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This study aimed to identify associations and predictors of willingness to communicate (WTC) of adult foreign language (FL) learners and whether they are contingent upon the FL being learned. To this end, our research investigated learner variables associated with WTC in adult FL learners of English and of French in an under-researched field of WTC studies in Spain. More specifically, the following variables were studied: gender, age, level of multilingualism, perceived relative standing in the class, language proficiency, teacher's use of the FL in class, out-of-class foreign language use (OCFLU) and the two emotions of foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA). Of the 9 independent variables examined, FLCA and language proficiency were found to be predictors of the WTC of both English and French language learners; additionally, enjoyment was found to be a predictor of WTC of learners of English as a foreign language (EFL) and OCFLU, of learners of French as a foreign language (FFL). Our findings indicate that the construct of WTC needs to be further studied as research may produce dissimilar results depending on the instructional setting, population and foreign language. Pedagogical implications for language teaching practices seeking to enhance adult FL learners' WTC were also drawn from the study results. [ABSTRACT FROM AUTHOR]

The adult participants in this study range in age from 20 to 50 years. They describe their remembered experiences of learning mathematics in both primary and secondary education. None of the participants achieved the qualifications in mathematics which would allow them access to higher education. They are now studying mathematics after many years away because it is required to achieve their ambitions. Each participant has considerable mathematics anxiety, which, they reported, resulted in reactions towards mathematics ranging from avoidance to fear and distress. The research uses narrative methodologies to collect and analyse these data. Common emergent themes were unsupportive relationships with their teachers and memories of being excluded and humiliated. The data suggests their teachers did not see supporting students' well-being as part of their role, resulting in strong negative emotional reactions. The article concludes that where warm, respectful, relationships are built, barriers to learning mathematics can be overcome. [ABSTRACT FROM AUTHOR]

This qualitative case study examines the learning experiences of self-organized Chinese and Chinese American adults from the X Care Group amid the political repercussions of the COVID-19 pandemic. The findings revealed how care group members created meaning in their daily life experiences, reformed their identity, and increased their Chinese and Chinese American visibility. Situated learning is employed to understand participants' transformative actions through learning in their social engagement through their community of practice. These findings indicate that situated learning can lead to collective transformative action, personal and group growth in identity formation, and community engagement and social development through communities of practice. Subsequently, this study demonstrated how the X group learned to reform their new identities and respond to changes in their social environment. This study contributes to the collective dimension of situated learning theory and has implications for adult educators, researchers, and policymakers interested in fostering social change through community-based, situated learning. [ABSTRACT FROM AUTHOR]

Motivation plays a crucial role in adult learners' decisions to enroll in educational programs. This study aimed to evaluate the motivations for adult learners who enrolled at adult high schools in Riyadh as well as the potential gender and age differences for their motivations. The Education Participation Scale (EPS) A-Form was administered to adult learners, and 221 valid responses were analyzed using Wilcoxon signed-rank, Mann–Whitney U, and Kruskal–Wallis H tests. The results indicated that professional advancement, cognitive interest, and educational preparation were the primary motivations, while social contact was the least influential motivator. Furthermore, female respondents reported higher levels of motivation for educational preparation than male respondents, but no significant differences were observed for motivational orientations across age groups. To enhance participation in adult high-school programs, the General Department of Continuing Education should tailor its enrollment strategies that they appeal to the three main motivations for various groups. [ABSTRACT FROM AUTHOR]

Teaching and learning in higher education have increasingly become digitalized and associated with innovative pedagogical methodologies over the past decades. Following the sudden onset of the pandemic in March 2020, several studies tended to focus on traditional students' experiences with emergency remote education while literature is scarce on non‐traditional students (or adult learners) pedagogical experiences in Distance Education contexts. Using a qualitative case study approach, this study explored how digital technologies mediated instructors' and adult learners' educational experiences during COVID‐19 and their first‐time experiences with blended learning. Between October 2021 and July 2022, semi‐structured interviews were conducted with 40 adult learners and 20 instructors in three selected public higher education institutions (HEIs) in Ghana. Data analysis followed Braun and Clarke's (2012) thematic analysis approach. The results showed that the transition to blended learning was supported by the adoption and integration of varied virtual online technologies. The themes highlight the positive and negative impacts of technology in mediating the educational experiences of instructors and adult learners in blended learning environments. The themes which reflected both instructors' and adult learners' experiences were enhanced course delivery and pedagogy, competency development, technological issues and poor‐quality pedagogy. Blended learning facilitated by technology could be the 'new normal learning' post‐pandemic for adult learners pursuing Distance Education in Ghana. The study recommends the implementation of agile strategies and policies by HEIs to ensure sustainable quality education in distance learning. Practitioner notesWhat is already known about this topic The COVID‐19 pandemic necessitated the adoption of innovative pedagogical approaches in higher education contexts.Technological transformations in information and communication technology (ICT) have enhanced remote teaching in higher education institutions globally.The educational experiences of educators and learners differ in blended learning contexts.What this paper adds Instructors and adult learners' positive experiences with navigating a variety of web‐based technologies during the educational process are negatively impacted by technological difficulties during online instruction.Participants' experiences of blended learning are mixed with a preference for face‐to‐face dimension of blended learning instead of the online dimension.The paper identifies four themes that characterize instructors and adult learners' experiences with technology‐enhanced learning including enhanced course delivery and pedagogy, competency development, technological issues and poor‐quality pedagogy.Implications for practice and/or policy The study provides evidence‐based information on the relevance of digitizing distance education for sustainable development and promotion of lifelong learning opportunities for distance education students. The research recommends that higher education institutions (HEIs) implement agile policies to facilitate a seamless shift to distance learning.HEIs may adopt open distance learning frameworks to streamline 21st century pedagogical and learning practices in distance‐blended learning environments for quality course instruction.The study highlights the potential distance learning modalities that HEIs can consider for Distance Education students to sustain effective quality teaching and learning. [ABSTRACT FROM AUTHOR]

