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You are invited to submit an abstract for the fifth issue of JOVACET to be published in October 2021. Deadline for abstract submissions: Friday, 26 February 2021. Abstracts should comprise a maximum of 700 words and be submitted in MS Word format via the journal website at www.jovacet.ac.za or emailed to Dr Catherine Robertson at cathy@tcrobertson.co.za. Should you prefer to submit a full article, please limit the number of words to 8 000, which includes the abstract and list of references. The website will provide the style guide. Contributors may share any recent research relevant to the theme and the TVET/adult learning sector. Therefore, submissions of papers are invited that respond to this call to share recent research, its conceptual framing and its findings, with a view to identifying areas of further research for exploration. Submissions should be of high quality and follow academic research/writing conventions in the social sciences. Specifications can be found on the JOVACET website or obtained from Dr Catherine Robertson at the email address above. We look forward to receiving your submissions!

Kaizen or continuous improvement is a term commonly used in the Japanese automobile industry as a way of improving the quality of automobile products. Kaizen's roots originated from Japan. Its methods and techniques are applied in continuously improving to near perfection such as learning martial arts, flower-arranging, and tea-making. It can also have potential in applications to adult learning theories. This paper serves as initial research in studying Kaizen and making similar comparisons to adult learning literature. The paper provides literature review, research questions, and a discussion on the topic".

In this article, I describe my reflections on developing student authors through a class research project. I review the assignment origins and description and my role in the students' developmental journey from transforming a class assignment to a publishable work.

Following the publication of a recent report, commissioned by the Higher Education Academy (HEA) and conducted by Staff and Educational Developers Association, this short paper considers the HEA UK Professional Standards Framework in the UK Higher Education Sector, in the context of recent and continuing debates about how best to support faculty professional development in teaching (and supporting learning). The need for a framework is briefly articulated, followed by a description of its main elements and a summary of recent evidence on its impact. A discussion of issues and (international) debates about the role of formal qualifications in delivering the kind of faculty development envisaged in the framework and aligned programmes is then presented. The paper concludes with some suggestions for research that arise from this review. Postprint

To enjoy the same success in the future as in the past, Malaysia will need to ensure that more people develop the right skills and use them effectively in the workplace. Special attention needs to be devoted to supporting disadvantaged students and adults in developing critical skills and reducing the skills imbalances in the labour market, which can contribute to higher productivity and growth. In light of the importance of skills for fostering labour productivity, this paper examines evidence of skills imbalances in Malaysia and assesses Malaysia’s performance in a number of key policy areas that can help reduce imbalances. The first section provides an overview of skill imbalances in the Malaysian labour market and presents new evidence from the OECD Skills for Jobs database. The subsequent sections discuss how Malaysia performs in four policies areas that are important for minimising imbalances: i) improving teacher quality and practices, ii) strengthening the connection between education institutions and employment, iii) providing training opportunities during working life, and iv) making better use of women’s skills. The final section focuses on demand side policies that can support Malaysia to move towards a high-skill equilibrium and discusses areas of action to improve the conditions that promote the development of a more innovative and dynamic economy. This Working Paper relates to the 2019 OECD Economic Survey of Malaysia (http://www.oecd.org/economy/malaysia-economic-snapshot)

As we look at our daily lives and the world around us, it is becoming more and more difficult to learn new things and our new knowledge is suffering because of the fast and intense way of life we lead. The development of technology has greatly influenced this way of life. In recent years, we have witnessed the rapid growth and development of technology and seen how technology affects many aspects of our lives. Therefore, the aim of this paper is to contribute to the under-standing of the concept of e-learning in organizations and the influence of organizational support on the intention to use e-learning systems and how the use of e-learning improves individual work performance. The paper used structural equation modelling technique to test the hypotheses at the level of employees in different sectors. The results showed that the most significant predictor of individual job performance was intention to use e-learning, followed by knowledge sharing. In addition, the results showed that knowledge sharing and personal innovative-ness were significant predictors of perceived usefulness.

Graphic facilitation revolves around using multimodal representations in order to drive idea generation, learning processes and collaboration among groups. The use of graphic facilitation is a growing practice in organisational contexts and is slowly emerging in educational contexts. However, there is a lack of research on the role of the facilitator when teaching graphic facilitation. At the beginning of basic graphic facilitation courses, facilitators are often met by enthusiastic participants who at the same time are hesitant and lack belief in their own drawing skills. Thus, the paper aims to provide insights into didactical considerations of facilitators when organising teaching that empowers participants to gain confidence in their own drawing abilities as an entry point to using graphic facilitation in their daily work. The empirical data used for analysis is based on participatory observations of two professional facilitators teaching two- to three-day basic courses in graphic facilitation. These observations are combined with follow-up interviews with the teachers. The analysis shows how visual metaphors and humoristic utterances are built up throughout the courses as social memories that are carried out and refined by participants. Thus, the study demonstrates how the use of humour and visual metaphors became multimodal ‘hooks’ of social memories, which support a playful and safe learning environment. The findings show how the teachers had a crucial role in initiating, acknowledging and supporting the use of humour in these settings. Based on the empirical findings, the paper concludes by outlining potentials and challenges specific to using humour and visual metaphors when teaching graphic facilitation.

The increase in the number of adults returning to complete their university education as ‘non-traditional students’ brings more attention to the challenges of a standard degree format. This paper examines the experiences of seven non-traditional students undergoing a cooperative education programme in Singapore, where students would alternate spending a few days in a week at a university while working full-time for the remaining days, in relation to the challenges and opportunities of the programme. Using qualitative thematic analysis, we discovered four themes greatly affected by the programme design – motivations for enrolling, transferability of knowledge, work–study balance and coping mechanisms. Overall, some obstacles hindering adults from continuing education were addressed by this cooperative education programme. The strong integration of work and study roles ensured that adults did not need to leave their job before starting university, reducing time and money-related pressures while increasing their commitment level to education. Additionally, rigid institutional practices were mitigated by the flexibility given by teaching faculty and work supervisors. We suggested several improvements to better suit the rising number of adults wanting to attain a degree. With the research results and recommendations proposed herein, this paper is useful to various universities willing to adopt cooperative education.

