Given the global trends toward an aging society and the increased desire for healthy aging in late life, this study examines older adults’ perceptions of aging and their physical identity through ...their engagement in physical activities. Adopting a grounded theory, we interviewed 15 individuals aged 65 years and older, who were involved in physical activities on a regular basis. This study provided a final model depicting (a) divergent and convergent modes of strategies and socioemotional aspects of physical identity development in later life and (b) different strategies employed between younger-old versus older-old age groups and between participants who have underlying health conditions and those who do not. These findings add a contextual explanation of identity development in later life and stress the recurring process of physical identity development.
Along with technological progress, vocational education and training (VET) is consistently changing. Workforce disruption has serious consequences for workers and international economies, often ...requiring adults to transition into different occupations or to upskill to maintain employment. We review recent literature covering VET trends, theoretical considerations for the 21st century, and present an approach to workforce training to help workers not only learn necessary skills but also become adaptable to constant change. We suggest a functional contextualist approach to mastery learning achieves this aim. Specifically, we offer suggestions for pedagogy that not only develop skills but also encourage higher order thinking. Within a novice to expert continuum, we suggest deliberate practice, mental simulation, and reflective meaning making as methods to achieve efficiency and transfer-learning outcomes relevant to a changing workforce. This approach recognizes that learning is context bound and should promote broader human capabilities that support both employability and the continuing development of life literacies.
Despite older adults' developmental process along with its inextricable connection to health and physical activity issues and a unique learning desire in later life, limited evidence exists regarding ...the nature of learning that occurs when older adults engage in their practice of exercise. As engagement in personally satisfying physical activity becomes more meaningful in older adulthood as a means for healthy aging, understanding their practice of exercise and learning particular exercise-related skills is imperative. Thus, we examined older adults' perceptions of aging and everyday learning experiences in the context of physical activity. Using grounded theory, specifically following the paradigm model, we identified the core category of 'nature of learning in physical activity in later life' and older adult exercisers' learning process including assimilative, accommodative, and social aspects of learning. The findings suggested that physical literacy in older adulthood, self-directed learning about physical activity, reflective practice, and nostalgic learning should be taken into consideration when developing quality exercise programs and conducting future research.
Celotno besedilo
Dostopno za:
BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
4.
Supporting Adult Working Learners Roumell, Elizabeth A; Jabarkhail, Sami
New directions for adult and continuing education,
10/2023, Letnik:
2023, Številka:
179
Journal Article
This paper explores the impact of technological advances and digital transformations, with a particular focus on the "future of work" and its implications for lifelong learning and adult working ...learners. We emphasize the pressing need for human-centric solutions to address complex human challenges that technology alone cannot resolve, such as access to education, socioeconomic disparities, and cultural barriers. Drawing on articles in this issue, we advocate for cultivating improved human capabilities among systems, organizations, leaders, educators, and learners to navigate the accelerating technological and social transformations in work and education. Additionally, this paper underscores the significance of educators, policymakers, and advocates in serving the lifelong learning needs of adult working learners, while also highlighting the need for more agile and pragmatic strategies. While addressing the necessity of integrating technological advancements with human development, we stress the importance of ongoing education and training to adapt to the changes brought on by Industry 4.0 era. Ultimately, the paper calls for responsive and intelligent education policies and systems that promote the education, well-being, and economic participation of citizens in the face of a rapidly evolving technological landscape.
We investigated whether andragogical assumptions and their common critiques are reflected in global PIAAC data using its motivation-to-learn (MtL) and elaboration scales. A preliminary validation ...study with 300 adults revealed that andragogical assumptions cluster on these scales' two factors. Using hierarchical linear modelling of PIAAC data, we then investigated whether andragogical learning preferences varied across countries, and as a function of a learner's age, gender, education level, and occupation type. We then identified six country-level predictors from relevant theory to explain cross-country variation. Preferences varied across countries, decreased with age, and increased with educational level and occupational skill. Men had stronger preferences than women. A country's cultural value dimensions and its ability to meet its citizens' basic needs explained about half of the variation in preferences across countries. Preferences for andragogical learning were highest in Western countries, and among adults with similar demographics as Knowles. Implications for research and practice are discussed.