Adult migrants need to attain proficiency in the language of their host society to fully integrate into those communities and lead meaningful lives. The concept of literacy, centred on reading and writing, has evolved to encompass multiliteracies, integrating linguistic, social, and digital aspects. This broader approach acknowledges that learners construct meaning through various modes such as oral, written, visual, digital, and multimodal, while reflecting their diverse linguistic and cultural backgrounds. However, literacy education often overlooks crucial affective aspects, such as learners' feelings and motivation, which are particularly relevant for adults who want to become literate. Affective literacy, understood as the impact that the act of reading has on the lives of adults, could fill this gap, as it includes emotional responses from readers evoked through interactions with the text, their teachers and their peers. This systematic literature review study defines affective literacy, analyses its implementation in language classrooms, and explores its implications for adult literacy research by following the PRISMA protocol. Results evidence that the definition of affective literacy remains ambiguous, sometimes conflated with emotional literacy. More research, particularly focusing on adult migrants, is still needed because affective literacy is emerging as a valuable framework with vital implications for the well-being and integration of adult migrants into their host societies [ABSTRACT FROM AUTHOR]

This study investigates the strategies employed by Vietnamese EFL teachers to enhance emotional intelligence (EI) in adult learners within online learning environments. Utilizing a qualitative research design grounded in Mayer and Salovey's model of emotional intelligence and Knowles's theory of andragogy, the study involved semi-structured interviews with ten EFL teachers from two Vietnamese educational institutions. The thematic analysis of the interview data revealed several key strategies: reflective practices, interactive activities, technology integration, personalized feedback, collaborative learning, integration of real-life scenarios, self-awareness activities, development of emotional vocabulary, and creation of emotionally supportive environments. The findings illustrate a multifaceted approach to enhancing EI in online language education, highlighting the innovative adaptation of traditional classroom strategies to the digital realm. The study's unique contribution lies in its focus on the Vietnamese context, providing insights into how cultural nuances shape online teaching strategies for EI enhancement. The implications of these findings are significant for the field of EFL education, suggesting the need for holistic teaching approaches that integrate emotional competencies alongside linguistic skills. [ABSTRACT FROM AUTHOR]

Higher education opens doors to job enhancement and economic benefits to adult learners. Despite facing multiple barriers such as life–work–school time conflicts and financial constraints, adult learners continue to seek higher education and certifications. Rural employers also benefit from supporting degree completion or job-specific certifications because it allows them to attract and retain highly skilled employees. The goal of the current study was to qualitatively analyze data gathered from focus group interviews of senior managers. The results provide insights into how rural employers in the United States use employee education programs to reduce barriers to adult learner success. The importance of a bilateral relationship between institutions of higher education and employers to support adult learners is discussed. [ABSTRACT FROM AUTHOR]

In Pakistan, adult literacy programs are offered to enable learners to function effectively to attain individual, family, and social sustainability, but these programs are continuously reporting low participation. This study aimed to explore the reasons behind low participation, employing a descriptive phenomenological design to examine the challenges experienced by adult learners, literacy teachers, and administrators. Forty-five participants (30 learners, 10 teachers, and 5 administrators) were selected by using a purposive sampling technique. Data were gathered through focus group discussions and semi-structured interviews, and a thematic analysis was conducted. Numerous challenges were found, including less attractive, non-relevant literacy content, inappropriate presentation methods, lack of proper mechanisms for teachers' training, and learners' evaluation. Based on the evidence, practical implications were proposed, with a particular emphasis on adult learners and literacy teachers. [ABSTRACT FROM AUTHOR]