The paper discusses the participation of the “Quality Education” goal of SDGs, “Personal, social, and learning to learn competence” of the EU Key Competences for Lifelong Learning, and four categories (the educator is someone who…) of the Competences for Educators in ESD in student teacher university training. It presents the theoretical explorations of relevant content to show possible options to be introduced to pre-service teacher training. Reflections about desired changes in personal and professional development are followed by the presentation of workshop outcomes realised with students of 3rd stage studies of pedagogy at the University of Lodz. Students have been developing their intercultural and sustainable development competences by creating stories with multicultural aspect and sustainable perspective. The paper refers to the application of the author's original learning method “Me and you towards sustainability” inspired by books of Robbins, What if? … (2008, 2018). The paper concludes that learning by creation gives more chances to understand oneself and Others.

Those who work in university-based programs are in a unique position to positively influence teaching, leading, and learning in the 21st century—whether in traditional face-to-face classrooms or online. To ensure culturally responsive practices, postsecondary faculty and administrators must be proactive about critically reflecting on their own professional praxes related to adult learning. This paper offers a mini-review of concepts derived from the literature for promoting inclusive postsecondary learning communities in a diverse and global society. This conceptually based paper blends current practices with traditional adult learning theories and includes considerations for those who work in university-based programs that prepare educational leaders.

This paper explores the challenges and successes of engaging female survivors of childhood sexual abuse and sexual violence in community-based, arts-informed adult learning. The study presents the complex physical, psychological and emotional barriers to participation that were encountered during the fieldwork period. The rationale for using an arts-based research (ABR) methodology is outlined, detailing the delivery of weekly visual arts sessions and the use of women’s creative outputs to enhance the qualitative research process. The critical role of the facilitator ‘crafting’ the women’s engagement with the visual art and the research process is highlighted, emphasising the need to work reflexively and with flexibility. The paper concludes by outlining the benefits of using an ABR methodology to enhance the dissemination of the study findings and reflects on the importance of creating spaces to celebrate and platform the achievements of marginalised adult learners.

This paper argues that an andragogical approach to teaching and learning in higher education in Nigeria has become necessary if the goals prescribed by the National Policy on Education as regards tertiary education are to be achieved. Going by the current practice in some tertiary education institutions, students are seen as passive learners and teachers as “masters” of all knowledge. This posture naturally promotes 'banking learning' which views learners as banks within whom knowledge is deposited to be withdrawn at a later date. Since an approach such as this is inimical to the achievement of the goals of tertiary education in Nigeria, the paper advocates for the adoption of adult learning principles by teachers of higher institution of learning. Adult learning principle which is based on andragogy theory propounded by Malcolm Knowles sees learners as autonomous and self-directed; experienced; goal-oriented; relevancy-oriented; practical-oriented individuals. The paper ends by giving selective examples of how adult learning principles may be applied to higher education teaching to achieve the goals enunciated within the Nigeria National Policy on Education.

This paper draws on McClusky’s Theory of Margin which contains elements of life transitions. Adulthood period is one of growth, change and integration of balance between energy needed to engage in learning. There is an increasing participation of adult learners in higher education institutions. This paper determines whether learners complete degree programmes on time, or otherwise, by examining responsibilities, resources required for learning, challenges faced and margin available to learners. This qualitative case study used Accra Learning Centre and adopted homogenous, random and sequential purposive sampling procedures. Fifteen participants participated in the in-depth interview conducted. Thematic, narrative and interpretivist approaches were adapted in analysing data collected. It emerged that adult learners have limitless potentials to learn, yet poor time management, work commitments and financial challenges made it difficult to complete programmes on time. Engagement in multiplicities of responsibilities consumed adult learners’ time and energy to learn. The findings are discussed and recommendations are made.

This paper is in response to the article entitled, “MOOCocracy: the learning culture of massive open online courses” (Loizzo and Ertmer, Educational Technology Research and Development, 64, 1013–1032: 2016). After summarizing the original study, this paper examines the value of Loizzo and Ertmer’s (2016) finding that massive open online courses (MOOCs) support a unique adult learning culture comprising a social learning democracy. It suggests a number of ways researchers can apply the concept of a learning culture and the themes of MOOCacracy to other online contexts and audiences. The paper also addresses some limitations of the original study—such as the need to ensure the themes of social learning democracy apply to content areas outside of the social sciences. The perspective concludes with suggestions for future research on the applicability and appropriateness of MOOCocracy in K-12 settings and the knowledge and skills leaners may need to participate in and benefit from a social learning democracy.

The purpose of this paper is to describe how and where Lesotho citizens have learned about democracy, their civic life and citizenship. The paper draws from a larger PhD study that was conducted in...

PurposeThere has been an increasing emphasis on developing officers who can effectively make decisions in dynamic and stressful environments to manage volatile situations. The aim of this paper is to guide those seeking to optimize the limited resources dedicated to police training.Design/methodology/approachDrawing on research related to stress exposure training, principles of adult learning, the event-based approach to training and policing more broadly, the authors show how carefully crafted training scenarios can maximize the benefits of police training.FindingsThe authors’ review highlights various training principles that, if relied on, can result in scenarios that are likely to result in the development of flexible, sound decision-making skills when operating under stressful conditions. The paper concludes with an example of scenario development, which takes the reviewed principles into account.Originality/valueThe authors hope this discussion will be useful for police instructors and curriculum designers in making evidence-informed decisions when designing training scenarios.

