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Adult learning involves the analysis and synthesis of knowledge to become competent, which cannot be assessed only by traditional assessment tool and didactic learning methods. Stimulation of higher domains of cognitive learning needs to be inculcated to reach a better understanding of the subject rather than traditional assessment tools that relies primarily on rote learning. So, there is need for an alternative assessment tool. Hence, we conducted a study where we used case‐based examination methodology. This study was conducted on 226 Ist year MBBS students in Maulana Azad Medical College, New Delhi (India). Based on their compiled internal assessment marks according to monthly formative assessment, students were categorized into 3 groups (I: 0–7; II: 8–14; III: 15–20) marks out of 20 marks respectively. Two sets of question papers were set by three examiners, on the same topics carrying 50 marks each. The first set was based on traditional assessment tool (Paper‐A) with recall questions and second set on case‐based assessment method (Paper‐B). Out of 226 students, 146 were males and 80 were females. For all groups, marks (mean ± SD) in Paper B were found to be higher (18.40 ± 4.29, 30.01 ± 4.12, and 40.33 ± 1.15) as compared to paper A (10.88 ± 4.34, 21.96 ± 7.34, and 31.50 ± 6.94) respectively. However, we found that there was significant (p < 0.001) difference in group I & II, whereas with group III, difference was found to be insignificant. Hence, we concluded that students performed better in case‐based assessment rather than traditional method due to their direct involvement. Thus, for better memory and deeper learning the subjects can be assessed by case‐based assessment method. [ABSTRACT FROM AUTHOR]

The concept of learning ecologies emerged in a context of educational change. While the "learning ecologies" construct has offered a broad semantic space for characterizing innovative ways of learning, it is also true that its potential to promote innovative educational interventions may have been hindered by this same broadness. Based on this assumption, in this paper the authors carried out a systematic review of the literature on learning ecologies with the aim of analysing: (1) the varying definitions given to the concept, including the ontological perspective underlying the phenomena studied; (2) the methodological approaches adopted in studying the phenomenon; and (3) the applications of the research on this topic. Throughout this analysis, the authors attempt to describe the criticalities of the existing research, as well as the potential areas of development that align well with the theoretical/ontological issues, methodological approaches and educational applications. The authors selected and analysed 85 articles, which they then classified in a set of 20 categories defined by them on a theoretical basis. Moreover, in order to triangulate the manual coding, a bibliometric map was created showing the co‐citation activity of the 85 papers. The emerging picture showed significant variability in the ontological definitions and methodological approaches. In spite of this richness, few educational applications currently exist, particularly with regard to technology‐enhanced learning developments. Most research is observational, devoted to describing hybrid (digital and on‐site) learning activities that bridge the gap between the school and social spaces. Furthermore, many of the studies relate to the field of secondary education, with fewer studies exploring adult learning and higher education. The studies dealing with professional development relate mostly to teachers' continuing education. The authors conclude that the concept of learning ecologies could be used to address further experimental and design‐based research leading to research applications if there is proper alignment between the ontological, methodological and applicative dimensions. The main potential of this strategy lies in the possibility of supporting learners by raising their awareness of their own learning ecologies, thereby empowering them and encouraging them to engage in agentic practices. This empowerment could help maintain and build new and better learning opportunities, which every learning ecology can incorporate, amidst the chaotic abundance that characterizes the digital society. [ABSTRACT FROM AUTHOR]

This paper responds to Ippolito et al.'s (2021) "wonder," "What preparation and in‐service support do coaches need to become systems thinkers, thought leaders, and change agents within their schools" (p. 182) by describing the obstacles and complexities experienced by two first‐year literacy coaches as they transitioned from classroom teacher to coach. They described challenges related to adult learning principles and communication (e.g., questioning) and understanding their role and position when working with teachers. Ultimately, they wanted to feel valuable to teachers but did not know what that looked like. The findings from this paper highlight the need for specific training in negotiating roles within relationships and adult learning principles. Coaches must understand adult‐centered communication and receive ongoing professional learning to develop a repertoire of adult communication strategies that will help them work with a broad swath of teachers. [ABSTRACT FROM AUTHOR]

Background: Holocaust memory and learning processes have become increasingly mediatised as a result of rapid technological advances. There is, however, little information available regarding how people learn about this topic informally through social media. Objectives: This paper explores how adult learners develop their learning ecologies by using social media to learn about the Holocaust informally. Methods: The study uses a learning ecology perspective to analyse the interests, expectations and learning process of a group of adult learners (N = 276). An online survey tool was developed to collect information on the interests, expectations, and benefits of learning about Holocaust‐related topics among online users of four Italian Holocaust museums' social media profiles (Facebook, Twitter, Instagram and YouTube). Descriptive and inferential statistics were used to summarise the characteristics of the sample and to answer the research questions. Results and Conclusions: The results show that most of the respondents are mostly women, with an average age of 50 and a higher level of education. In terms of interest and expectations, they are particularly interested in issues related to the intertwining of transnational and national memory. They also express a sense of civic responsibility with regard to the legacy of the Holocaust. Finally, components of the learning process show proactive behaviour and a preference for individual learning, while interaction with peers is considered less important. Takeaways: There is an urgent need to understand how learners' preferences influence the development of learning ecologies and the types of content they are most likely to be exposed to as a result. It is also important for social media content providers to understand that learners are looking for quality resources and trustworthy content to further their education. Lay Description: What is already known about this topic: Teaching and learning about the Holocaust is a field of study with an established scholarly tradition.Social media are information ecosystems that enable novel practices of Holocaust education and remembrance.The concept of lifelong learning ecologies has been developed to explain learning as a multidimensional and complex aspect of human life. What this paper adds: The study is the first to apply learning ecologies to the teaching and learning of the Holocaust through the use of digital technology.The study findings provide insight into how adults learn about the Holocaust informally using social media.The findings suggest that users are more proactive in their individual learning process and less active in interacting with peers. Implications for practice and/or policy: It is important to understand that learners' preferences have implications for the development of learning ecologies and the types of content to which they are most frequently exposed.In addition to providing opportunities for learners to critically reflect on their own learning practices, museum staff provide opportunities for learners to interact with each other and with Holocaust education specialists.Social media content providers should be aware that learners are looking for quality resources and trustworthy content to continue their learning. [ABSTRACT FROM AUTHOR]

