Understanding the relationship between job characteristics and participation in adult learning is essential for fostering sustainable development. This study explores how employment factors such as ...job characteristics, work autonomy, and required skills influence participation in adult learning, which is important for economic resilience and social cohesion. The research utilizes data from the 2021 Labor Force Survey (LFS) in Slovenia, examining adults aged 25–64 and their participation in formal and non-formal education. Findings reveal significant correlations between employment status, type of contract, company size, and adult learning participation. Specifically, individuals in larger companies and those with flexible working hours are more likely to engage in educational activities. Additionally, the ability to work from home is strongly associated with higher participation rates in adult education, highlighting the role of flexible work arrangements in promoting lifelong learning. These insights underscore the importance of creating supportive job environments and equitable access to educational resources to achieve sustainable economic growth and reduce inequalities. By addressing the factors that influence adult learning, policymakers and organizations can develop strategies to enhance workforce adaptability and lifelong learning, ultimately contributing to the broader goals of sustainable development.
Tokratna tematska številka Andragoških spoznanj se posveča digitalizaciji izobraževanja in vključevanju sodobnih tehnologij v procese učenja. To temo smo v reviji že večkrat obravnavali – z razlogom. ...Uvajanje IKT v izobraževalni proces je namreč področje in proces, ki se nenehno razvija – teoretsko, pa tudi v praksi –, spoznanja pa se hitreje kot v različne strategije vpeljujejo kar v samo prakso poučevanja. »Digitalna preobrazba« je pojem, s katerim se predvsem na politični, odločevalski ravni opisujejo različni procesi in priporočila vladam glede vključevanja tehnologije v šole. V zadnjem času te procese usmerja zlasti Akcijski načrt za digitalno izobraževanje, ki ga pripravlja Evropska komisija (2021). V tej in podobnih strategijah je treba ločevati med procesi »digitizacije« (angl. digitisation), digitalizacije in pa »digitalne preobrazbe« (Schmidt in Tang, 2020).
This study aims to investigate the impact of blended learning strategies on various student outcomes in Vocational Education and Training (VET) contexts, addressing gaps in the existing literature ...and informing the refinement of blended learning approaches to enhance educational experiences. The main goal of the study was to explore the impact of teaching approaches used on student attitudes, satisfaction, motivation, and the workload of VET students. Data were collected from 106 students across seven VET programs through an online survey. The findings reveal that collaborative learning significantly enhances student engagement and satisfaction, while the integration of technology in blended learning environments improves educational experiences. However, challenges such as perceived overload are acknowledged. The study also highlights the critical role of assessment and feedback in fostering student satisfaction and competence. Based on these results, the study recommends enhancing collaborative learning through strategic support for diversity and technology integration and optimizing assessment and feedback mechanisms to improve engagement and reduce stress. These recommendations aim to refine blended learning strategies in VET, contributing to better educational outcomes and addressing the identified gaps in the literature.
Tokratna številka Andragoških spoznanj je nastala kot rezultat projekta Inovativno učenje in poučevanje v visokem šolstvu (INOVUP), ki se izvaja na vseh treh javnih slovenskih univerzah: Univerzi v ...Ljubljani, Univerzi v Mariboru in Univerzi na Primorskem. Poleg teh treh institucij, ki zajemajo večino slovenskega visokošolskega prostora, v konzorciju sodeluje tudi Fakulteta za informacijske študije v Novem mestu. Osrednji namen projekta INOVUP (www.inovup.si), ki ga financira ministrstvo za izobraževanje, znanost in šport prek sredstev Evropskega socialnega sklada (ESS), je preveriti in »prevetriti« visokošolsko didaktiko na slovenskih univerzah. V projektu ne želimo zgolj analizirati stanja na tem področju, temveč prek različnih usposabljanj spodbuditi refleksijo visokošolskih učiteljev o lastni praksi in jih usposobiti za vpeljavo novih pristopov v poučevanje.
Ko razmišljamo o izobraževanju odraslih in vseživljenjskem učenju, dajemo največji poudarek vlogi učečega se in procesom učenja, v katerih ta pridobiva znanje, spretnosti, se spreminja in spreminja ...svet okoli sebe. Razumevanje procesov učenja odraslih je pomembno zaradi omogočanja boljših razmer za samostojno učenje odraslih, pa tudi z vidika načrtovanja čim bolj učinkovitega poučevanja in uporabe metod izobraževanja. Odrasli se učijo na različne načine, zato je razumljivo, da obstaja cela paleta izobraževalnih oblik in metod izobraževanja, ki so značilne ali še posebej priporočljive za spodbujanje učenja v različnih življenjskih okoliščinah. Pomembna značilnost izobraževanja odraslih, ki bo razvidna tudi iz nekaterih člankov v tej številki Andragoških spoznanj, je tudi ta, da le manjši del izobraževanja poteka v formalnih okoliščinah, večinoma pa se dogaja zunaj izobraževalnih institucij. Od učitelja odraslih se pričakuje, da obvlada različne metode, ki jih lahko učinkovito uporablja v izobraževanju odraslih, in pozna dejavnike, ki jih je treba upoštevati pri njihovi izbiri in uporabi. Kot izobraževalci odraslih se moramo zavedati, da je treba za učinkovit učni proces zagotoviti aktivno sodelovanje udeležencev pri učnih dejavnostih, ki jih načrtujemo, da bi ta cilj dosegli, pa bi morali skrbno načrtovati okoliščine za učenje in pri izbiri izobraževalnih oblik in metod poskrbeti za izkušnje, ki bodo omogočale doseganje želenih rezultatov. V zadnji letošnji številki Andragoških spoznanj je kar nekaj člankov, ki se ukvarjajo prav s temi vprašanji.
Supporters of distance education highlight the many advantages of online learning as compared to face-to-face education, such as greater openness, diversity of teaching materials, adjustment to ...student learning styles, the speed of learning, and more. Despite the advantages, the growing number of programs, and the increased acceptance of distance education in national strategies worldwide, distance learning providers are faced with the problem of dropouts. Studies have shown that the dropout rate in distance educational programs is higher than the dropout rate in traditional programs. Understanding of the reasons and determinants behind dropping out of an educational program is a challenging task for educators, researchers, and policy-makers. In this paper, we describe the main characteristics of distance education, and analyze the models that try to describe and prevent students from dropping out of these programs. Our analysis suggests that the circumstances that affect the dropout rate should be considered in the planning and implementation of distance education programs.
This study examines the acceptance and use of learning management systems (LMS) among higher-education
teachers and the relation between their use of such systems and their teaching approaches in the ...context of online
learning, following the community of inquiry (CoI) framework. A total of 326 teachers at University of
Ljubljana completed a questionnaire. Our main research goal was to examine the impact of a basic Theory of
Acceptance and Use of Technology (UTAUT) structural model, with the CoI framework as a complement. The
latter adds three new aspects to the use of LMS for educational purposes, representing complex cognitive and
social dimensions of teaching in the virtual space. We found that the crucial factor for LMS acceptance by
university teachers is the immediate social influence at work, but the formation of the learning process largely
depends on the characteristics of the LMS tools and the perceived usefulness of the application.
PDF