PurposeWhile women in most European societies still carry the largest burden in caring for the family, there is also an important unrealised learning interest among women. This has an impact on women's labour market and career opportunities. This paper aims at analysing empirically the role of family obligations in women's ability to realise their learning interests and how this differs across societal and institutional contexts across Europe.Design/methodology/approachThe paper makes use of the second wave of Adult Education Survey from 2011, including data from 22 European countries. The article focuses on women aged 25–55 – an age group most affected by parental obligations. Logistic regression models are used to compare the effect that children in the household have on women's learning barriers across country groups of different family policy arrangements.FindingsThe results confirm empirically the situational nature of family barriers to learning as they grow and decline depending on the age of children. However, the level of intensity and the period when family-related barriers remain relevant for women vary across European countries.Originality/valueThis paper provides new insights into how women's caring obligations shape their labour market and career opportunities, focussing on the ability to take up adult learning. Involving data from 22 countries, including Eastern European countries, provides a broad look into the differing contexts shaping women's opportunities across Europe.

PurposeThis paper discusses the findings of a mixed-methods study of early childhood instructional coaches employed in state-funded preschool (aged three and four years) programs in the state of New Jersey (NJ) in the United States (US), highlighting a case study of one coach that provides an example of individual and organizational factors influencing the work.Design/methodology/approachAn online survey was distributed to all coaches (master teachers) in 35 districts' early childhood programs. Two master teachers were then studied for a period of five months. During that time, three structured interviews were conducted, focused observations occurred each month, and coach logs were collected.FindingsThe findings of the data analyses illuminated both individual (i.e., a coach's own professional development) and organizational (i.e., varying interpretations of role) factors that influenced the work of the early childhood coaches.Research limitations/implicationsThe data in this paper is limited to one US state's approach to early childhood coaching. The case study data examined is limited to the contexts of the specific participating districts and master teachers involved. It is suggested that future research be conducted on a nationwide pool of instructional coaches.Practical implicationsThe findings of this study highlight the role of the state in providing more guidance surrounding the primary responsibilities of the master teacher. It is suggested that further attention be placed on creating and sustaining a professional development network for the master teachers serving NJ's early childhood programs.Originality/valueAs one of the few statewide studies of instructional coaching in early childhood, this study provides insights into how policy is translated into practice.

Globally, there is an ‘inadequate’ amount of data on the participation of migrants and refugees in adult learning and education. This paper makes a contribution to filling this knowledge gap by presenting new empirical research and analysis on the broad adult learning and education policy framework for refugees and asylum seekers in Scotland. Scotland has responded to the migration ‘crisis’ in Europe through various coordinated policies that explicitly promote inclusion for refugees and asylum seekers. Drawing on Schweisfurth’s Learner-Centred Education framework, this paper presents qualitative data on four aspects of community-based ‘English for Speakers of Other Languages’: motivation, fluid nature of knowledge in the classroom, flexible delivery of provision and friendly classroom relations. Findings revealed evidence of good practice, skilled provision of community-based English for Speakers of Other Languages and underfunding. Scotland is a leader in Europe with respect to inclusive policy, but underfunding and jurisdictional authority could undermine its promise.

This paper discusses the role of policies in promoting or hindering professionalisation in adult education in different contexts. The paper draws generalisations based on three case studies: India, Colombia and Denmark, where professionalisation of adult education is negligible. The methodology includes case studies, policy analysis and a comparative perspective. The paper concludes that the professionalisation of adult education has diminished with the emergence of lifelong learning because the focus of policies has shifted to learning outcomes rather than educators. Stakeholders who favour the professionalisation of adult education and learning, therefore need to ensure the development of distinctive offers, create a market for them and get them acknowledged to convince policy makers for investment.

International audience; This paper utilises a qualitative literature review to highlight the shift to learner-centred methodologies in vocational education and training and profile the applications of trauma informed approaches to address learner needs and increase learner inclusion and chances of success. The discussion begins by identifying the need for trauma informed approaches in delivery related to technical and further education and workplace settings. The characteristics of trauma informed training environments are then considered such that the professional development needs of trainers can be established. The paper presents a model competency statement that can be used to develop training programs for trainers working in vocational education and training. The model competency statement, entitled "Utilise trauma informed training practices", can be used as a basis for development of accredited programs, nationally recognised units of competence, professional development programs or any other program related to implementation of trauma informed approaches in an adult training setting.

Given the many ways in which adult education, as an important factor of socio-cultural progress and personal growth, has raised a great deal of interest, many studies have given rise to various theoretical approaches to adult education and learning, that still shape research on adult learning at present. Importantly, the social character of literacy is re-vealed in a variety of ways, since nowadays literacy, in its multi-manifestations, has be-come a vital set of competencies and practices, interwoven in the fabric of present-day societies. Numerous studies have attempted to explain the prerequisites and preconditions for the emergence of adult learning and education and trace the path of its establishment and further development. The present paper sheds new light on the history of the Bukovini-an Ukrainians’ (the Ruthenian population) adult learning and education. There remains a neglected area in the field of adult learning education of other nationalities of Bukovina, so there is still a need for its further investigation. It is worth mentioning that experts have always seen Bukovina as a polyethnic and multiconfessional land, but our focus will re-volve around the Ukrainian-speaking adult population’s education, its establishment and development. Traditionally, historical research techniques and approaches can improve the selection of the most appropriate methods to compare data and test theories to fore-cast the possibilities of their development. Therefore, the holistic understanding of adult education is pivotal to achieving our research goals. Given the results, we found out which factors contributed to the continuation of learning that prevailed in the public education policy and the public sphere of Bukovina from 1861 to 1940. Consequently, within the above-mentioned chronological framework, we have classified the process of adult learn-ing and education development in Bukovina into 5 distinct periods. Such findings pointed to significant gains from the participation in adult education classes in a set of well-established and widely spread reading clubs that have become the first adult learning and education centres. Their activities were aimed at facilitating people’s perception of reality, in order to actively and consciously evaluate the ongoing processes in the society, varying from civic engagement and social cohesion to stimulation of their civil stance and the sentiment of national unity. Analyses of literacy practices and the social contexts in which they were embedded emphasized the enhanced adult learners’ participation and their final successful outcomes. This paper stressed the importance of the Folkuniversitet of Cherniv-tsi, which was widely recognized beyond the boundaries of both the city and the region. Altogether, the findings of this study reveal a number of important implications for future research.