The integration of technology in higher education increased online courses available to students, although traditional face-to-face interaction remains dominant. The COVID-19 pandemic forced a rapid transition to emergency remote teaching (ERT), impacting public health nursing (PHN) education in Norway, which primarily consists of adult learners. The impact of the transition to online-only lectures on these students remains largely unexplored. The aim of this study is to examine how Norwegian PHN students experienced the transition from traditional classroom lectures to online-only lectures during the global pandemic. It also identifies the self-reported advantages and challenges associated with online-only lectures and whether this transition affected their perceived learning outcome. A cross-sectional sample of public health nursing (PHN) students (n = 275) participated in a survey in from May to November 2020. The questionnaire was specifically developed for this study and covers student motivation, perceived benefits and challenges of transitioning to online lectures, peer collaboration, and self-assessed learning outcomes. It was distributed to the PHN students via their respective education's LMS system. Most PHN students managed the technical aspects of the abrupt transition to online-only lectures effectively. They reported high digital competence, found the transition relatively easy, and remained motivated to continue their studies. Despite these positives, students reported a reduction in learning outcomes compared to classroom lectures. Challenges included the missing face-to-face interaction with peers, difficulties in managing childcare, and issues with structuring their studies. [ABSTRACT FROM AUTHOR]

This study aimed to examine the relationship between student engagement and student retention of adult learners at community colleges. The relationship between student retention and the five Community College Survey of Student Engagement (CCSSE) student engagement benchmarks (active and collaborative learning, student effort, academic challenge, student-faculty interaction, and support for learners) was examined using binary logistic regression. This study used secondary data from the CCSSE, including 26,326 adult students (25 and older) from the 2019 CCSSE cohort who were credential-seeking at the community college (participants from 588 colleges in 46 states). This study confirmed a positive relationship between student engagement of adult learners at community colleges and student retention. Individually, each of the CCSSE benchmarks increased the likelihood of student retention. As a combined model, academic challenge and support for learners were the only significant benchmarks. This research confirmed that student engagement strategies benefit adult learners at community colleges. [ABSTRACT FROM AUTHOR]

Despite the continuous progression of higher education, there is a lack of understanding of adult learners’ overall academic needs and their competing priorities. Increasing adult learners’ intellectual satisfaction is crucial for their collegiate motivation. The instructor must set educational conditions while forming the appropriate foundation for knowledge attainment and student retention. Adult learners do not arrive at the classroom with a blank knowledge slate but with years of employment and life skills and wish to connect such skills with their academic journey. The successful instructor comprehends the practical need to connect course content with the work environment to enhance understanding and motivation. This narrative literature review method explores an extensive interdisciplinary approach to teaching and retaining adult learners. The transformational leadership theory and principles of andragogy were discussed to provide theoretical support to enhance adult learner satisfaction. Key findings suggest that an instructor who demonstrates transformational leadership in the classroom while employing andragogical principles can effectively stimulate and influence high intellect through idiosyncratic engagement. In turn, the learners are more motivated, will enhance and retain knowledge, maintain retention, and complete their degree program.

The COVID-19 pandemic has transformed the educational landscape, making exploration of blended learning (BL) instructional delivery important. Higher education institutions are navigating the effects of the COVID-19 crisis on instructional delivery. Using Accra Learning Centre as a case study, this article explores the experiences of adult learners engaged in BL after the COVID-19 crisis in Ghana. A qualitative research method was employed, and a purposive sampling procedure was used to select 15 adult learners. An in-depth interview guide was developed to garner data. Thematic, narrative, and interpretivist analytical approaches were adopted in presenting the results. Participants’ voices, experiences, and meanings were sought. It emerged that BL promotes inquiry-based, self-directed, and constructivist learning rather than using conventional face-to-face teaching and learning, though conventional teaching and learning cannot be discounted, BL fosters self-paced learning among adult learners. It recommends that faculty continue to sharpen their skills in BL instructional delivery and adult learners should be equipped with skills in time management, and effective digital tools used to engage in BL.

Abstract Educational policy is built on “benchmarks and measurable ways of being literate” that learners must meet to be considered successful (Compton-Lilly et al. 2012, p. 54). This qualitative study conducted in the northeastern United States is situated in literature on success in ABE (Belzer 2004; Sandlin 2006; St. Clair 2004) and explores six adult basic education (ABE) learners’ perceptions of success and their perceptions of success connected to their adult education classes. The study identified ‘fulfillment’ as a key component of success, going beyond measurable objectives to include satisfaction, accomplishment, emotions, and personal growth, among others. The study findings emphasized the relationship between learners’ perception of fulfillment and the involvement in ABE programs. Although participants viewed ABE program involvement as part of a path to success, their ideas of achievement extended beyond conventional metrics, focusing on emotional well-being and meaningful connections with others. Additionally, participants viewed success as a collective accomplishment and opportunity to positively influence their family and others in their lives. Participants’ narratives highlight the complexity of success, wherein emotions, personal growth, and positive effects on others shape their views of achievement. The findings offer insights for educational and career development initiatives, promoting a more holistic understanding of success that cultivates emotional well-being and meaningful connections. By recognizing the importance of ‘fulfillment,’ literacy programs can better support adult learners in their educational journey, fostering personal accomplishments and contributions to their communities.