Occupational therapists routinely use a variety of learning strategies as part of their engagement with clients. This paper is the second of a two-part presentation of the Four-Quadrant Model of Facilitated Learning (4QM), a client-centred means of employing teaching–learning approaches to intervention. The first paper examined the way teaching–learning approaches can be used in occupational therapy. The current paper discusses the ways that various learning strategies can be used as therapeutic tools. Useful learning strategies are grouped according to purpose and presented in the 4QM as a coordinated way of organising therapeutic intervention. In this way, the 4QM is posited to enhance the repertoire of strategies from which therapists can draw, and to help coordinate the learning process over time. The 4QM is advanced as a way of informing clinical reasoning in teaching–learning approaches to occupational therapy by providing a means of understanding how and when various strategies are most appropriately used. Although grounded in theories of child learning, applications to adult learning may also be possible. [ABSTRACT FROM AUTHOR]

Due to the ongoing digitalisation of workplaces and educational settings, human activity underpinning learning and work is increasingly mediated by technology. The advancement of artificial intelligence (AI) and its integration into everyday technologies influences how people are exposed to information, interact, learn and make decisions. We argue that technology, data and evolving AI applications affect how humans enact and experience life and work, changing the context for learning. Hence, as this paper argues, the current notion of lifelong learning needs a revisit to embrace technology at its foundation. To bring freely chosen goals and ownership in one's learning to the fore, in the context of the coming AI age, we argue for the telos of learning to shift from human capital to human development, with the spotlight on capabilities. The paper draws on the capability approach to inform individuals and organisations of how they can support human development throughout lifelong learning. We then move to provide examples of how technologies underpinning workplace practices can be seen with the focus on capabilities as individuals learn to create value. Practitioner notesWhat is known about the topic? The primary notion of lifelong learning refers to adult learning processes.The policy perspective that dominates organisation of lifelong learning opportunities focuses on human capital development.Technologies mediate learning and work.What this paper adds Technology is not explicitly addressed in meanings associated with lifelong learning.AI‐based technologies dynamically interact with human cognitive and social practices.The paper argues for a stronger focus on human development instead of human capital in the telos of lifelong learning opportunities.Capability approach is a viable alternative to human capital perspective on LLL.Data used to support learning can focus on learner agency and systemic factors that enable and constrain lifelong learning.Implications for practice and/or policy LLL interventions should promote systemic support for learner agency and ownership.LLL interventions should focus on negotiated value creation.Workplaces should embrace human‐machine integration but in ways that support capability and human development, not human capital. [ABSTRACT FROM AUTHOR]

Adult learning is a lifelong process whereby knowledge is formed through the transformation of adults' experience. Research on online adult learning has been on the rise in recent years, thanks to the innovative opportunities provided to adults by digital technologies. Online communities of practice (OCOPs) a one of such opportunities, which offer the potential to bring geographically dispersed adult learners together through a common interest. Despite an increased growth in the use of OCOPs by adults in various professional sectors, there is still a lack of understanding of the characteristics of online adult learning in OCOPs, and the facilitators and hinderers influencing engagement in these communities. This paper presents a comprehensive synthesis of research literature on online adult learning in OCOPs to understand its characteristics and what may facilitate or hinder adults' engagement in these communities. A review has been conducted using a systematic, rigorous and standard procedure, aiming to summarise and synthesise existing research on the topic and to provide analytical criticism. In total, thirty‐seven studies were included in this review. Findings revealed that members of OCOPs are independent, experience‐centred, problem‐centred, self‐motivated, goal‐oriented, and lifelong learners with the purpose to achieve professional outcomes. Moreover, the results revealed how the engagement of adults in OCOPs could lead to improving learning processes. Findings also showed that the level of engagement is influenced by aging, fatigue caused by a busy life, resistance process due to learning new technologies, lack of personal evolution, interactive learning settings, motivation, self‐regulation and competition factors. This study revealed facilitators and hinderers of engagement in OCOPs. The study extended andragogy to digital environments and contributes to the theory by making sense of characteristic of adult learning in OCOPs. Practitioner notesWhat is already known about this topicThe importance of lifelong learning for adults in the digital era has been stressed by past studies.Digital technologies have offered new opportunities for professional adults to continuously develop their skills and knowledge.Online communities of practice can facilitate self‐directed and individual‐centred learning.What this paper addsEnhances our understanding of online adult learners as lifelong learners taking advantage of OCOPs for professional and personal development.Provides a systematic literature review (SLR) of recent studies on online adult learners' characteristics.Presents facilitators and hinderers of adults' engagement in OCOPs.Makes recommendations on future research and practice into lifelong learning in the digital era.Implications for practice and/or policyThere is a need to reframe the way lifelong learning via OCOPs is defined, to account for adults' needs more effectively, where individuals are better engaged to share their experiences that are valuable to them and connects them with their peers to build sustainable online communities. [ABSTRACT FROM AUTHOR]

Background: Education is, after gaming, the second largest sector embracing augmented reality (AR) at an accelerated pace, yet studies on AR's potential as an efficient learning environment had mixed results. Objectives: This study's primary objective is to test students' interaction with graphical 3D elements in AR and its impact on information retention. The second objective is to compare information retention from AR engagement with information retention from exposure to identical 3D content delivered via instructional video. Finally, the third objective explores students' perceptions of AR as a learning environment. Methods: Sixty‐five college students participated in a two‐arm experiment followed by semi‐structured interviews. Results and Conclusion: AR can efficiently deliver a meaningful learning experience and promotes information retention. Nevertheless, AR's interactive features and novelty may distract learners while they engage with the virtual environment. Objective data obtained through eye tracking and video monitoring showed similar levels of engagement with a 3D model for both environments. While both AR and video groups showed significant knowledge gain from pre to post‐intervention, the video format was overall significantly more effective than AR in increasing topic‐related information retention. However, participants preferred the AR learning environment significantly more than the video. Takeaways: Although effective, AR is still a distracting instructional environment. Designing learning experiences tailored explicitly for AR environments requires additional research to ensure its successful deployment as a learning tool. Lay Description: What is already known about this topic: Education is the second‐fastest growing sector to adopt and experiment with augmented reality (AR).Hardware and software tools to create AR environments have reached the consumer level.The advantage of immersing learners in dedicated virtual environments seems obvious.Research has had mixed results in validating AR as a proper learning environment. What this paper adds: AR is a viable environment which supports information retention.For many students, the medium's novelty promotes engagement with the content.Students prefer AR to video lectures, but it may distract them from learning.Regarding information retention, video lectures do better than AR. The implications of study findings for practitioners: Learning experiences in AR should be reserved for some specific topics and designed purposedly.Progressive exposure of learners to AR environments may produce habituation and decrease distraction. [ABSTRACT FROM AUTHOR]

