Search

The Commission on International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE) provides a forum for the discussion of international issues related to adult education in general, as well as adult education in various countries around the globe. These papers are from the CIAE 2020 Virtual International Pre-Conference. The global aberration, called COVID-19, defined 2020 beyond national borders. COVID-19 reshaped the format of the 69th annual AAACE conference by replacing the traditional bustling human interaction with virtual meetings and presentations. These "Proceedings" contain 12 papers from 17 authors. The preeminence of COVID-19 in the 2020 International Pre-Conference papers demonstrates CIAE's commitment to being globally responsive and relevant. The word COVID appearing 88 times and COVID-19 appearing 86 times with mentions in two paper titles are an acknowledgement of the common threads of humanity and of hope for a surpassing future. [Individual papers are indexed in ERIC.]

For the thirty-eighth time, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Indianapolis, Indiana. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains 29 papers dealing primarily with research and development topics. Twenty-three papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. The 23 papers in this volume include: (1) Acculturation into a Collaborative Online Learning Environment (Iryna V. Ashby and Victoria L. Walker); (2) TriviaPrep: Inside the Research, Design, Development, and Implementation of an Educational Competitive-Trivia Mobile Application (Sean D. Bailey); (3) Social Network Analysis as a Design-Based Research Tool in Deploying University-Wide Online Quality Course Standards (John Cowan, Aline Click, Stephanie Richter, Jason Rhode, and Jason Underwood); (4) A Revision to the "Revised" Bloom's Taxonomy (Afnan N. Darwazeh and Robert Maribe Branch); (5) ElevatEd: An Innovative Web-Based Solution for Strategic Planning and Continuous Improvement in Schools (Ioan G. Ionas, Matthew A. Easter, and Blake A. Naughton); (6) Using a Backchannel to Build a Community of Practice in a Professional Development (Lenora Jean Justice); (7) Learning to Lose: Using Gaming Concepts to Teach Failure as Part of the Learning Process (Lenora Jean Justice); (8) Active Learning in Online Learning Environments for Adult Learners (Yu-Chun Kuo and Yu-Tung Kuo); (9) Assessment Strategies for Competency-Based Learning--Lessons Learned (Darci Lammers and Stephen Beers); (10) Peer-Led Hackathon: An Intense Learning Experience (Miguel Lara, Kate Lockwood, and Eric Tao); (11) Fostering Interaction In Distance Learning through Purposeful Technology Integration in Support of Learning Goals (Wei Li and Jennifer. M. Brill); (12) Collaborative Communications in the Classroom (Patrice C. Nyatuame); (13) A Mixed-Methods Study: Student Evaluation Response Rates of Teacher Performance in Higher Education Online Classes (Kelli R. Paquette, Frank Corbett, Jr., and Melissa M. Casses); (14) Creating Effective Instructional Design: Feedback Loops And Habitus (Ardelle Pate and Jeffrey L. Hunt); (15) Efficiency in the Online Environment: Digital Tools That Streamline the Research Paper Process (Kelly Paynter and Jimmy Barnes); (16) An Online Social Constructivist Course: Toward a Framework for Usability Evaluations (Alana S. Phillips, Anneliese Sheffield, Michelle Moore, and Heather Robinson); (17) Games and Simulations: A Potential Future for Assessment (DeAnna L. Proctor and Lenora Jean Justice); (18) An Analysis of Technological Issues Emanating from Faculty Transition to a New Learning Management System (Mapopa William Sanga); (19) AuthorIT & TutorIT: An Intelligent Tutor Authoring & Delivery System You Can Use (Joseph M. Scandura); (20) Design of Instructional Modeling Language and Learning Objects Repository (Altaf Siddiqui); (21) Training Instructional Designers: Engaging Novices in ID Process through a Progressive Case (Lina Souid and Tiffany A. Koszalka); (22) How Human Agency Contributes to Thinking about E-learning (Brent G. Wilson and Andrea Gregg); and (23) Issues in Activity to Improve Subjects and Methods in University Lesson through Active Learning Using Media (Morio Yoshie). (Individual papers contain references.) [For Volume 1, see ED570117.]