The recent complexity of the university system, with diverse academic trajectories and varying socio‐demographic characteristics of students, has led to increased access for historically underrepresented students. This has resulted in a rising number of adult learners, students with external responsibilities and individuals returning to education. However, despite this enhanced access, it remains unclear whether it has improved graduation. This uncertainty stems from the fact that students' social circumstances and external responsibilities differ significantly based on when they enter university. From a life course perspective, the aim of this paper is to explore the interactive effects of age at university entrance and employment status on the probability of graduating of an entire cohort of new students who entered the Catalan Higher Education System in 2012 (N = 29,463). The results show an interaction effect between age and employment status on the probability of graduation where working decreases the probability of graduation among students younger than 42 years old. Conversely, the negative impact of employment on university graduation diminishes among students entering university at an older age. This underscores the importance of adopting a life course perspective to comprehend students' educational experiences and outcomes within higher education. [ABSTRACT FROM AUTHOR]

This study examined the empirical base for early childhood (birth to 8) coaching via a systematic mapping review of the relevant literature, including diverse research designs to represent the full breadth of published studies related to early childhood coaching. The systematic review yielded 374 unique studies published between 1987 and 2019 that were coded for type of study design (e.g., causal; quantitative noncausal; qualitative; single-case design); research populations; and reported content, structure, and processes of early childhood coaching. Descriptive analyses revealed that almost half of the study designs were causal (45.99%); over 75% of the studies were interested in the outcomes or experiences of teachers. The most targeted coaching content domains were social-emotional (44.92% of studies) and language/literacy development (43.58% of studies). Reporting on coaching structure was inconsistent across studies. Observation was the most reported coaching strategy during instruction (73.53% of studies), and provision of evaluative feedback was the most frequently reported coaching strategy outside of instruction (62.83% of studies). The review identified the literature base includes a diversity of study designs, and a great majority of studies occur in preschool settings (70.32%). Findings also suggest that a growing number of coaching studies are focused on child outcomes (60.16%). Results indicate a need for more studies that focus on coaches directly as well as research about coaching in infant/toddler programs and in content domains beyond social-emotional and language/literacy. [ABSTRACT FROM AUTHOR]

The significance of psychological wellbeing for student success is under-investigated, particularly for pre-tertiary Enabling students (those traditionally under-represented in higher education). Positive Psychology Interventions (PPIs) have proven effective in enhancing wellbeing but are rarely integrated into university courses. This study explored a PPI, Be Positive, a 12-week program, designed to teach students strategies and techniques to help them re-frame their thinking about themselves and their academic pursuits. The program was evaluated with 37 Enabling students who completed weekly wellbeing questionnaires alongside self-reports about their study-related wellbeing. Results indicated fluctuating but generally positive levels of wellbeing throughout the program, with the highest levels recorded in the final weeks. A significant number of participants (79%) reported positive wellbeing by the program end, contrasting typical declines in student wellbeing during university terms. Thematic analysis of student reflections on how the program supported their wellbeing identified four key areas: affective balance, adaptive psychological resources, self-regulation, and positive implications for both academic and personal life. The findings suggest that PPIs like Be Positive can offer a proactive approach to mental health, equipping students with tools for resilience and emotional regulation, thereby enhancing wellbeing and potentially subsequent academic performance. [ABSTRACT FROM AUTHOR]

Stress in adult learners is a neglected topic, despite practitioners observing that their adult learners often display psychological discomfort. We address the effects psychological stress has on learning, then define the constructs of stress, trauma, resilience, and psychological distress. Twenty-three adult learners reading at elementary levels completed measures of stress, trauma, resilience, and psychological distress. Procedural details for how we administered the measures to promote feasibility and acceptability in this population are provided. Results indicated that the sample's levels of stress, trauma, and psychological distress were disproportionately high, and levels of resilience were relatively low, compared with the general adult population. Limitations, lessons learned, and practical implications for instructors and administrators are provided. [ABSTRACT FROM AUTHOR]

The research explores the contribution attributed by adult working adult students of the Logistics Management Engineering course at the Universidad Arturo Prat in Chile, regarding the use of the Metaverse in their training process. The approach is qualitative, interpretative and phenomenological. The sample is by convenience. The interview was used to collect data. The information was analyzed with the software Atlas.TI, 2022. The main results showed that competitive advantage and professional projection are considered relevant contributions when using metaverse. It was concluded that the metaverse is a relevant technology for the formative process of the career. [ABSTRACT FROM AUTHOR]