Celotno besedilo
Dostopno za:
BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
Applying international and comparative education and cultural perspectives, through critical comparative reflection, this paper examines issues and challenges of adult learning, teaching, and ...research endeavors between the East and the West. First, a brief literature review illuminating the obstacles and barriers for a two-way exchange between East and West is presented to argue and call for an interchange through which the West might endeavor to listen to and learn from intelligent life beyond its own borders (Merriam and Associates. Non-western perspectives on learning and knowing. Krieger: Malabar.
2007
; Milligan, Stanfill, Widyanto, & Zhang. Educational Studies, 47(1):50–70,
2011
). Second, via critical personal narratives, two international adult educators’ lived issues, experiences, and reflections demonstrate the pressing necessity that invites us to recollect critically what has been “dismissed or at very least delegitimatized” (Reagan. Non-Western educational traditions: Indigenous approaches to educational thought and practice 3. New York: Routledge.
2010
), in the discourse of conceptualizing educational thoughts and practice, and argue for consciousness to challenge our own ethnocentrism and the ethnocentrism of others that could help make the learning from each other more authentic and equally value from both sides. Finally, it concludes with recommendations that may facilitate further deliberations—philosophically, theoretically, and practically. The paper calls for a different mindset that helps interrupt educational neocolonialism in the globalized world. It also aims to help create a “third space” for bridging educational understandings and learning between East and West accurately, and more effectively.
A burgeoning body of literature discusses the process of being and becoming a doctoral scholar, suggesting that graduate students should move beyond performing the role of 'good student' and ...transform into doctoral scholars and stewards of the profession. More recently, research has been conducted to identify more commonly held competencies and attributes doctoral scholars should develop. Even so, clear models for developing scholarly identity and specific habits-of-mind are more difficult to identify. The literature ranges from discussing this process as a form of transformation or identity development, as a form of socialisation, as regulative epistemology, or as the development of a scholarly habitus. While it would be fruitful to derive a new model for scholarly dispositions, we look to perennial wisdom and metaphors of intellectual excellence and lifelong learning that already exist. In this paper we illuminate three Confucian notions, elaborating the development of scholarly dispositions and cultivating particular habits of mind, values, and ways of being. Confucian philosophy sets forth ideal ways of being, valuing, and knowing that are highly developed in their own right and add a more holistic understanding to the conversation of scholarly identity development.
Faculty members who e-mentor dissertations in online doctoral programs, or remotely as a result of COVID-19 participated in an open-ended survey about strategies that helped them succeed, challenges ...they faced, and institutional support they would find helpful. Consistent communication, individualized support, and structure were found helpful for e-mentoring dissertations. Faculty overwhelmingly cited time, workload, and lack of institutional support as challenges, and stated that institutions could help e-mentors by providing support with the process, research resources, writing support, and time and incentives for e-mentoring. The results are discussed with recommendations for institutional support for dissertation e-mentoring.
Prior research has established the importance of the supervisor-doctoral candidate relationship and highlighted the importance of mentoring practices for the successful completion of doctoral ...theses/dissertations in the online environment. This article presents the findings of a survey with faculty members who work as supervisors in online and blended doctoral programs, and e-mentor students working on dissertations, or did so at a distance as a result of COVID-19. The survey was designed around the five sections of technology use in e-mentoring, strategies related to communications and expectations, strategies related to research processes, strategies related to emotional and social support for students, and institutional support, with a focus on which technologies and strategies faculty found most helpful. The results of the e-mentoring survey are presented and discussed in the context of prior literature and future research.
Many education doctoral programs offer extensive amounts of coursework online or from a distance utilizing a variety of combinations of course delivery. Given the increase in the number of online ...programs in recent years, it is reasonable to believe that blended, distance, and online practices will continue to be integrated more widely into education graduate studies and programs. The purpose of the study was to examine the perspectives and understandings of experienced doctoral supervisors in blended and distance-delivered doctorate programs to get a clearer picture of their current doctoral supervision practices. A mixed-method study was conducted to describe online and distance doctoral supervisors' experiences. Findings suggest that doctoral supervision within a distance setting requires more strategic attention, and some suggestions are made in terms of understanding doctoral supervision as building research capacity.
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