Background: Formative online multiple‐choice tests are ubiquitous in higher education and potentially powerful learning tools. However, commonly used feedback approaches in online multiple‐choice tests can discourage meaningful engagement and enable strategies, such as trial‐and‐error, that circumvent intended learning outcomes. These strategies will not prepare graduates as self‐regulated learners, nor for the complexities of contemporary work settings. Objectives: To investigate whether providing only a score after formative online multiple‐choice test attempts (score‐only feedback) increases the likelihood of students to engage in self‐regulated learning compared with more directive feedback. Measurable outcomes included deeper learning, collaboration, information seeking, and satisfaction. Methods: Data in this mixed methods study were collected from nursing students through surveys, test results, focus groups, and student discussion board contributions. A quasi‐experimental design was used for quantitative data, and qualitative data were analysed thematically against domains of self‐regulated learning. Results and Conclusions: Students receiving score‐only feedback were more cognitively engaged with the content, collaborated constructively, and sought out richer sources of information. However, it was also associated with lower satisfaction. In this study, minimal feedback created states of uncertainty, which resulted in the activation of self‐regulatory actions. Implications for Practice: Providing overly directive feedback for formative online multiple‐choice tests is conducive to surface‐level learning strategies. By minimising feedback and allowing for extended states of uncertainty, students are more likely to regulate their learning through self‐assessment and problem‐solving strategies, all of which are required by graduates to meet the challenges of real‐world work settings. Lay Description: What is already known about this topic: Formative online multiple‐choice tests are widely used in higher education.Feedback is a critical element in the design of effective online multiple‐choice tests.Formative feedback should promote self‐regulated learning.Feedback types used in multiple‐choice tests facilitate strategies not conducive to self‐regulation. What this paper adds: Online multiple‐choice test feedback can influence how students self‐regulate their learning.Less feedback can result in greater self‐evaluation and performance in summative assessment.Less feedback can encourage richer help‐seeking strategies (collaboration and information seeking).However, less feedback can result in student dissatisfaction. Implications for practice and/or policy: Judicious use of feedback is required in the design of online multiple‐choice tests.Educators should consider providing less feedback to promote learner self‐regulation.Satisfaction with online multiple‐choice tests does not necessarily equate to greater learning. [ABSTRACT FROM AUTHOR]

Background: In accordance with the focus on patient safety and quality in healthcare, continuing professional development (CPD) has received increasing levels of attention as a means to ensure physicians maintain their clinical competencies and are fit to practice. There is some evidence of a beneficial effect of CPD, though few studies have evaluated its effect within anesthesia. The primary aim of this systematic review was to establish which CPD activities anesthetists are engaged in and their effectiveness. The secondary aim was to explore which methods are employed to evaluate anesthetists' clinical performance. Methods: Databases searched: Medline, Embase and Web of Science, in May 2023. Additional papers were identified through searching the references of included studies. Eligible studies included anesthetists, either exclusively or combined with other healthcare professionals, who underwent a learning activity or assessment method as part of a formalized CPD program or a stand‐alone activity. Non‐English language studies, non‐peer reviewed studies and studies published prior to 2000 were excluded. Eligible studies were quality assessed and narratively synthesized, with results presented as descriptive summaries. Results: A total of 2112 studies were identified, of which 63 were eligible for inclusion, encompassing more than 137,518 participants. Studies were primarily of quantitative design and medium quality. Forty‐one studies reported outcomes of single learning activities, whilst 12 studies investigated different roles of assessment methods in CPD and ten studies evaluated CPD programs or combined CPD activities. A 36 of the 41 studies reported positive effects of single learning activities. Investigations of assessment methods revealed evidence of inadequate performance amongst anesthetists and a mixed effect of feedback. Positive attitudes and high levels of engagement were identified for CPD programs, with some evidence of a positive impact on patient/organizational outcomes. Discussion: Anesthetists are engaged in a variety of CPD activities, with evidence of high levels of satisfaction and a positive learning effect. However, the impact on clinical practice and patient outcomes remains unclear and the role of assessment is less well‐defined. There is a need for further, high‐quality studies, evaluating a broader range of outcomes, in order to identify which methods are most effective to train and assess specialists in anesthesia. [ABSTRACT FROM AUTHOR]

Background: Hyper‐video technology allows reflection on learning materials by writing personal notes and by interactions with lecturers and peers through shared posts and replies. While research shows that integrating hyper‐videos in educational systems can promote the learning processes and outcomes, an open question remains regarding its actual utilization patterns by students and teachers. Objectives: The study aimed to reveal the extent to which students utilize different functions of hyper‐videos in real‐life learning contexts, and to examine the role of instructional design on hyper‐video utilization. Method: In a mixed‐method design, the study characterized active and passive interactions in hyper‐videos in higher education courses, and amongst active interactions, compared shared versus private annotations. Additionally, the study compared voluntary and mandatory instructional design for promoting hyper‐video interactions. In particular, we used learning analytics to explore hyper‐video patterns in 25 undergraduate and graduate courses. Results and Discussion: A log analysis revealed that students wrote most of the posts, while lecturers mainly provided replies to students' posts. Private annotations were more prevalent than shared writing, pointing to the unfulfilled potential of hyper‐video annotations to benefit from collaborative learning. A qualitative analysis on instructional design was consistent with quantitative findings, revealing important differences between the courses with mandatory versus voluntary hyper‐video integration in pedagogical design, and in cognitive presence and teaching presence, based on the community of inquiry framework. Major takeaways: Findings point to an unfulfilled potential of hyper‐video technology to promote active and collaborative learning. This highlights the role of design and instructive guidance when integrating technology into educational systems. Lay Description: What is already known about this topic: Hyper‐video functions increase motivation and promote self‐regulation of learningIntegrating hyper‐videos in education can benefit leaning outcomesHowever, there is an imbalance between the availability ICT and its actual useThere is a gap in the literature regarding actual utilisation patterns of hyper‐video What this paper adds: A mixed method design exposes hyper‐video utilisation patterns in higher educationFindings show underutilisation of active and collaborative hyper‐video functionsMixed analysis reveals advantage for mandatory (graded) compared to voluntary designGender and degree do not moderate utilisation patterns of hyper‐videos Implications for practise and/or policy: Instructional design is required to guide students of effective use of hyper‐videosInstructors should use hyper‐videos to promote collaboration and peer dialogueDirect instruction does not engage students in active learning via hyper‐videosMandatory design can increase hyper‐videos' potential to contribute to learning [ABSTRACT FROM AUTHOR]

An introduction to articles in the issue is presented on topics including the role and identity of the artist teacher in the specific context of adult community learning, a disability arts research project under taken between local government, art museums and universities in Hiroshima, Japan, and the potential of augmented reality (AR) for art and design education.