A growing number of college students are nontraditional learners (age 21–65) who are people of color. These students face unique challenges in a higher education system increasingly shaped by neoliberalism and the ongoing context of institutionalized racism. In Oregon, policymakers have established ambitious goals to address racial disparities in educational attainment. In this study, focus groups and interviews were conducted with 111 Black, Indigenous, and People of Color (BIPOC) adult learners in Oregon to better understand their perspectives and experiences in regard to educational and career pathways. Participants included currently enrolled students, adults who had enrolled and left, and adults who had never enrolled in post-secondary education. Thematic analysis focused on support that facilitates educational access and persistence for these learners. Consistent with the existing literature, our findings revealed that support fell into three broad categories: economic, social/cultural, and institutional support. Recommendations focus on utilizing targeted universalism as a strategy for supporting non-traditional students of color to access and complete college through the expansion of economic support for students, shoring up relevant academic and career resources, and building more meaningful partnerships between higher education and communities of color. Limitations and directions for future research are also discussed. [ABSTRACT FROM AUTHOR]

This article explores the sustained impact of an Access module on mature students from disadvantaged backgrounds as they progress to undergraduate study. Framed in the context of OfS concerns about attrition and conceptualisation of dispositional, situational and institutional barriers, student survey and tutor focus group data were collected in a case study at the UK's largest distance learning university. Findings suggested an Access module impacted by aligning learner confidence with improved academic writing, provided a crucial preparatory starting point, and led to enhancements in student time management and competence in learning online. Institutional barriers were mitigated through a 1–1 proactive tutoring model. Recommendations about the implications for improving support for Year 1 students are made. [ABSTRACT FROM AUTHOR]

This article sheds light on adult engagement in a learning activity during and after online coaching on piano, guitar, or songwriting. Data was collected from the participants using thematic semi-structured interviews and experience sampling. To investigate the extent to which adult learners are involved in learning during and after online music coaching, we analysed the visibility of four components of engagement – namely behavioural, cognitive, affective and social. During the coaching, flexibility, a regular and repetitive course structure and the learning community positively influenced engagement. However, only a few participants continued their active music-making after the coaching period ended. A lack of time and goals were potential explanations for non-continuance, whereas participation in a music-related community beyond the coaching was recognised as a potential factor in continuing to make music when it stopped. [ABSTRACT FROM AUTHOR]

The purpose of this study is to understand the ways in which meditation practice can be used as an online pedagogical method based on adult learners' experiences with various forms of meditation practices. To arrive at this purpose, the researcher found it necessary to gather data about frequency of use, preferences, and related transformative experiences of the participants. Through qualitative inquiry, this study explored adult learners' perceptions, attitudes, and reflections on using meditative practices while engaged in asynchronous online learning. Participants utilized prerecorded online meditation videos and biofeedback devices designed for meditation which provided immediate feedback and analytics. The data collection methods included surveys, participants' meta-reflections, and a focus group interview. Data analyses included coding and constant comparative methods along with descriptive statistical analysis for the Likert-scale responses. Analyses led to themes describing participants' self-awareness, preferred meditation practices, barriers to meditation, and suggestions for incorporating meditation as an online pedagogical method. [ABSTRACT FROM AUTHOR]

In applications for prior learning credit, learners with professional experience describe competencies gained during their employment history or past study, explaining how these competencies correspond to what is taught in a course sufficiently well to award them credit for prior learning. Comparing skills that are extracted algorithmically from artifacts describing a learner's prior experience to skills similarly extracted from syllabi offers a potential solution. Current research indicates that algorithmically extracted skills can be used to identify relevance between artifacts and groups of courses but that connecting an artifact to a specific course requires guidance to learners on the artifact creation, careful use of analytical techniques, and faculty involvement. The guidance includes setting expectations for language volume and creating focused text, like an essay, rather than more general descriptive artifacts, like résumés. Effective analytical techniques accommodate observed variation in skill volume between different artifacts, optimizing the potential identification of appropriate relationships. Basing decisions on the degree of overlap in the total artifact-course skill set appears more effective than considering the number of matches to program skills. Deterministic matching is insufficient for identifying course-level correspondence, while approaches that capture information about the covariation of skills among courses offer promise. [ABSTRACT FROM AUTHOR]