These proceedings contain the papers of the 12th International Conference on Mobile Learning 2016, which was organized by the International Association for Development of the Information Society, in Vilamoura, Algarve, Portugal, April 9-11, 2016. The Mobile Learning 2016 Conference seeks to provide a forum for the presentation and discussion of mobile learning research which illustrate developments in the field. Full papers presented in these proceedings include: (1) Mobile Devices and Spatial Enactments of Learning: iPads in Lower Secondary Schools (Bente Meyer); (2) NetEnquiry--A Competitive Mobile Learning Approach for the Banking Sector (Marc Beutner, Matthias Teine, Marcel Gebbe and Lara Melissa Fortmann); (3) M-Learning Challenges in Teaching Crosscutting Themes in the Education of Young People and Adults (Marcos Andrei Ota and Carlos Fernando de Araujo Jr); (4) Mobile Learning: Pedagogical Strategies for Using Applications in the Classroom (Anna Helena Silveira Sonego, Leticia Rocha Machado, Cristina Alba Wildt Torrezzan and Patricia Alejandra Behar); (5) Experiencing a Mobile Game and its Impact on Teachers' Attitudes towards Mobile Learning (Hagit Meishar-Tal and Miky Ronen); (6) Exploring Mobile Affordances in the Digital Classroom (David Parsons, Herbert Thomas and Jocelyn Wishart); (7) Design, Development and Evaluation of a Field Learning Video Blog (Otto Petrovic); (8) Development and Evaluation of a Classroom Interaction System (Bingyi Cao, Margarita Esponda-Argüero and Raúl Rojas); (9) Visual Environment for Designing Interactive Learning Scenarios with Augmented Reality (José Miguel Mota, Iván Ruiz-Rube, Juan Manuel Dodero and Mauro Figueiredo); and (10) The Development of an Interactive Mathematics App for Mobile Learning (Mauro Figueiredo, Beata Godejord and José Rodrigues). Short papers presented include: (1) Conceptualizing an M-Learning System for Seniors (Matthias Teine and Marc Beutner); (2) Sensimotor Distractions when Learning with Mobile Phones on-the Move (Soledad Castellano and Inmaculada Arnedillo-Sánchez); (3) Personal Biometric Information from Wearable Technology Tracked and Followed Using an Eportfolio: A Case Study of eHealth literacy Development with Emerging Technology in Hong King Higher Education (Michele Notari, Tanja Sobko and Daniel Churchill); (4) An Initial Evaluation of Tablet Devices & What Are the Next Steps? (Tracey McKillen); (5) Information Literacy on the Go! Adding Mobile to an Age Old Challenge (Alice Schmidt Hanbidge, Nicole Sanderson and Tony Tin); (6) The Use of Digital Tools by Independent Music Teachers (Rena Upitis, Philip C. Abrami and Karen Boese); (7) Development of a Math Input Interface with Flick Operation for Mobile Devices (Yasuyuki Nakamura and Takahiro Nakahara); (8) Smartwatches as a Learning Tool: A Survey of Student Attitudes (Neil Davie and Tobias Hilber); and (9) The Adoption of Mobile Learning in a Traditional Training Environment: The C95-Challenge Project Experience (Nadia Catenazzi, Lorenzo Sommaruga, Kylene De Angelis and Giulio Gabbianelli). Reflection papers include the following; (1) Leadership for Nursing Work-Based Mobile Learning (Dorothy Fahlman); (2) Reflections on Ways forward for Addressing Ethical Concerns in Mobile Learning Research (Jocelyn Wishart); and (3) Mobile Learning: Extreme Outcomes of Everywhere, Anytime (Giuseppe Cosimo De Simone). Posters include: (1) Student Response Behavior to Six Types of Caller/Sender When Smartphones Receive a Call or Text Message during University Lectures (Kunihiro Chida, Yuuki Kato and Shogo Kato); and (2) Understanding the Use of Mobile Resources to Enhance Paralympic Boccia Teaching and Learning for Students with Cerebral Palsy (Fabiana Zioti, Giordano Clemente, Raphael de Paiva Gonçalves, Matheus Souza, Aracele Fassbinder and Ieda Mayumi Kawashita). Doctoral Consortium papers include: (1) Forms of the Materials Shared between a Teacher and a Pupil (Libor Klubal and Katerina Kostolányová); and (2) Mobile Touch Screen Devices as Compensation for the Teaching Materials at a Special Primary School (Vojtech Gybas and Katerina Kostolányová). Individual papers provide references, and an Author Index is provided.