Currently, coaching is increasingly applied to foster the involvement of families with an infant or young child with special needs in early intervention and paediatric rehabilitation. Coaching practices are included in many forms of intervention and are regarded as essential to reach beneficial outcomes for the child and family. There are, however, many ambiguities that blur the concept of coaching and hamper its understanding and integration as an evidence-based approach in early intervention and paediatric rehabilitation: lack of differentiation between coaching and training of families, for example. Challenges to incorporate coaching into professional practice relate to adult learning processes and knowledge acquisition, and transformation of attitudes, beliefs, and treatment habits. In this paper, we review the barriers encountered and the possibilities available to promote successful implementation of coaching in early childhood interventions. WHAT THIS PAPER ADDS: Literature defines coaching ambiguously, which hampers its implementation in early intervention. The term 'coaching' should be reserved for relationship-directed, family-centred intervention. [ABSTRACT FROM AUTHOR]

The importance of digital literacies for adult language learners from migrant and refugee backgrounds has been widely recognized. However, there is relatively limited conceptual and practical guidance for practitioners. To address this concern, we developed a pedagogical framework and a practical guide for teachers in the Adult Migrant English Program in Australia. The conceptual framework brought together four well‐established bodies of scholarly work and formed the four principles for teaching digital literacies: (1) authentic learning contexts, (2) problem‐based learning, (2) strengths‐based approaches, and (4) multidimensional practices. To unpack the framework for practical use, we then developed a guide, which reflected these principles and offered teaching ideas. This paper describes the conceptualization of the pedagogical framework and reports on a multiple case study which sought to gain insight from five English as an Additional Language (EAL) teachers on the efficacy of the framework and guide. The findings suggest that while there was a reasonable level of understanding of the framework and guide and many rich learning experiences were created , in practice some teachers experienced challenges in actuating some principles of the framework. The article concludes with implications for teachers' self‐directed learning with the help of this resource and future research. [ABSTRACT FROM AUTHOR]

Background: Video‐based training has been widely adopted by private organizations and public authorities to educate occupants on various types of building emergencies. However, the effectiveness of video‐based training for preparing occupants for building emergencies has not been rigorously studied nor has the impact of emergency type been investigated on training effectiveness. Objectives: This study examines whether video‐based training is an effective method to prepare occupants for building emergencies and how the effectiveness differs in the context of different building emergencies. Methods: We simulated fire and active shooter emergencies in a virtual office building and conducted evacuation experiments to examine participants' emergency responses using both objective and subjective metrics. A total of 108 participants were recruited and responded to the fire or active shooter incident with or without video‐based training. Results and Conclusions: The results revealed that participants with video‐based training more often chose to follow other recommendations when responding to building emergencies instead of simply following others. Results from ANOVA showed that training increased participants' self‐efficacy significantly, especially for those in the active shooter group. Moreover, participants in the active shooter simulation had a higher level of response efficacy than those in the fire emergency simulation. Our results also demonstrated the influence of emergency type on participants' final decisions and considerations of the recommendations. Implications: Our results suggested that video‐based training is effective in improving participants' emergency preparedness and changing their behaviour patterns to a certain extent such as reducing following behaviour and encouraging safe evacuations. Additionally, statistically significant interactions between video‐based training and emergency types suggested that training effectiveness should be considered in accordance with the emergency type. Lay Description: What is already known about this topic: People can behave differently in different types of building emergencies. Understanding human behaviours in building emergencies is essential for developing emergency preparedness strategies.Emergency training is important for building occupants and video is a widely used media for emergency training. However, its training effectiveness needs to be evaluated. What this paper adds: We used virtual environments to investigate evacuation behaviour.The effectiveness of video‐based training and human responses in building emergencies were studied on both subjective responses and objective measurements.Video‐based training significantly reduced the occurrence of following behaviours.The different natures of the fire emergency and active shooter incidents shape the effectiveness of video‐based training. Implications of study findings for practitioners: Video‐based training can improve building occupants' emergency preparedness to a certain extent.Emergency training media should be designed considering the influence of emergency type. [ABSTRACT FROM AUTHOR]

The current work validated the decomposed theory of planned behaviour (DTPB) with working adults to assess its ability to predict intentions to participate in microlearning and also identify the significant factors that drive microlearning usage decisions. We found that positive attitudes towards microlearning (Attitude), stronger beliefs in others' opinions regarding microlearning use (SN), and stronger perceptions about one's capability to engage in microlearning (PBC), are associated with stronger intentions to participate in microlearning. All decomposed constructs were found to be significant predictors of the respective factors, except superior influence (SI) and resource facilitating conditions. We discuss potential targeted interventions focused on what works best to encourage microlearning adoption. For instance, while reporting superiors have no significant influence over one's microlearning use decisions, the opinions of peers and colleagues positively influence microlearning use. Hence, focusing on embedding community‐related aspects into a microlearning design may effectively encourage the use of microlearning. Practitioner notesWhat is already known about this topicThe decomposed theory of planned behaviour (DTPB) is reported to be suited for studying e‐Learning adoption due to its robustness and high explanatory power.The DTPB allows for a deeper and more detailed explanation of behavioural intentions compared to other models.However, the DTPB has not been explored for learning innovation such as microlearning.What this paper addsThe DTPB was found to be theoretically sufficient for predicting intentions to participate in microlearning.Attitudes towards microlearning was found as the strongest determinant of intentions, followed by one's beliefs in others' opinions regarding microlearning use, and lastly, perceptions about one's capability to engage in microlearning.Contrary to expectations, only the influence of peers in one's social circle was significantly predictive of subjective norm, while the influence of those in positions of authority in the workplace (e.g., one's reporting manager or superior) was not.Additionally, while self‐efficacy and technology‐related facilitating conditions (e.g., technical compatibility, technical support) were significant predictors of perceived behavioural control, the availability of resources required to perform microlearning was not.Implications for practice and/or policyFactors identified as strongly influential for behavioural intentions may aid in facilitating and accelerating microlearning adoption in the workforce. [ABSTRACT FROM AUTHOR]