Organizing educational services for people over the age of 45 is essential for their personal development, economic participation, social inclusion, and mental well-being. International and local legislation supports these initiatives, aiming to provide equitable and inclusive educational opportunities for all ages and to use the benefits of these people being fruitfully involved in the economic and social life of a country. The article aims to examine the strategies for providing educational services to adult learners (citizens over the age of 45) in different countries (European countries, the USA, Australia, China, Ukraine, Brazil, and Japan), with a focus on whether this process is integrated into social services and formal and informal education systems within the framework of the concept of lifelong learning. The methods included literature review on databases such as Google Scholar, JSTOR, and ERIC; comparative analysis of educational policy documents; case studies and reports from different nations; metaanalysis; field observations; and others typical to the field of comparative education and general education. They were utilized to provide a comprehensive and well-rounded analysis of how different countries organize and implement foreign language education services for adults over the age of 45. The findings reveal that the approaches to providing foreign language education for adults over 45 varies widely across different countries, reflecting each nation's unique historical traditions, cultural values, and current societal needs. This diversity in practice can be categorized into four main groups: services provided by social services; formal education systems; informal education systems; and self-organized services to present the prevailing approach to providing foreign language education for individuals over 45 in each country. The study concludes that the provision of foreign language learning services for individuals over 45 varies significantly across countries, reflecting diverse historical traditions, cultural attitudes, and current needs. Whether through social services, formal education systems, informal educational channels, or self-organization, each country’s approach highlights the importance of adapting educational services to meet the needs of an adult population seeking continued personal and professional growth. [ABSTRACT FROM AUTHOR]

The document examines organizational strategies for providing foreign language teaching services to adults over 45 years old in different countries. It highlights the importance of lifelong education for personal and professional development. Approaches vary from country to country based on historical traditions and societal needs, with main categories such as social services, formal and informal educational systems, and self-organized services. The diversity of approaches reflects the cultural values specific to each nation. [Extracted from the article]

With the advancement of educational technologies, computer-assisted language learning (CALL) tools, like online dictionaries, are essential for acquiring a second language, especially new vocabulary. There has been no empirical focus on the usage of Ġabra online dictionary in learning Maltese, with a specific focus on international adults learning Maltese as a second language (ML2) and a lack of research in the pedagogy of e-dictionaries. This study aims to contribute to this research gap by exploring teachers' perspectives and pedagogy of Ġabra for adults learning ML2, which could refer to any other second language. Unstructured interviews were conducted to obtain qualitative data from eleven teachers of ML2 adult learners including refugee learners. According to the study's findings, Ġabra helps students learn new words, it is simple to use, it is a great resource and reference for ML2 learning, and it is convenient. The research also offers various pedagogical activities that illustrate how Ġabra is implemented in class. Another significant characteristic of Ġabra identified in this study is that students do not need to know the basic verb/noun/adjective to seek for a word, as they would in a traditional dictionary. Ġabra's shortcomings were its incompleteness, no pronunciation feature, lack of sentence examples and its dependency on internet access. Although Ġabra's benefits exceeded its disadvantages, it was recommended that Ġabra should continue to be corrected and to use artificial intelligence applications. [ABSTRACT FROM AUTHOR]

Because professional ethical engagement is essential to the delivery of high-quality healthcare services, health professions education programs must have effective instructional practices to train future healthcare providers of various disciplines to practice ethically. As research has found reflection to be an effective instructional practice for educating adult learners and teaching professional ethics, promoting health professions students' tendency to reflect by boosting their reflective capacity may be helpful. Therefore, the study sought to examine the relationships between reflective capacity and professional ethical engagement to offer quantitative evidence for the significance of reflection in professional ethical engagement among health professions students. Correlational analyses revealed a strong, positive relationship between reflective capacity and professional ethical engagement in health professions students. Reflective capacity, specifically reflection-on-action and self-appraisal, could predict professional ethical engagement in health professions students. These findings provided insights into the reflective capacity and professional ethical engagement in health professions students. However, further research on the relationship between reflective capacity and professional ethical engagement in adult learners of health professions is needed. [ABSTRACT FROM AUTHOR]

Collaborative Online International Learning (COIL) is a simulated global exchange experience that utilizes technology to bridge the gap between classrooms worldwide. Past research suggests that COIL may be useful in facilitating intercultural communication effectiveness and cultural humility for adult learners. As such, this quantitative study sought to examine the effects of a COIL experience that connected adult learners in the United States and Brazil on their intercultural effectiveness and cultural humility. Two instruments were used to collect data, including the Cultural Humility Scale and Intercultural Effectiveness Scale before and after the COIL experience. Data analyses revealed statistically significant increases in participants' intercultural effectiveness and cultural humility following the COIL experience. These findings provided insights into the effects of COIL on the intercultural effectiveness and cultural humility of adult learners. They also informed andragogical practices for cultivating attitudes, skills, and behaviors for intercultural interactions among adult learners in educational and other professional settings. However, further research on the outcomes of COIL is beneficial. [ABSTRACT FROM AUTHOR]