Whether an adult is motivated or unmotivated to learn depends on the actual learning experience. To further our understanding of English as a second language (ESL) learners and their language learning experience, this paper delves into the intricate realm of learning resistance. Ultimately, we seek to provide a comprehensive perspective on motivation and resistance within the complex landscape of adult ESL learning. By shedding light on the multifaceted nature of learning resistance and its impact on learners' motivation, the paper aims to contribute to the development of effective pedagogical strategies and enhance the ongoing dialogue between researchers and practitioners in the field of adult ESL education. [For the full proceedings, see ED631897.]

This paper investigates optimal practices for teaching Chinese as a foreign language, situated within the context of adult learning theories, with a specific focus on adopting Vygotsky's sociocultural perspective. The examination delves into the theory of genre and its role in constructing meaning within cultural and social contexts, exploring its impact on language acquisition. The paper underscores the pivotal role of learner-centered teaching and the potential efficacy of genre-based pedagogy in enhancing the Chinese language learning experience for adult learners, particularly those with limited linguistic and cultural backgrounds in a foreign language. Through this exploration, a contribution is made to the understanding of effective teaching strategies tailored to this distinct group of language learners. [For the full proceedings, see ED631897.]

The current study investigated the role of visual short-term memory, working memory, and declarative memory as individual differences in the earliest stages of vocabulary and syntactic learning in "Duolingo"-based language instruction. Thirty-eight L1-Greek adults completed memory tasks and engaged in learning Navajo on "Duolingo." Subsequently, vocabulary and syntax were assessed respectively via a word recognition, a word translation, and a grammaticality judgement task. Multiple regression analyses revealed an advantage for distributed practice both in vocabulary and syntax, after controlling for amount of practice. Further, declarative memory played a significant role in learning syntax and vocabulary, when measured in a word translation task. Extending the analysis for the first time to app-based environments, the results of the present study confirm the importance of declarative memory and distributed practice in adult acquisition of L2 vocabulary and syntax. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]

In this paper, we outline English language teaching practices from a private language school in Serbia. We use data from qualitative interviews with six English language instructors from one private language school in Serbia to understand how these individuals prepare for and teach adult learners. We discuss these based on the andragogical process design, which offers a step-by-step approach to teaching adults, and highlight key elements and challenging issues from the perspectives of six language instructors. Finally, based on our findings, we outline practical implications related to teaching English as an additional language to adult learners. As the focus of this paper is on practical implications, this paper will be useful to instructors who teach adult learners, especially those who teach English as an additional language or administrators in charge of organizations in which such teaching occurs. As we discuss issues related to both linguistics and adult learning, scholars and practitioners from both fields will also benefit from reading this paper. [For the full proceedings, see ED625421.]

There is an ongoing debate about the omission of specific learners in modern learning theories. Most learning theories are derived from theoretical works by the dominant culture. This paper argues that despite the criticisms and shortcomings of Knowles' andragogical theory, the instructor can alter the framework as needed to meet the varying needs of adult learners who have different socio-cultural backgrounds. The paper will define andragogy, discuss assumptions, provide a brief multi-faceted review of a triadic culture worldview, a brief literature review, and examine praises and criticism for andragogy. The paper concludes and recommends that further inquiries be administered to learners of various sociocultural backgrounds to decolonize andragogy. Andragogy is a permanent model for understanding specific aspects of adult learning. Andragogy is not the only way to teach adults from all backgrounds. It is a perspective, one piece of a rich mosaic with many pieces, all with unique qualities and benefits. The instructor needs to adjust it for the "other" learners excluded from the original framework. [For the full proceedings, see ED625421.]