This paper describes the mapping of self-directed learning readiness (SDLR) for adult students applying for a master’s degree program delivered entirely as distanced learning. Since SDLR is strongly linked to both adult learning and online education, developing of self-directed learning (SDL) skills should be taken into consideration in our degree program. Making future students aware of SDLR is the first stage in introducing self-directed learning methods and practices in learning environments. The easiest way to do this is to have students answer an SDLR self-assessment questionnaire and give them feedback regarding their SDLR level. This paper presents how this is realized and provides the preliminary results of the study and the applicants’ SDLR score distributions. The results indicate high SDLR among all applicants. peerReviewed

Purpose: The first attempt to develop and instruct a new course in evidence-based practice in a physical therapy curriculum proved problematic. The purpose of this paper is to describe the method of revising this traditionally taught course using a combination of flipping the classroom, team-based learning, and technology. Methods: Working with an Instructional Design Specialist, a weekly online preparatory module was created for each content topic using a variety of multimedia learning provisions including micro learning videos (PowerPoint with voiceover), transcript of the PowerPoint, a list of vocabulary words, reading, Quizlet, Flipgrids and Concept Checks. Each week’s module was introduced with a listing of objectives, goals, time to complete tasks and a description of the in-class activities. Class began with a weekly 10-question vocabulary quiz to hold students accountable for their preparation. A short summary lecture followed. Students were then given an in-class assignment to complete either in pairs or small groups. Discussion of the assignment completed the session. Most of the assignments were submitted electronically prior to discussion for grading purposes. Several also utilized a team-based learning format. Pairs of students complete an assignment; students then convene with their group and discuss and complete the same assignment. This process facilitates a more active learning environment. Result: Students were consistently prepared for class as evidenced by their quiz performance. Informal assessment of the online preparatory modules was performed using a “One-Minute Paper” assessment. Students reported that the PowerPoint with voiceover, Quizlet, Concept Checks, and the weekly list of vocabulary terms were most helpful, whereas Flipgrids and reading were not helpful. In-class activities were interactive and facilitated deeper conversations about the content. Conclusion and Recommendations: The outcomes provided reflect student perception solely, which may have been biased by the instructor’s presence in the course. Formal assessment of changes was not possible using student performance as a measure because the course had dramatically changed from year one to year two. A more formal, scientific assessment is recommended to determine if and how course changes affected student performance.

In this work-in-progress paper, we will discuss the implications of adult learning theory (ALT) for science, technology, engineering, and math (STEM) education in fully online, distributed learning environment. Current approaches in online STEM education are grounded in a constructivist view of learning and based on the concept that students are active participants in their knowledge creation. We will re-examine these premises in the context of new findings and current developments in higher education landscape. More specifically, the increase in non-traditional and adult students using online platform to continue their education has presented a new challenge for learning activity design, development and delivery. ALT can be extended to the existing practices to help build greater process- and progress-oriented as well as individualized learning approaches. In this paper we will focus on reviewing the general ALT ideas and their potential for revamping online STEM education. The detail recommendations will be proposed in the next phase of the study.

Literature on learning among immigrant adults is limited.1, 2 Published literatures directly concerning the socio-cultural educational experiences of permanent resident international medical graduates (PRIMGs) at their post-migration adaptive period is even more limited.3 In order to properly understand the post-migrational re-qualifying experiences of PRIMGs; it was felt important to study and incorporate educational theories. This paper has focused on examining some of the adult learning theories that underpin PRIMGs' accreditation experiences in developed English-speaking countries i.e. Australia. To do this has involved repeatedly visiting a range of educational theories, concepts and paradigms. Since one single theory or paradigm failed to cover all aspects of the study, it was deemed important to explore a variety of different theories. Although the social experience during re-settlement is crucially important for predicting PRIMGs' academic progress; this paper solely concentrates on their post-migration educational experiences. The review has suggested that some preknowledge on nature of the educational facilities in the host country is important for re-establishing medical career. For some, this process may all go smoothly whereas others may find this journey difficult, frustrating and costly. The outcome of settlement ought to be better if the decision to migrate was taken with pre-knowledge of the post-migration learning environment and structure4; although, many other micro and macro elements are equally involved in the process. The implementation and practice of 'Experiential learning model' has been advocated that both indicates and emphasizes the need for funded arrangements of 'Structured on the job training' programs for PRIMGs. The alternate option would be to undertake full-fee-paid, practical-oriented, up-skilling bridging courses6. Such training would assist them to effectively complete their learning cycle and re-qualify in a shorter timeframe.Bangladesh Journal of Medical Education Vol.9(2) 2018: 27-31

Purpose The purpose of this paper is to provide a theoretical framework that is of practical use to those who are coaching for enhanced communication in the contact centre industry. Design/methodology/approach The conceptualization of this framework has emerged after several years of working, as an applied linguist and consultant in this industry. Findings The interdisciplinary framework proposed in this paper draws on the adult learning theory, on language assessment and applied linguistic practices and studies carried out looking at how competency is developed at work. It proposes four levels of competency from novice to expert with the attendant coaching approach to best target the needs of communications coachees in this industry. Research limitations/implications Implications for improved coaching practices in the contact centre industry where there is heavy investment in coaching on the floor. Research limitations are that although there is strong anecdotal evidence that this framework and approach to coaching is effective, the authors need to carry out a large-scale study showing business impact. Practical implications The implications for coaching practitioners are that they have an informed theoretical framework upon which to base their coaching activity. This provides a more targeted approach to the needs of coachees of different levels of experience. Social implications As a result of effective coaching, particularly at the early stages of working in a contact centre, the level of attrition may drop thus providing employees with work in a supportive environment. Originality/value No previous study has looked at how theoretical studies in adult learning and applied linguistic practice can inform communications coaching in this industry. It has also involved the quality assurance specialists in collaborating and contributing to this model.

