, along with observations and reflections, are described in detail and supported with evidence from research on adult learning theory and pedagogy. Preliminary sections describe the background and initial planning of the course, while additional sections describe each lesson learned in detail, including alternative teaching methods used and evaluation and assessment techniques.
Findings
The paper provides essential tips and suggestions to consider when teaching library and internet‐searching skills to adult learners, such as “keeping it simple”, establishing a slower‐paced learning environment, and providing unique and engaging class exercises. Also reports on successful alternative and unique approaches used when teaching adult learners.
Research limitations/implications
Most of the evidence provided is from general observations by the librarian/instructor over three years. More formalized testing needs to be applied to better assess student learning, along with comparison of results over several more years.
Practical implications
The paper is a highly useful source of practical information for librarians looking to teach unique user groups (adult learners, non‐traditional students, or senior citizens) information literacy skills, in a university setting and using new and engaging teaching techniques.
Originality/value
This paper offers innovative ideas and practical techniques using Breakfast at Tiffany's to use when teaching adult learners, especially senior citizens, information literacy skills.
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