This project aims to gain a new understanding of redlining and the nature of how human beings occupy their time. Redlining was/is government sanctioned discriminatory race-based exclusionary tactics in real estate. Occupational science and adult learning tenets support the idea that how we occupy our time matters; Black Americans could not buy houses or participate in community activities of their choice. Our literature review leads us to postulate that historical redlining harms residents' ability to participate in formal occupations. Conceptualizing redlining through an occupational and educational lens is a novel approach and helps reveal the history of everyday living under redlining policies. [For the full proceedings, see ED648717.]

The U.S. Supreme Court, on June 29, 2023, issued a ruling in the case of STUDENTS FOR FAIR ADMISSIONS, INC. v. PRESIDENT AND FELLOWS OF HARVARD COLLEGE. The decision was anxiously interpreted as an end to race-based Affirmative Action. However, insufficient attention has been given to their discussions, holding that race was an underinclusive category for those Blacks who are the descendants of slaves and U.S. Freedmen. This secondary source research examined how social media led to informal adult education on reparations. It presents how online activism parleyed into hundreds of adults presenting before the Office of Management and Budget to consider the Freedmen term and a unique ethnic identity for descendants of slaves in America as it revises the Federal Statistical Policy Directive (SPD 15). [For the full proceedings, see ED648717.]

The purpose of this phenomenological study was to explore the construct of a profound moment. Interviews were conducted using a semi-structured interpretive phenomenological approach. Interviews were transcribed, coded, analyzed, and considered in the analysis. Four themes were identified from the analysis: accepting what is, change of life axis, human connecting, and a crystallizing process. Participants expressed a singular moment that changed their lives and became a referential point for life choices and actions as they developed profound learner practices. [For the full proceedings, see ED648717.]

In 1963, Howard Y. McClusky wrote the theory of margin, defining the personal ratio of power to load. Margin theory has been used to predict success; however, more research is needed to redevelop how this sixty-year-old theory is situated in the current environment. This grounded theory study examined the changes to margin by hybridization. Initial findings suggest that tasking is not the simple internal review of power and load, as suggested in the theory of margin. Instead, the hybridized environment adds additional factors of intensification and motivation drain brought on by omnipresent tasking and dynamic environments. These factors combine to create an additional environment-based term to the decades-old, one-dimensional theory. [For the full proceedings, see ED648717.]

The purpose of this paper is to introduce the processes and practices of mysticism found within the monotheistic traditions, Judaism, Christianity, and Islam, in an attempt to identify areas where these might inform, elaborate, and deepen our understanding of profound and transformative learning theory and practice. [For the complete volume, "American Association for Adult and Continuing Education Inaugural 2020 Conference Proceedings (Online, October 27-30, 2020)," see ED611534.]

This paper explores futures learning strategies enacted by ecosystem building futurists working with organizations and communities for social transformation and adaptation to uncertain futures. The research is based on interviews with futurists who work as ecosystem builders to understand the "what," "how," and "why" of their work. In so doing, the "where" of their passions is unveiled, especially as it relates to personal transformation and lifelong learning that includes openness to new and diverse ideas, interdisciplinary learning, and active exploration of and connections with systems relationships, chaos and complexity. Results of this research point to the importance of and need for futures learning strategies for all as we shift individualized goals to socially significant, ecosystem building visions to thrive in post-normal, post-pandemic times. [For the complete volume, "American Association for Adult and Continuing Education Inaugural 2020 Conference Proceedings (Online, October 27-30, 2020)," see ED611534.]

Due to the increasing use of technology to enhance Foreign Language (FL) education, research on learners' emotions in new learning environments is calling for more attention (Beirne, Mac Lochlainn, Nic Giolla, & Mhichíl, 2018). In this study, we focus on Foreign Language Anxiety (FLA), a debilitating emotion; and e-Tandem learning, a telecollaborative Foreign Language Learning (FLL) practice. e-Tandem has a vast potential to foster learners' FL skills (Cziko, 2013), although it might trigger learners' FLA as well. Since little research has been carried out, hitherto, on FLA in e-tandem learners, this investigation aims to gain new insights into this topic. First, we want to analyze the appropriateness of the Foreign Language Classroom Anxiety Scale (FLCAS) ( Horwitz, Horwitz, & Cope, 1986) to assess e-tandem learners' FLA. Second, we want to observe to what extent e-tandem contributes to reduce learners' FLA over time. Descriptive statistics are carried out and results are discussed. [For the complete volume, "CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020)," see ED610330.]