Concerns about noncompletion and the quality of the 1st-year student experience have been linked to recent changes in higher education such as modularisation, increased class sizes, greater diversity in the student intake and reduced resources. Improving formative assessment and feedback processes is seen as one way of addressing academic failure, of enhancing the learning experience and students’ chances of success in the early years of study. This paper argues that if this is to happen, a broader perspective on the purposes of formative assessment and feedback is required, one that links these processes to the development of learner self-regulation. It then shows, through two case studies drawn from the Re-engineering Assessment Practices project, how information and communication technology might support formative assessment processes and the development of self-regulation in large 1st-year classes. Finally, the paper presents a set of principles for the effective design and evaluation of formative assessment and feedback processes. [ABSTRACT FROM AUTHOR]

This review addresses the question: How are signed languages learned by adult hearing learners? While there has been much research on second language learners of spoken languages, there has been far less work in signed languages. Comparing sign and spoken second language acquisition allows us to investigate whether learning patterns are general (across the visual and oral modalities) or specific (in only one of the modalities), and hence furthers our understanding of second‐language acquisition (SLA). The paper integrates current sign language learning research into the wider field of SLA by focussing on two areas: (1) Does 'transfer' occur between the spoken first language and signed second language and (2) What kind of learning patterns are the same across language modalities versus unique to each modality? [ABSTRACT FROM AUTHOR]

Background: Current web‐based educational approaches about living kidney donation (LKD) are complex, lengthy, and/or text‐laden, which may impair accurate interpretation of information, thereby limiting kidney transplant access. Purpose: This paper describes the process of developing animation‐based LKD education designed to be suitable for and acceptable to kidney transplant candidates and their support networks. Methods: Based on formative work, early animation prototypes were designed by a transplant surgeon and a health communication expert. In qualitative focus groups and individual interviews, animation prototypes were shown to 46 kidney transplant recipients, 28 kidney transplant candidates, 32 previous or potential kidney donors, 10 caregivers, 32 transplant providers, 24 dialysis providers, and 4 cultural and community advisors for their input regarding animation suitability, acceptability, and potential usability/feasibility. Viewer feedback was used to iteratively refine the animations. Animation design to facilitate adult learning was guided by elaboration theory, Bandura's self‐efficacy theory, and Mayer's cognitive theory of multimedia learning. Results: KidneyTIME currently consists of 12 animations about LKD process, benefits, and risks. Conclusions: Patients/friends/family members, experts, and stakeholders provided valuable feedback to the research team that was integrated into the development of KidneyTIME with the goal of enhancing suitability, acceptability, engagement, usability, and feasibility of dissemination. [ABSTRACT FROM AUTHOR]

This paper explores current thinking on adult learning and discusses its application to the clinical education of speech and language therapy students. It is based on evidence from a two-year project funded by the Trent Regional Consortium, which is trialling an innovative means of providing paediatric placements. The educational literature has recognised for some time the importance of student-centred teaching and learning and has encouraged movement away from a didactic teacher-student model to one where students are seen as active in the learning process. This paper offers a model as to how these principles may be applied to clinical placements to promote selfdirected lifelong learning and to prepare speech and language therapists to meet the challenges of continuing professional development and the everchanging working environment. [ABSTRACT FROM AUTHOR]

Aim: For early psychosis services to be effective, it is essential to have staff that are trained in evidence‐based interventions in this area. In this paper, we report on research undertaken by The Early Psychosis Prevention and Intervention Centre's Statewide Services (ESW) team. The focus was on assessing knowledge acquisition in early psychosis clinicians that had attended ESW's specialist training. Methods: Between October 2012 and October 2017, data were collected from a large cohort of clinicians that had attended 46 ESW workshops covering topics identified in international guidelines as key components of early psychosis service provision. Participants were asked to complete between 3 and 11 pre‐ and post‐workshop short answer and/or multiple choice questions that related to learning outcomes for the workshop. The percentage of correct responses before and after the workshop was compared for each participant, with a cumulative measure taken to provide information regarding knowledge acquisition across each workshop. Results: Participant compliance was high (89.7%) with 962 completed questionnaires being collected from 1073 attendees across the workshops. Results showed that the ESW training led to a statistically significant increase in clinician knowledge from pre‐training scores of 47.2% correct, to 83.5% correct answers at the conclusion of training (pre M = 47.2%, SD = 28.8; post M = 83.5%, SD = 23.7; t[890] = −35.66, P < 0.001). Conclusions: Training that utilized adult learning principles had a strong focus on evidence‐based interventions, and used clinical examples to embed core principles, led to a statistically significant increase in early intervention clinician knowledge. [ABSTRACT FROM AUTHOR]

Research has shown that providing participants with high‐quality learning material is not sufficient to help them profit most from online education. The level of interaction among participants is another key determinant for learning outcomes. However, merely proposing interaction does not automatically lead to fruitful discussion and collaboration. Specifically, social presence and facilitation activities add value to online discussions. In Murphy's collaboration framework, social presence represents the basis of successful online collaboration from which more reflective discussions and co‐construction can evolve. In this paper, an adjusted version of this framework was applied in a workplace learning context. The content analysis of 1170 comments in an online course for careers practitioners of a public employment service showed that the extended framework generated deeper insights into the dynamics of online discussions. The results show that involvement in collaborative learning at the workplace was supported by a high social presence and influenced by course topic and tasks. Facilitation played an important role in creating a sympathetic sense of community and stimulating co‐creation processes. [ABSTRACT FROM AUTHOR]

Mobile learning (m-learning) is gaining popularity as the 'anytime, anywhere' online learning channel. Academics and practitioners alike are showing interest in examining its ability to support online learning. However, prior studies have highlighted the challenges in promoting m-learning adoption. The extant m-learning literature has mainly focused on technology-related factors to examine m-learning adoption. However, few studies have investigated this topic from the users' motivation perspective and even fewer from an adult learner context. Hence, this study employs the uses and gratification theory to provide a better understanding of what motivates m-learning adoption in adult learners. The research findings suggest that adult learners' intention to use m-learning is influenced by their cognitive, affective and social needs through attitude. This paper concludes by noting the theoretical and practical contributions. [ABSTRACT FROM AUTHOR]