The human computer interaction issues associated with the creation of personalized role playing simulations are discussed in this paper. This paper is aimed at those who are interested in building authoring applications which enable educators to build role playing simulated e-learning resources to use with their students. One of the main issues which have come to our attention is that many learning designers and educators do not understand what exactly it is we are trying to achieve by creating personalized role playing simulations. Also, how to gauge the pedagogic merits which can be achieved by using these e-learning resources. Potential users require guidance on the most appropriate uses for this authoring application. The provision of exemplars of use of such personalized e-learning activities would assist potential users in creating their own role playing simulations. Other issues which are to be addressed in authoring applications for creating personalized e-learning activities are: documentation; training materials; preview mechanisms; integration; usability; and the use of clear and relevant terminology. Human acceptance is paramount to the effective use of educational software which is designed to facilitate the creation of personalized e-learning resources. In conclusion, if the realization of an authoring application for creating personalized role playing simulations is to be achieved the following issues must be resolved: relevance to the learning experience; efficiency in production; and improvements in the human computer interaction.

Over the last two decades, Internet and advances in technology more generally have allowed to support and enhance teacher learning in both school and university contexts. Computers and other technological innovations have created more collaborative learning environments, expanded the contexts of teacher communication, and facilitated teacher engagement with digital literacy such as blogging. This paper presents case studies of two pre-service language teachers involving analysis of the teachers’ blogs and interviews. Developmental trajectories of the participating pre-service teachers during one academic semester (15 weeks) are analyzed through the lens of transformative learning theory. The transformative learning theory allows to investigate the ways in which teachers change (or, transform) through the activity of writing. The analysis reveals that some pre-service teachers may not always react positively to the requirement to maintain a teacher blog and such lack of involvement prohibits teacher transformation. The study suggests that teacher educators provide more guidelines regarding blogging to more reluctant participants or even offer alternative arrangements such as, for example, face-to-face meetings. Lastly, the paper argues for greater consideration of adult learning and adult development theories as a basis for furthering our understanding of and fostering teacher learning. (193 words).

Online learning and massive open online courses are widely used in engineering and technology education. Engineering next-generation learning requires overcoming the potential constraints of online learning environments which necessitate higher levels of self-regulation than traditional classroom settings. This particular requirement demands that learners allocate their cognitive, metacognitive, affective and motivational resources to meet this need. Lack of self-regulation can affect learners' engagement with the course content, resulting in sub-optimal learning outcomes or failure to complete the course. This paper reports on the design of a virtual learning assistant and its implementation in online learning activities. This paper outlines the virtual assistant's use as a data collection tool and, further, proposes that the virtual learning assistant has the potential to be used as an assessment tool for self-regulatory skills, and as an intervention tool to support online learners' self-regulation in online learning. Refereed/Peer-reviewed

International audience; There is currently, and historically, a high rate of workplace incidents and fatalities in the Australian Agricultural sector. This paper considers the use of coaching as a mechanism for provision of best practice safety training and development of a safety culture in Agricultural work places, particularly based on the current industry profiles and preferred methods of workplace learning. Current studies, including Safe Work Australia and AgHealth Australia data, and literature, such as Krauesslar and Passmore (2015) and Somes (2018), are reviewed to explain how coaching can enable workers to feel motivated and involved in workplace safety, and in effect, reducing the incidence of workplace injuries and fatalities. As such, the paper considers 'what is the most successful training method to develop a stronger health and safety culture in the Agricultural Sector?' The discussion finds that the most commonly and most effective learning approaches utilized in agricultural settings are based on 'farmers learning from farmers'. This is effectively a coaching approach, and in turn, workplace coaching should be considered as a generic foundation skill taught to all workers in Agriculture to encourage effective consultation practices and communication between workers. The development of coaching skills can occur through their inclusion in formal training programs, such Certificate III or IV level programs in Vocational Education and Training and through short specific targeted programs.

Purpose This study uses the Technology Acceptance Model (TAM) to predicts the level of technology acceptance by vocational agriculture teachers at the secondary levels in Iran. Design/methodology/approach In the literature review of appropriate models, the Technology Acceptance Model proved the most efficacious. A modified version of Technology Acceptance Model (TAM) proposed by Davis, Warshaw, and Bagozzi (1989) was modified and expanded to include the variables of facilitating conditions, available resources, job relevance, computer self-efficacy, subjective norm, age, and computer anxiety and was implemented using structural equation modeling using data collected from 154 secondary-level vocational agriculture. Findings This study shows that the modified TAM model, explained 15% of the variance in information technology usage among vocational agriculture teachers. Furthermore, at the 5% level, relationships showed that perceived ease of use, perceived usefulness, behavioral intention, subjective norms, computer self-efficacy and computer anxiety were all significant while age, and available resources showed significance at the 10% level. Practical implications The paper will assist policy-makers in recognizing what factors they can control to promote the adoption IT as well as identifying characteristics of educators that could inhibit such adoption. Theoretical implications The paper reveals the modified TAM model provides an adequate description of factors available to policy-makers for promoting the incorporation of IT as well as insights into how faculty members’ disposition toward the adoption of technology. The research provides useful insights into individual’s receptiveness toward the use of IT in classroom instruction, as well as extending the international scope of the modified TAM model with the inclusion of an Iranian study. Originality/values The paper provides recommendations on factors that could be used to increase the adoption of IT while other external variables describe the receptiveness of faculty members to the adoption of IT.

This paper presents a picture of two Danish formal instruction settings with mathematics designed for adult participants: One setting is labor market training for unskilled and semi-skilled workers (adult vocational training). The other setting is preparatory adult education (PAE) as a second chance for adults who did not acquire what is regarded as sufficient mathematical knowledge and skills in lower secondary school. The long-standing tradition of adult learning in Denmark has as its core values to empower adults and encourage them to participate in democracy and to offer instruction which appeals to participant’ active involvement. The paper explores some challenges in mathematics instruction and how the challenges are met in aims, organization and national teaching guidelines in the two settings. Also, it analyzes how instruction strategies, which are recognized internationally, are mirrored in the national teaching guidelines.