The Commission on International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE) provides a forum for the discussion of international issues related to adult education in general, as well as adult education in various countries around the globe. These "Proceedings" are from the Commission of International Adult Education's (CIAE) 2022 International Pre-Conference. This year's "Proceedings" contain 12 papers from 18 authors, representing CIAE's usual diversity of authors and topics. Researcher and research sites include Canada, China, Ghana, Italy, Nigeria, and the United States. A major theme continuing from the 2021 conference is the impact of COVID-19 on learners in a variety of settings, including teacher training, adult basic education, and higher education. A second major theme concerns cross-cultural learning, including among migrants and in higher education. Some papers address adult learning experiences in myriad social contexts, such as learning for democracy, aging, military, and spiritual learning. A special feature at this year's Pre-Conference is a focus on CONFINTEA VII and the Marrakech Framework for Action. A panel and discussion session on these important endeavors are part of the Pre-Conference Agenda, with key documents provided in the 2022 Proceedings. [Individual papers are indexed in ERIC.]

This phenomenological study explored the concept of profound moments. We previously defined a profound moment as an experience that intentionally or unintentionally continues to surface in our consciousness, has transformed our fundamental perspectives, and has been integrated into how we live. Selected participants had experienced highly memorable moments and demonstrated an introspective personality. The interviews used a semi-structured, interpretive phenomenological approach. Interviews were coded, analyzed, and interpreted for preliminary results. Results from preliminary analysis indicate profound moments consist of four elements: acceptance, permeation, humanity, and change. [For the full proceedings, see ED631897.]

This paper describes a novel automated disengagement tracing system (DTS) that detects mind wandering in students using AutoTutor, an Intelligent Tutoring System (ITS) with conversational agents. DTS is based on an unsupervised learning method and thus does not rely on any self-reports of disengagement. We analyzed the reading time and response accuracy of 52 low literacy adults who interacted with AutoTutor to learn reading comprehension strategies. Our results show that students completing a lesson with 20 questions tend to start mind wandering at the 11th~15th question. Question chunks with mind-wandering have an accuracy of 20%, in contrast to 70% in accuracy for non-mind wandering. [This paper was published in: N. Guin & A. Kumar (Eds.), "Proceedings of the 14th International Conference on Intelligent Tutoring Systems (ITS 2018)" (pp. 127-134). Cham, Switzerland: Springer.]

This paper explores liberation movement theory from educational and historical standpoints. Liberation movement theory is defined as a theory in which the oppressed seek personal, political, and social development through freedom from domination. In this paper, liberation, non-formal education, and popular education are learning theories that are viewed from the lenses of Paulo Freire and Amílcar Cabral. The more specific focus is Latin American liberation movement theory with emphasis on Guatemala (Latin America) and Guinea-Bissau (Africa). Historically, both Guatemala and Guinea-Bissau have been heavily involved in the liberation movement using various strategies of non-formal learning and popular education. Paulo Freire and Amílcar Cabral operationalized these strategies in the 20th century. This paper further explores the Latin American liberation movement of the twentieth century as it relates to education for liberation in order to deeply engage in how and why marginalized groups learn what they value as an education, and what they constitute as an education that liberates. This paper concludes with a comparison of both Guatemala and Guinea-Bissau to analyze how these nation-states have contemporarily operationalized liberation movement theory, and to explore if the tenets of this theory have promoted contemporary education for democratic participation in Guatemala and Guinea-Bissau. [For the full proceedings, see ED597456.]