Background Study: Asynchronous online discussions are vital venues for collaborative knowledge construction. However, the lack of appropriate instruction designs poses challenges in promoting deep and substantive engagement with the core subject matter. This paper explores how to enhance adult students' knowledge construction in the context of asynchronous online discussions at an open university in Taiwan. Objectives: This study explores instructional designs aimed at promoting online knowledge construction among adult students and overcoming barriers to this process. Methods: This study used a convergent parallel mixed methods design to collect concurrently both quantitative data from the students' online discussion postings for content analysis and qualitative data from the focus group and individual interviews, the online open‐ended questionnaire, and the instructor's observation logs for thematic analysis. Then the results were merged in the interpretation stage. Results and Conclusion: The research highlights the significance of instructional designs in influencing students' level of knowledge construction during online discussions. The findings suggest that instructional designs that provide teacher‐led interim summaries, pose Socratic questions, and incorporate problem‐solving projects can promote higher‐level knowledge construction. However, time constraints, cultural influences, and unfamiliarity with peers negatively affected higher‐order knowledge construction. To address these challenges, culturally responsive and technologically inclusive instructional designs that take into account the specific challenges faced by adult learners are proposed to enhance learning outcomes through active participation. Limitation: The study's limited sample size warrants further research with a larger and more diverse cohort to validate the effectiveness of the proposed instructional designs. Another limitation is the lack of a robust theoretical base for the instructional strategies presented by the current action‐research study. Further examination and broader exploration in online education are needed to prop up proposed pedagogical approaches. Lay Description: What is currently known about this topic: Online discussions are essential for collaborative knowledge construction among adult students.Existing research primarily indicates that online knowledge construction often remains at a basic level, predominantly involving the sharing and comparing of information. What this paper adds: This study explores instructional designs aimed at elevating online knowledge construction among adult students at an open university in Taiwan.It identifies specific instructional strategies, such as teacher‐led interim summaries, the use of Socratic questioning, and the integration of problem‐solving projects, as effective in promoting higher‐level knowledge construction.The paper also sheds light on the challenges hindering higher‐order knowledge construction, including time constraints, cultural influences, and unfamiliarity among peers. Implications for practice and/or policy: The findings underscore the need for culturally responsive and technologically inclusive instructional designs. These should be tailored to the unique challenges faced by adult learners, particularly in asynchronous online environments.The paper suggests that such instructional designs can significantly improve learning outcomes by fostering more active and deeper participation in online discussions.It also highlights the importance of further research to validate these strategies, given the study's limited sample size and the need for a more robust theoretical foundation for the proposed instructional methods. [ABSTRACT FROM AUTHOR]

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Adult learners are a significant proportion of distance learners and many of these students are working mothers. Several instructional design models center the learner, and this requires understanding the learner needs, strengths, and context. There is a gap in the literature describing the experience of modern working mother students in distance education. To understand this experience, the researchers interviewed and observed six academically high-achieving working mother students as they participated in their distance education courses during the pandemic. A discourse analysis approach was utilized to analyze the data. This extreme sample revealed several strategies that these students used to be successful despite their challenges. The findings suggest that understanding the experiences of distance learners as they study in the home are important for effective course design. More specifically, working mothers face significant distractions in their study environments, but the cognitive load can be reduced by making use of their prior knowledge, scaffolding instruction, and encouraging social presence. Additional strategies from the literature that address these constructs are provided for instructors and instructional designers. [ABSTRACT FROM AUTHOR]

Differentiated instruction is a proven teaching approach that allows educators to personalize lessons to meet the unique needs of each student. By customizing the content, materials, and activities based on a student’s level of English, background knowledge, needs, and interests, teachers can ensure that all learners are able to work at their own pace with appropriate materials. Our team built on research conducted at the University of Montenegro in 2022 by implementing an experiment that incorporated differentiated homework assignments for 45 Master’s students enrolled in a compulsory EFL Methodology course. Using a model lesson evaluation rubric to assess their work and a questionnaire to gather feedback, we found that differentiated instruction positively impacted student performance. Most participants reported highly favorable opinions on their experience and emphasized the positive effects of differentiated teaching on their teaching ability.

Questions regarding the most effective teaching modality in foreign language instruction remain especially important for adult educators, since adult students have conflicting demands on their time and need to see the value of training. This research is centered around three cohorts of students taking courses of English of the same content and volume from the same provider. The students are university faculty and thus, of comparable demographics, and the courses were funded by the university. Over several years, and as the result of COVID-related restrictions, the courses were delivered in face-to-face (F2F), online, and blended modalities incorporating flipped classroom in the latter two. The aim of the research was to investigate the impact of a course modality on the perceived teaching effectiveness of a language course for adults. A quasi-experiment was used as a type of sequential mixed method. Relative perceived effectiveness of each modality was drawn from a combination of student evaluation of teaching (SET) and semi-structured interviews with former students who acted as both alumni and experts in education. SET comparison revealed no significant differences in results among the three modalities while interviews indicated a preference for the blended learning. At the same time, SETs of fee-paying students with comparable demographics taking similar courses at the same institution and analyzed previously showed a distinctive preference for a blended approach. That might be due to the differences in resources these two groups invested in studies: time vs time and money. The results imply that adult language educators have the flexibility to choose a modality while ensuring teaching effectiveness.