Purpose – The purpose of this paper is to make a case for creating a strand of negotiated qualifications in the English (and more generally UK) vocational education and training (VET) system, using the approach established through Ufi-Learndirect Learning through Work (LtW). Design/methodology/approach – The paper identifies some limitations in the recent Whitehead review of adult vocational education in relation to people already in work. Drawing on research into learning at work, modifications to the VET qualifications system are proposed based on the LtW approach. Findings – The VET qualifications system assumes a purpose of preparing people for occupational entry and developing essential competence. The needs of adults already in work can be accommodated provided that they can be fitted within structures reflecting this assumption. It is less able to meet the bespoke needs of individual workers or employers. The LtW approach, which enables individual accredited programmes to be negotiated, offers a way forward that preserves the integrity of the qualification system. Practical implications – Implementing a LtW-type approach in the VET sector is structurally more difficult than in higher education, although less likely to encounter academic resistance. The main challenge is likely to come from the need to modify regulatory rules and design principles for vocational qualifications. Originality/value – Individually negotiated qualifications have been resisted in VET due to largely unfounded fears about reduced rigour and loss of control of content. The proposed approach offers a means of meeting individual needs while retaining the integrity of the qualifications system and reducing the proliferation of units and content within it.

The current situation in the country has a decisive impact on the field of education, which leads to a more significant introduction and ubiquitous implementation of distance learning not only for teaching students, but also for training of teachers. Distance learning is characterized as an individualized process of acquiring knowledge, skills, abilities and means of human cognitive activity, which basically occurs through indirect interaction of distant participants of the educational process in a specialized environment based on modern psychological, pedagogical, and information and communication technologies. It is shown in the article that many scientific and methodological works analyze positive aspects of distance learning (e.g., mobility, constant access to materials, blended and / or flipped learning, the ability to involve large numbers of participants, efficiency, new teacher role, work in synchronous and / or asynchronous mode, etc.). The presented research revealed the insufficient coverage of existing problems in distance learning, especially distance learning of teachers by modern scientific works (low level of information and communication competence, lack of Internet, outdated equipment, poor self-organization of students, lack of «live» communication, the problem of personalization, copyright violations, etc.). In the paper, the main stages of the history of distance learning beginning from the XVIII century are described. The effectiveness of introducing distance learning of teachers in the postgraduate system of education is substantiated. We explore and analyze pedagogical, methodological and scientific works devoted to the problems of continuous professional education of teachers, professional development of teachers and their qualification improvement. The problems of implementing the distance form of qualification improvement of pedagogical workers in the system of postgraduate pedagogical education are investigated and described in the article., Сучасна ситуація в країні визначально впливає на сферу освіти, що зумовлює більш істотне впровадження дистанційних форм навчання не лише для підготовки учнів, але й педагогічних працівників. Дистанційне навчання охарактеризоване як індивідуалізований процес набуття знань, умінь, навичок і способів пізнавальної діяльності людини, який відбувається в основному за опосередкованої взаємодії віддалених один від одного учасників освітнього процесу у спеціалізованому середовищі, яке функціонує на базі сучасних психолого-педагогічних та інформаційно-комунікаційних технологій. Показано, що у багатьох науково-методичних працях аналізуються позитивні аспекти дистанційної форми навчання (мобільність, постійний доступ до матеріалів, змішане та / або перевернуте навчання, можливість залучення великої кількості учасників, економічність, нова роль викладача, робота в синхронному та / або в асинхронному режимі тощо). Встановлено недостатню кількість статей, що присвячені проблемам впровадження дистанційної форми навчання, особливо дистанційної форми підвищення кваліфікації педагогічних працівників (низький рівень інформаційно-комунікаційної компетентності, відсутність мережі інтернет, застаріла техніка, слабка самоорганізація слухачів, відсутність «живої» комунікації, проблема персоналізації роботи, порушення авторського права тощо). Описано основні етапи історії розвитку дистанційної форми навчання від XVIII століття. Обґрунтовано ефективність впровадження дистанційної форми підвищення кваліфікації вчителів в післядипломній системі. Проаналізовано педагогічні, методичні та наукові праці, присвячені проблемам неперервної професійної освіти вчителів, підвищення кваліфікації педагогів та їхнього професійного розвитку. Досліджено та описано проблеми впровадження дистанційної форми підвищення кваліфікації педагогічних працівників в системі післядипломної педагогічної освіти.

Why is it useful for adults to learn? Does learning at an adult age need to be done in a procedural way, guided towards a certain purpose or a more spontaneous and contextual manner is more useful? The current society with its dynamics, the way in which the labor market is configured and reconfigured demonstrate the fact that learning becomes an indispensable condition for adults to remain active professionally. The present paper emphasizes the adults’ interest as course attendants in the professional improvement, professional conversion or initiation into a new job on the labour market that requires solid digital competences. Generally, in order to be efficient, a curriculum that aims to activate learning in adults has to be focused mainly on problem solving. The purpose of this paper is to analyse the measure to which the curriculum of this program has answered the professional training needs of the adult participants of this program, developing the necessary abilities required to practice the new type of jobs found on todays labour market where solid digital competences are a must. The hypothesis of research is that we expect a high degree of satisfaction regarding the quality of the curriculum for all modules of the program. The target group was formed of 100 adults aged 24-46. The research method used was the survey-based research. The data obtained in the study confirm our hypothesis.

In this paper I address the use of biographical-narrative methodologies in adult education and lifelong learning, from an interdisciplinary perspective. These methods are set in a critical and emancipatory model of lifelong learning and in an epistemological model based on the co-construction of knowledge from the analysis of personal and social experience oriented by a complex and systemic perspective. Critical and experiential learning is a powerful heuristic concept for confronting adult learning. Within this broad context, the paper explores the description and use of life histories, auto/biographies and narrative tools in both formal and informal adult educational contexts, pointing out its sociological, anthropological and pedagogical implications. Concepts such as collective memory, social change, cultural transmission, cohort generation, family communication, self and identity are explored in relation to personal growth and lifelong learning. Also, I outline some features of a pedagogical model based on an experiential an emotional framework. A central issue of the paper is to deal with transformations lived by adult learners in relation to social, cultural, economic and generational changes, as well as personal itineraries and educational transitions through the life-span course.