This paper describes an approach to teaching systems thinking and associated capacity building for a team of professionals and managers from a developing country (Vietnam), engaged in the sustainable management of a world biosphere reserve. Vietnamese environmental and development managers and UNESCO were attracted to a systems approach to managing the Cat Ba Biosphere Reserve because it offered a way to address components of sustainability holistically, while transcending organisational and disciplinary 'silos'. Key features of the training approach include learning as a group of professionals, with senior organisational support and commitment to apply systems approaches in the workplace; enjoyable adult learning approaches tailored to the needs of participants; complementing teaching of systems thinking and techniques with participatory methods for working with the participants in developing solutions to their sustainability issues; and building in evaluation at every stage, through participatory methods taught in the course. The paper highlights the importance of teaching systems thinking and provides an example curriculum and teaching strategy based on adult learning principles. Copyright © 2011 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

OBJECTIVE Many changes in medical education have occurred during the author's 50-year career in the field. The aim of this paper is to describe 10 lessons worth recording for others engaged in the training of health care professionals. THREE CAREER PHASES The first phase in the author's career occurred during 1960-1972 in Glasgow, where an interest in medical education developed alongside an engagement in clinical medicine and research into iodine metabolism. The second phase took place during 1972-2002 in Dundee, where, after working for a period as a clinician, the author made a full-time commitment to medical education. The third phase, from 2002 to the present, has provided the opportunity to explore new horizons in medical education. CONCLUSIONS The following lessons have been learned. (i) People are important as role models and collaborators. (ii) Innovation in medical education is a complex process and research findings can easily be misinterpreted. (iii) Nudges, interventions that encourage rather than mandate change, are valuable. (iv) Students are important players in planning, delivering and evaluating a curriculum. Each student has different needs and aspirations. They are the 'digital natives'. (v) Offer stakeholders practical solutions to problems that can be implemented. (vi) There is always something to learn outside one's own practice. Go to a conference or read a journal in a related field. (vii) Time spent recording one's work and publishing reports based on it is rewarding. (viii) Learn from history. We don't need to keep reinventing the wheel. (ix) Obtain independent funding. (x) Finally, and most importantly, have fun. Working in medical education can be exciting, fulfilling and hugely enjoyable. [ABSTRACT FROM AUTHOR]

In this paper we talk about creating coherence and transparency in the relationships between teacher, model of adult learning and subject taught. We describe how we have made connections between adult learning theory and family therapy to generate resources for action in teaching on the qualifying level course at Northumbria University. Using a recent teaching session and the voices of trainees, we illustrate these connections with an example of teaching about relational reflexivity, using methods which enabled us to generate reflexive ‘flow’ in the learning context. [ABSTRACT FROM AUTHOR]

Problem-based learning (PBL) is widely used in higher education. There is evidence available that students and faculty are highly satisfied with PBL. Nevertheless, in educational practice problems are often encountered, such as tutors who are too directive, problems that are too well-structured, and dysfunctional tutorial groups. The aim of this paper is to demonstrate that PBL has the potential to prepare students more effectively for future learning because it is based on four modern insights into learning: constructive, self-directed, collaborative and contextual. These four learning principles are described and it is explained how they apply to PBL. In addition, available research is reviewed and the current debate in research on PBL is described. It is argued that problems encountered in educational practice usually stem from poor implementation of PBL. In many cases the way in which PBL is implemented is not consistent with the current insights on learning. Furthermore, it is argued that research on PBL should contribute towards a better understanding of why and how the concepts of constructive, self-directed, collaborative and contextual learning work or do not work and under what circumstances. Examples of studies are given to illustrate this issue. [ABSTRACT FROM AUTHOR]

This paper will problematise the notion of distributed cognition in courses across cultural learning borders, by presenting a narrative case study of six learners’ journeys to online learning. I will argue that although distributed cognition is a widely acceptable theory in e-learning, it is based on an assumption that the ‘distribution’ of cognition is reciprocal between toolmakers, texts and users, when perhaps, in certain instances, it excludes the life (and learning) world of local learners in the global, borderless environment. In these instances the cognition that is assumed to be distributed is, in contrast, ‘contained’ in the narrative-in-action that is familiar to the learners, whose situated knowledge is embedded and embodied in a non-global discourse ( ). [ABSTRACT FROM AUTHOR]

This paper suggests that a refocusing of supervision be seen as one possible strategy for lowering high attrition rates among child protection workers. Research findings from a qualitative study undertaken in two rural regions in the State of Victoria, Australia illustrate that the current model of supervision gives insufficient attention to the emotional intrusiveness of the work, to building resilience in workers and the implications of adult learning theory. An argument is made for a refocusing of supervision which moves beyond task, encompassing much of what is already known from the supervision literature. The supervisor can be thought of as a messenger who must send and receive messages to and from workers. What message is sent and how supervisors respond to what they receive are critical if the objective is to retain front-line staff. Critically, the supervisor must affirm both the merit and necessity of exploring the impact of feelings and thoughts on action and perception. A key message for supervisors to deliver is the value of individual workers to the organization, leading to increased self-esteem and self-efficacy. The paper also argues for adult learning via reflective supervision. This change to supervision involves a fundamental shift in organizational priorities and an acceptance throughout of the impact of anxiety on all those working in this field. Copyright © 2001 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

This paper describes the key principles of an ecojustice approach to adult education. The author describes the cultural roots of the ecological crisis, the difference between ecological and individual intelligence and the linguistic colonization of the present by the past. The dangers of an overreliance on print are described and the need for a revitalization of the cultural commons is included. [ABSTRACT FROM AUTHOR]

An ecojustice seminar, held in May 2016 at Appalachian State University in Boone, North Carolina, is described in this chapter. The ecojustice theoretical framework, the seminar class design, and our findings relative to student learning as gleaned from follow-up focus groups, reflection papers, and online discussion are reported. Seminars such as these highlight the crisis and foster knowledge about the positive human-environmental relationships necessary for changes in perceptions and behaviors. [ABSTRACT FROM AUTHOR]