In the authors' conference presentation, they sought to emphasize that in his well-known book, "Democracy and Education" (1916), John Dewey's goal was to describe an education appropriate to a democracy. They point out that he also believed that his approach was a more humane way of teaching and, as many have argued since (e.g., Paley, 1992; Rogers, 1969, 1983), a more effective way for students to learn. However, his primary goal was to argue for a form of education that allowed students to be their own free agents in learning. (For a contemporary restatement of this viewpoint, see also Biesta, 2017.) The authors also observe that although he wrote about education for children, his ideas are easily applied to education at all stages of life. (Dewey is sometimes credited with being one of the first to advocate "life-long" learning; see e.g., Cross-Durant, 1987.) Adult learners, many years out of school, have been learning on their own to make decisions and choices, to acquire skills needed at home or at work, to improve life for others, and to contribute to their communities. In short, in the many years out of school, adults typically have acquired an impressive set of work skills along with personal knowledge of importance in their lives. When they are encouraged to seek credit for this knowledge (the extent of which they often fail to fully appreciate), they are far readier to approach their academic studies in the ways Dewey recommends than are traditional-aged students without this extended period of learning on their own. Thus, the authors conclude, given the current rather rigid state of education (e.g., its domination by textbook companies, testing industries, government bureaucracies, and demands for credentials), that the best place to begin rethinking current-day educational practices, which they believe may be helping to undermine the nation's democratic institutions, should be with adult college students. This paper includes a brief summary of the authors' approach to their conference session and the session's outcomes. [For the complete proceedings, see ED597786.]

ePortfolios are emerging as an alternative to the paper based CV in the employment recruitment process. This paper reports on the findings of research project that was designed to explore the perceptions of adult jobseekers on the use of an ePortfolio as a jobseeking tool. The research project utilised a qualitative exploratory case study to investigate the jobseekers perceptions over the course of a six week online ePortfolio development programme. The perceptions of jobseekers were investigated in the context of three questions; what was the learner's perception of the ePortfolio as a potential job seeking tool, what was the learner's perception of the ePortfolio development programme and what was the learner's perception of the ePortfolio system. Data was collected through structured online questionnaire, virtual focus groups and observations from the researcher during the programme. The research findings were discussed in the context of a number of themes that emerged from previous research including the importance of a programmatic approach to ePortfolio development, the challenges with institutional ePortfolio systems and the barriers to the use of an ePortfolio as a jobseeking tool. The research project built on a number of existing research themes while also positioning new concepts such as the role of eMentoring and gamification design principles in ePortfolio development. [For the complete proceedings, see ED579335.]

This study investigated what log files can reveal about learner behaviour of low- and non-literate adults learning to read for the first time in Finnish as a second language. The participants' reading development was supported by practising in an online training environment. Log files, automatically created user-computer interaction records, were chosen as empirical evidence as their analysis enables in-depth post-activity exploration of student behaviour. The quantitative analysis resulted in user profiles containing information on learner engagement, performance and productivity. Overall, the results demonstrate that individual learning performance, process, and progress can be studied and reflected on holistically by investigating the individual's digital learning footprints, their log files. Log files are an accurate and precise, yet currently underemployed research tool. More easy-to-use tools for non-experts are in demand, as current Data Mining (DM) tools are designed for computer scientists and need to be developed further to become accessible and applicable by practitioners and educational researchers. [For the complete volume of short papers, see ED590612.]

The advent of the so-called "post-literacy" era imposes on an individual the need to master not only various verbal, but also visual, artistic and scientific languages that have been developed in modern culture, which requires an adult to constantly improve their general educational and cultural level and to constantly struggle against functional illiteracy. The authors believe that by engaging in continuous education and lifelong learning, individuals not only increase their adaptive capacities essential for integrating into a dynamically changing socio-professional environment but also satisfy their need for self-actualisation, fulfil their potential, thus also preserving their mental, cognitive and social resources. Since self-actualisation explains a person's effectiveness in all areas of life, determining its level can serve as the basis for designing the most appropriate educational programmes that would allow an individual to realise their potential and increase their adaptive capacity. The paper presents the results of a study of self-actualisation in adults who seek opportunities for self-development by enrolling in further education programmes and professional development courses. The study revealed that adults who seek opportunities for continuous education do so in the desire to enhance their hidden merits, to use, preserve and enrich their cognitive resources and, thereby self-actualize. This raises the issue of tailoring further education programmes to specific self-actualisation needs of adult learners, developing new models of lifelong education that would foster the activation of adults' cognitive capabilities, identifying potential resources and modelling modern educational environments that would cater for the operation of self-development mechanisms. [This study was funded by RFBR. For the complete proceedings, see ED600498.]