This research was part of a larger, mixed-methods study, funded by the National Center for the Study of Adult Learning and Literacy, which examined the learning and change experiences of 41 learners in three ABE/ESOL programs. This paper examines a Polaroid diploma program with a focus on women workers, employing gender (relational) and constructive-developmental theory to frame their learning experiences. Data for this paper focuses on analysis of 224 qualitative interviews, focus groups, and developmental assessments. Three emergent themes regarding women's motivation emerged: practical benefits, the importance of timing, and leadership aspirations. This paper presents how these women describe and understand their learning motivations from both a qualitative and developmental perspective. This investigation informs understanding of women's motivations for learning, and suggests how individual ways of knowing inform such motivation.

In this paper I offer a brief analysis of the specific features of Christian education. The information is structured in two sections: in the first section I present the theories of adult learning that I use in the analysis, as well as a brief overview of the features and theories of the Christian education. In the second section of the paper I analyze the institution of catechumenate from the point of view of the adult education theories, presenting its specific and its principles.

This paper considers online pedagogy in relation to Christian adult learning and asks how this might be interpreted by theological educators. The online community of inquiry is proposed as one recognized pedagogical approach and illustrated by reference to a continuing professional development programme for online adult learners across the church school sector in the UK. In seeking an online pedagogy that is also theologically informed, attention is given to Belgian theologian Lieven Boeve's work concerning a theology of interruption. Insights gained from this are considered alongside reflection from the author's experience as online educator. The paper concludes that online pedagogy can be interpreted as interruptive when influencing and shaping the online environment for adult theological learning.

Purpose – The purpose of this paper is to highlight the perspective of Navin Kumar, founder and CEO of iPRIMED, a workforce development company in India. The paper explores core adult learning concepts to focus upon iPRIMED's approach to training the next generation of learners and leaders. This is an important topic because India is faced with talent shortages and organizations there have been experiencing difficulties in recruiting employees who have been adequately trained to lead complex projects (The Economist, 2007; Khilji, 2012). Design/methodology/approach – This paper was based on a structured interview with Navin Kumar and informed by adult learning literature. Findings – The perspective of a South Asian leader in today's globalized environment indicates that experiential and transformational learning is important in educating the next generation of learners and leaders. If successful and sustained, it can have a huge impact on India, South Asia and the global community. By incorporating adult learning concepts, iPRIMED is considering the whole learner with the hopes of developing skilled people for the world's employers. Originality/value – Khilji (2012) has argued that economic development of South Asia is truly dependent upon its ability to engage in human development priorities and ensure its younger generation is educated and capable enough for meeting needs of the global economy. This paper provides example of one skill-strengthening organization in India that has taken on the challenge of adequately preparing next generation of leaders for the global environment. The paper describes iPRIMED's learning-based approach that may be very unique in the Indian context.

Purpose – The purpose of this paper is to present an e-learning system that integrates the use of concepts of virtual learning environments, personal learning environments, and social network sites. The system is based on a learning model which comprises and integrates three learning contexts for the adult learner: the formal, instructional context, the personal context for learning management, and the social peer context. The paper outlines how the Open University of the Netherlands (OUN) implemented this model in the OpenU system and has piloted this system within the field of a MSc Program in the learning sciences. Design/methodology/approach – The paper describes the design and development of an integrated e-learning system following an ADDIE-based strategy and shows how the resulting system has been piloted. Findings – The result of the design and development process is an integrated e-learning system that was piloted with the OUN. Research limitations/implications – The limitations of the paper are that the paper reports only on the learner perspective. The paper does not report on the implication for faculty and staff. Additionally, a key question that needs further research is how the integrated approach will affect learner dropout rates. Originality/value – The value of the paper is that it provides an integrated e-learning approach, bringing together the personal, formal as well as informal context into one system.

Eugen Rosenstock-Huessy's work related to andragogy is insufficiently discussed in adult pedagogical literature, although most of his work deals with this field, if we employ his own definition of andragogy. This paper makes visible his role as an andragogical pioneer, and clarifies his understanding of andragogy and basic perspectives in his andragogical approach. Rosenstock-Huessy was a leading force in the first theoretical, academic reflections on adult pedagogical issues in the 1920s, and he implemented his thoughts and ideas in different practical actions. He became a source of inspiration for adult educators in the inter-war and post-war period. A comparison with two central figures within adult education, Eduard Lindeman and Malcolm Knowles, is also included in this paper.

Through the Social Electricity Online Platform (SEOP) European project, various learning modules, educational content and online eco-feedback platforms have been developed, to raise the awareness and knowledge of citizens about energy, the environment and sustainability. The platform allows European citizens to become educated on energy-saving practices and techniques, including the use of renewable technologies at their home. Moreover, through the Social Electricity application, people may become aware of their electrical energy consumption by means of comparisons with the corresponding electrical consumption of their friends, as well as with the total consumption in the street, neighbourhood, village, city and country where they live, in a collaborative and social environment. In this paper, a pilot study performed in 8 European countries involving more than 300 European citizens is presented, in order to demonstrate the influence of online learning modules and eco-feedback platforms on the everyday lives of people, in terms of rational energy use and energy savings. In this pilot, participants have been divided into two groups: the one uses the four learning modules of the platform and then the Social Electricity application, whereas the latter uses only the application. This paper describes our overall findings after three months, exploring the completeness and educational value of the learning modules, and the potential of Social Electricity as an effective online tool for personal energy management. The results also evaluate the impact, behavioural change and the increase on energy awareness among the two groups, as well as the general effectiveness and acceptance of the platform.DOI: http://dx.doi.org/10.5755/j01.sace.16.3.15803

Web-based conversational learning provides an opportunity for shared knowledge base creation through collaboration and collective wisdom extraction. Usually, the amount of generated information in such forums is very huge, multidimensional (in alignment with the desirable preconditions for constructivist knowledge creation), and sometimes, the nature of expected new information may not be anticipated in advance. Thus, concept maps (crafted from constructed data) as "process summary" tools may be a solution to improve critical thinking and learning by making connections between the facts or knowledge shared by the participants during online discussion This exploratory paper begins with the description of this innovation tried on a web-based interacting platform (email list management software), FAIMER-Listserv, and generated qualitative evidence through peer-feedback. This process description is further supported by a theoretical construct which shows how social constructivism (inclusive of autonomy and complexity) affects the conversational learning. The paper rationalizes the use of concept map as mid-summary tool for extracting information and further sense making out of this apparent intricacy.