This paper provides an update of research into the training of family therapists. Issues from the overarching contexts of adult learning, professional training and current themes in the practice of family therapy are briefly outlined. The early organization of the training research field is seen as being programme orientated, lacking a multi-perspective approach (particularly that of the trainee) and not making use of qualitative research methods. The more recent empirical research is reviewed with these issues to the fore. The paper concludes by providing a new set of research questions, many of which can be addressed by qualitative methodologies and by calling for the research process to be an essential ingredient of training for family therapists aided by the development of the trainer/researcher role. [ABSTRACT FROM AUTHOR]

This paper outlines a number of innovations that we have recently implemented in the Research Methodology Course at the University of Michigan's School of Public Health. Consistent with the goals of evidence-based medicine, evidence-based public health, intrinsic motivation, and phase 4 (T4) translational research, we have placed the emphasis on enhancing the students' desire to learn-and more specifically on their desire to learn rigorous methods for conducting useful research that delivers practical benefits in a straightforward manner. A dozen innovations, along with some preliminary outcomes, are outlined in detail. Clin Trans Sci 2010; Volume 3: 309-311 [ABSTRACT FROM AUTHOR]

This paper examines the degree to which British adults participating in workplace literacy courses improved their reading comprehension skills, using longitudinal data which cover the period from enrolment until between two and three years later. Learners were tested using an instrument designed explicitly for adults, with two parallel forms. For those who were native English speakers, there is no evidence of improvement. Learners for whom English was a second language showed modest but statistically significant improvements, but it is impossible to tell whether these were the result of instruction, or of subjects' longer exposure to an English-speaking environment. The data were re-analysed using imputed data, in order to address the problem of missing data, which is common in longitudinal studies, and using multilevel models. The results of these further analyses were the same in all key respects. These findings are important because improvement of adult literacy and numeracy skills has been central to successive governments' policies for improving both economic productivity and social mobility. Policy-makers have confounded the acquisition and award of certificates with substantive skill improvement. This study shows that one cannot, in fact, assume that the award of a new qualification indicates that substantive learning has taken place. It also underlines the complexity of reading skills, and the need for long periods of learning and instruction if serious progress is to be made. [ABSTRACT FROM AUTHOR]

Adult learning systems have come to be dominated by the view that the essential role of adult learning is to generate the high levels of skills deemed necessary for competitiveness and growth in the globalised economy. This 'education gospel' is underpinned by human capital theory ( HCT) and its contemporary conceptualisation in terms of the knowledge-based economy. Nevertheless, it remains the case that there are significant differences in the strategies of national governments towards adult learning and in patterns of engagement with the learning opportunities that are made available. This paper sets out to explore how this diversity in national systems of adult learning might be addressed analytically. Adult learning is embedded in characteristic regimes of economic and social institutions, which can be understood in terms of a systematic international political economy. In particular, adult learning systems are explored by reference to the models of capitalist organisation elaborated in the neo-institutionalist analysis of 'varieties of capitalism' ( Hall and Soskice, 2001): the liberal market economy and the co-ordinated market economy. A major alternative is provided by Esping- Anderson's (1990; 1999) analysis of 'welfare state regimes'. Moreover, Rubenson and Desjardins (2009) have used this theoretical framework as a means of analysing systematic variations between national adult learning systems. These analyses raise questions about the use of national states as the key unit of analysis. Significant divergences in institutional arrangements and access to opportunities for adult learning (by social group or locality, for example) may be obscured by this method of comparative analysis. Moreover, consideration of the micro-theoretical foundations of these approaches highlights the difficulties in moving beyond the economistic 'rationality' of HCT. The issue here is the extent to which norms of behaviour in relation to engaging in adult learning can be appropriately understood in terms of a relatively homogeneous, national social system, rather than in terms of a much more socially differentiated repertoire of norm-based orientations. [ABSTRACT FROM AUTHOR]

A bstract One of the key responsibilities of professional bodies, such as the Royal Australian and New Zealand College of Ophthalmologists, is to determine, teach and assess the competencies required for trainees to reach an expert level. Vocational training programs (VTP) need to incorporate advances in educational research and reflect changes in generational thinking and learning styles to provide the most optimal learning environment to meet the desired educational outcomes. This paper seeks to introduce some of the important concepts of adult educational theory and to explain how they connect to four strategic areas in the development and implementation of the VTP: 1 What are the learning needs of trainees? 2 What educational methods best address these needs? 3 What assessment methods best test the acquisition of the desired learning outcomes? 4 What are the needs of supervisors and teachers? [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Supervision is acknowledged as an essential component of professional practice. Supervision is a two-way relationship, driven more by the needs of the supervisee than the supervisor. It is a chance for the supervisee to reflect on personal and professional needs in order to improve performance and to receive support. A revision of the supervision practices in our department led to a comprehensive review of the literature and discussions with professional bodies. An information package was developed to assist staff to participate in purposeful and rewarding supervision. Four concepts were considered important: guided reflective thinking, adult learning, emotional intelligence and shifting skills. The process of this development, and a description of the package, is presented in this paper. [ABSTRACT FROM AUTHOR]

Background Numeracy development is widely accepted as critical for adults in the general community which is equally the case for adults with Down syndrome. This paper reports some of the findings of a study including the research question: What is the justification for numeracy development for adults with Down syndrome? Investigating this question led to the search for a framework to support the ongoing development of numeracy. Method The research used a case study methodology. Five adults were observed and interviewed in two contexts each. The data were analyzed to identify links to the quality of life model. Results The research illustrates how a quality of life approach can be used to justify and guide the lifelong development of numeracy. Data from the case studies linked numeracy to quality of life under the principles of personal contexts, variability, life-span perspective, values, choices and personal control, perceptions and self-image. Conclusions The principles of quality of life can provide a framework for the development of numeracy in the context of adulthood and Down syndrome. Preparation for the numeracy needs of a long and satisfying adulthood should begin in early childhood, continue in schools with the teaching of underlying mathematics concepts and skills, and be modified and refined throughout adulthood by the use of a numeracy development plan. Carers and professionals interacting in the contexts need to adopt a teaching role for numeracy. [ABSTRACT FROM AUTHOR]

Finding ways to reduce students’ anxiety and maximize the value of learning Greek and Hebrew is a continual challenge for biblical language teachers. Some language teachers use technology tools such as web sites or CDs with audio lessons to improve the experience. Though these tools are helpful, this paper explores the value gained from understanding first how students learn and then how technology tools best support that learning. Developments in cognitive psychology and neuroscience offer many insights concerning adult learning and retention. After a presentation of key insights, several ideas are suggested for enhancing the learning and retention experience of biblical language students. [ABSTRACT FROM AUTHOR]