U radu se analizira uloga nastavnika i obrazovanja u podsticanju razvoja i praktikovanja kritičkog mišljenja u poučavanju odraslih. U fokusu teorijskog razmatranja nalaze se konstruktivistički i kognitivistički pristupi određenju kritičkog mišljenja, ali i rezultati različitih aktuelnih studija koji upućuju na značajne implikacije na nastavnu praksu i proces učenja u odraslom dobu. Rad snažno podržava multidisciplinaran i sveobuhvatan pristup proučavanju i primeni razvoja kritičkog mišljenja. Preispituje se tradicionalan okvir podsticanja kritičkog mišljenja koji dominira u sistemu formalnog obrazovanja i nudi osvrt na relevantne, često i suprotstavljene zaključke različitih istraživanja. Naglašava se da složena i kompozitna priroda kritičkog mišljenja zahteva iste atribute u pristupu njegovom proučavanju i razvoju. Uvažavajući heterogenost odraslih i nastavnika, kao i specifičnosti konteksta poučavanja i učenja, preispituje se mogućnost podsticanja kritičkog mišljenja izborom adekvatnih strategija u nastavi, što dalje otvara pitanja i upućuje na moguće pravce budućih istraživanja. Na osnovu iskustva autora u poučavanju kritičkog mišljenja u univerzitetskim okvirima i teorijskog pregleda prethodnih studija, u radu se nude sintetički uobličena načela i relativno novi uvidi o nužnim pretpostavkama uspeha nastave koja teži razvoju kritičkog mišljenja poput: visokozasićenog i ekspliciranog metakognitivnog narativa nastavnika, aktivnog pristupa transformaciji unutrašnjih konstrukata učenika i (samo)refleksivnog i dijaloškog kvaliteta komunikacije u nastavi. The paper analyses the role of teachers and of education in encouraging the development and practice of critical thinking in teaching of adults. The focus of theoretical discussion are constructivist and cognitive approaches to defining critical thinking, but also the results of various current studies that point to important implications for the teaching practice and the learning process of adults. The paper strongly supports a comprehensive multidisciplinary approach to studying and application of critical thinking development. We question the traditional framework for encouraging critical thinking that dominates the system of formal education, and offer an overview of relevant, often conflicted, conclusions provided by the range of research. We emphasise the fact that the complex and composite nature of critical thinking requires the same attributes in the approach to its studying and development. By acknowledging the heterogeneity of both adults and teachers, as well as the particularities of the context of teaching and learning, we consider the possibility of encouraging critical thinking through a choice of adequate teaching strategies, which opens further questions and points towards possible directions for future reseatrch. Based on the authors' experiences in teaching critical thinking within a higher education context, as well as a theoretical review of earlier studies, the paper offers a synthesis of principles about, and relatively new insights into, necessary bases for a successful lesson that aims to develop critical thinking, such as: teacher's highly saturated and explicit metacognitive narrative, active approach to the transformation of learners' internal constructs, as well as the (self )reflexive and dialogical quality of communication during lessons.

PurposeAs two doctoral students and adult learners, the authors strongly believe that story telling can be a great tool for educators working with adult learners. The purpose of this paper is to increase awareness of how effective storytelling can be for adult learners.Design/methodology/approachThe approach of this paper is one of gathering information from literature written on storytelling and adult learning. The paper is designed to introduce storytelling as an effective tool for adult educators while also pointing out the different types of storytelling and its implications on e‐learning.FindingsThe findings from the literature review completed confirmed the authors' view that storytelling is effective for adult learners.Research limitations/implicationsBecause of the chosen research approach, a more comprehensive qualitative study should be completed to enhance the research on the effectiveness of storytelling on adult learning.Practical implicationsThe paper gives insight as to how some organizations are using storytelling, types of effective storytelling for educators and also the implications of storytelling on e‐learning.Originality/valueThis paper provides resources and information for adult educators and organizations to enhance or implement another way of instructing adult learners. The focus of the paper is to get adult educators and organizations to use storytelling as part of the learning process.

PurposeThe purpose of this paper is to outline a process to assist adult learners and researchers to capture, streamline and retrieve data for the analysis of content from various resources of information encountered in research.Design/methodology/approachThe system is described, including a rationale for its benefit to qualitative researchers utilising multiple sources of data.FindingsThe system is designed mainly to assist the academic expedition of postgraduate students predominantly engaged in qualitative research. It covers theoretical aspects of adult learning principles combined with a systematic method for managing qualitative data.Originality/valueWorking from the assumption that adult learners are time‐poor and likely to be working full‐time, the paper discusses these learners’ need for an efficient method of recording and retrieving information and provides a straightforward, cataloguing process which the author developed when conducting postgraduate research.

This paper demonstrates the use of conceptual modelling to assist with the competence development of adult learners with interrupted occupational and learning careers. The research introduces a self-evaluation approach used with a group of adult female students in the United Kingdom. The study aimed at increasing learners' awareness of the qualities and nature of their individual learning processes. The paper applies Kontiainen's dynamic concept analysis modelling method as a tool to assist individual students in the evaluation of their personal competences in learning. The findings of the current study suggest that providing adult learners with opportunities to evaluate their own competences may facilitate a process of making their skills visible to themselves as well as to their tutors and employers. This aims to increase their motivation to use and develop their competences. The paper provides an example and a demonstration of the self-evaluation process in action illustrated by two case studies.