AIM: This paper reports the findings of an investigation into teachers' and students' understanding of the term self-directed learning (SDL), and their views concerning its value in paediatric intensive care (PIC) nurse education. METHODS: Qualitative methods of data collection and analysis were used. The findings from interviews with teachers and students across eight PIC nursing courses are reported. Local Research Ethics Committee protocols were followed. Data were analysed using constant comparative analysis. FINDINGS: Teachers and students appeared to experience some difficulty in articulating a precise definition of SDL. Both groups saw it as one teaching and learning method to be used alongside others, and focused their definitions on the observable events thought to demonstrate self-direction rather than the cognitive processes involved. Teachers and students considered SDL of some value, but only when used in conjunction with teacher-led methods. Both teachers and students felt that students take more responsibility for learning in SDL than in traditional teaching. However, there was a difference of opinion as to the manner in which responsibility was devolved and accepted, and neither party was completely convinced that the other respected them. LIMITATIONS: The study explored only PIC nurse education, and was not intended to be generalized beyond this field. CONCLUSION: The evidence from this study suggests that SDL has elusive qualities which defy precise definition. It appears that attempting such a definition and reducing SDL to an observable form may detract from its perceived value. It can be inferred from this study that in order to implement SDL issues of control and autonomy within the learning environment merit further exploration, rather than simply focusing on observable teaching and learning tools or methods. [ABSTRACT FROM AUTHOR]

Nurses are now directed to 'reflect effectively and practice reflectively'. When there is scant evidence to support the use of reflection, why does the United Kingdom Central Council, English National Board for Nursing Midwifery and Health Visiting and institutes of nurse education insist that nurses, at all levels of experience, reflect? Before developing the debate in relation to the robustness or otherwise of the concept of 'reflection' and its application to practice, a discussion as to what constitutes nursing knowledge, followed by an examination of the main theories related to adult learning, is presented. The paper develops to encompass a critical examination of both theoretical and applied perspectives on reflection. Conceptual issues and assumptions related to reflection are explored. Key areas considered are whether the practice of reflection facilitates the improvement of one's knowledge, helps to generate theory and results in one becoming a more critical practitioner with resulting benefits for patients. It will be argued that reflective theory and practice has not yet been adequately tested and that there is a pressing need for evidence to demonstrate irrefutably the effectiveness of reflection on nursing practice, particularly with respect to patient outcomes. [ABSTRACT FROM AUTHOR]

Focuses on the challenges surrounding adult learning and the Internet. Information on the technological changes brought about by the Internet; Rate at which hardware and software are introduced; Concerns of individuals who teach or learn on the Internet.

The rapid changes in nurse education are proceeding within the wider context of developments in adjacent educational fields, which are themselves subject to external influences, and one such development is the accreditation of prior experiential learning (APEL). In order to be critically aware of the potential involved in embracing this concept, it is necessary to clarify and examine the influencing factors which guide the current andragogical climate of nurse education, and those which predispose to the recognition of APEL. Utilizing a case-study approach, this paper will examine the relevant issues as they relate to experienced students pursuing the learning outcomes of Project 2000, and will address the question of value for all parties concerned. [ABSTRACT FROM AUTHOR]

Field training in community-social psychology at the University of Lowell, Lowell, Massachusetts, combines self-directed learning and a competency-based educational model in a year-long program. This paper describes the development and implementation of this program during its first 2 years. Relationships among different components of the program are discussed, and those between the university, the psychology department, and the community are detailed. We identify selected unresolved areas of concern and extend an invitation for dialogue. [ABSTRACT FROM AUTHOR]

This article takes an international perspective on adult learning and disinformation, exploring how they have recast the global landscape. In particular, we address former president Trump's naming of certain Caribbean and African nations as "shithole countries," as well as other related experiences, and work to locate these comments within a neocolonial, racist episteme—what we term the systemic imperialist syndrome. Finally, this article discusses how critical media literacy (CML) can be leveraged for adult learning, and argues that this involves a mindset change that has the potential to de‐imperialize the minds of imperialists who themselves are colonized in/by their hatred. [ABSTRACT FROM AUTHOR]

Background: Problem‐solving competences have evolved into key skills for professionals. Computer‐based business simulations enable the analysis of problem‐solving processes beyond end results. An important aspect of successful problem‐solving is to systematically use built‐in tools and process the provided information efficiently. Objectives: This investigation explores the relationship between students' tool use, information retrieval, and problem‐solving success in a computerized problem‐solving office simulation. Methods: Around 30,000 recorded behavioural log data points of 432 German vocational students were analysed. Results and Conclusion: Distinct user groups are identified and cognitive problem‐solving competences are assessed to draw a link between behaviour and performance. An explorative cluster analysis based on student behaviour revealed four clusters. Significant results support the use of two cognitive tools that lead to success. One successful behaviour is using a notepad, a domain‐general and voluntary tool. Another successful problem‐solving behaviour is the use of a domain‐specific and solution‐relevant spreadsheet program. Note‐taking organizes information and mental processes while the spreadsheet leads to efficient computing. In line with other studies, students with higher problem‐solving competences tend to access tools and documents providing information more frequently. Takeaways: Domain‐general tool use differs from domain‐specific tool use over time. There are two different successful behaviour patterns in complex problem solving. Instructional and simulation designers should provide specific tools to support students as well as tackle problems. Lay Description: Complex problem‐solving behaviour is very context‐specific.To the authors' knowledge, no study exists on the relationship between problem‐solving behaviour and success in a computer‐based office simulation in the business domain.Based on log files of 432 students, this study identifies student clusters demonstrating different behaviour and success.Regarding practical implications, instructional and simulation designers should provide specific tools to support students as well as tackle problems. [ABSTRACT FROM AUTHOR]

This chapter describes a locally developed model for professional learning, whose purpose is to facilitate faculty participants' implementation of UDL. The model is grounded in attributes of long‐term, job‐embedded professional learning and principles of adult learning theory. Recommendations for scaling‐up faculty professional learning programs focused on the implementation of UDL are provided. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses various reports within the issue on topics including adult learning, educational change and educational innovations.

Replies to Barbara Miflin's comments on the authors' paper 'Building confidence for work as house officers: student expertise in the final year of a new problem-based curriculum.' Initiative at the Manchester Medical School, England; Points of agreement and disagreement regarding self-directed learning.