Abstract This study addresses the understanding gap concerning the factors that influence the continuous learning intention of adult learners on online education platforms. The uniqueness and significance of this study stem from its dual focus on both platform features, such as service quality, and course features, including perceived interactivity and added value, aspects often overlooked in previous research. Rooted in Expectation Confirmation Theory, the study constructs a comprehensive model to shed light on the complex interplay of these factors. Empirical evidence collected from a survey of 1592 adult learners robustly validates the effectiveness of this model. The findings of the study reveal that platform service quality, perceived interactivity, and perceived added value significantly amplify adult learners' expectation confirmation and perceived usefulness. These elements subsequently enhance learner satisfaction, fostering their ongoing intention to use online education platforms. These insights offer practical guidance for online education providers, emphasizing the necessity to enhance platform service quality and course features to meet adult learners' expectations and perceived usefulness. The study provides valuable perspectives for devising strategies to boost user satisfaction and stimulate continuous usage intention among adult learners in the intensely competitive online education market. This study enriches the literature by uncovering the relationships among platform features, course features, expectation confirmation, perceived usefulness, and continuous usage intention. By proposing a comprehensive model, this study provides a novel theoretical basis for understanding how platform and course features impact adult learners' ongoing intention to use online education platforms, thereby aiding the evolution and refinement of relevant theories.

Students with diverse learning needs are becoming more prevalent in higher education institutions. There has been a substantial rise in the number of adult learners with ADHD (American College Health Association, 2021). To ensure the support and achievement of neurodiverse learners, especially higher education students with ADHD, higher education faculty should implement strategies within their courses to support all learners. One framework frequently utilized in K-12 settings is Universal Design for Learning (UDL). UDL provides access to content by focusing strategies on engagement, various means of displaying content, and supporting learners in demonstrating their learning in a way that best supports their learning needs (CAST, 2018). Specific UDL strategies that would have a positive impact on learners with ADHD are discussed. [ABSTRACT FROM AUTHOR]

The importance of providing institutional assistance to adult learners with visual impairment throughout the COVID-19 pandemic cannot be overemphasised. This paper examined the experiences of adult learners with visual impairment, whose studies were significantly affected by the implementation of lockdown and social distancing that led to their dropping out from one university in Eswatini. Using phenomenological design, three adult learners with visual impairment, who dropped out of the university, were chosen to participate in the study. Adult learners responded to a semi-structured interview guide during the individual conversations. The data were analysed using qualitative thematic analysis. Ethical considerations such as informed consent and anonymity were observed. The findings revealed the themes of social isolation, personal challenges, and lack of institutional assistance. Adult learners with visual impairment reported that there was no support received from the institution. Furthermore, adult learners indicated that some lecturers excluded them by not communicating and providing suitable materials for their condition. The participants acknowledged the awareness of using technology during the COVID-19 pandemic; however, they stated the lack of devices, inadequate technology skills, and their reliance on sighted adult learners and peers to read the content for them. This paper suggests that lecturers at this university in Eswatini be trained on how to teach and support adult learners with visual impairment, and the institution should consider developing a comprehensive education policy to cater to all different adult learners. Comprehensiveness has always been a challenge for adult learners with disabilities generally, but the pandemic has escalated it. [ABSTRACT FROM AUTHOR]

This paper calls for an expansion of translingual studies to include the examination of learners beyond university contexts to further our understanding of translingual literacies and practices. The authors present findings from a larger ethnographic study about practices and repertoires that (im)migrant women mobilize and employ when learning how to write in a community-based English literacy program. The study provides insights into the intersections of their identities as mothers and professionals and their literacy learning. Findings show how these women drew on diverse modalities and literacies to navigate new conventions for writing and challenges they face as (im)migrants in the United States, illustrating how their practices are linked to their professional and gendered identities. The findings illustrate the need to expand translingual studies to further theorize multilingual lives, language learning, and literacy practices cultivated in non-traditional education programs. [ABSTRACT FROM AUTHOR]

Background/Context: The Holistic Oasis for Parents' Education (HOPE) Program is an on-campus summer program designed to serve the whole student with a three-dimensional support model. Low-income, Black, and Hispanic parents experienced some of the most egregious effects of the COVID-19 pandemic, which reflects the demographics of one in three Hostos Community College students. This five-year National Science Foundation grant–funded research program provides crucial support and research on an underserved and understudied group in higher education: pregnant and parenting students. Purpose of Study: The purpose of this paper is to describe the history and context of parenting students at Hostos Community College, to describe the HOPE three-dimensional (3D) model, to provide some preliminary findings on belonging from our first two cohorts, and to share challenges and future directions. Research Design: This study utilizes a mixed methods approach that includes qualitative and quantitative research with each HOPE cohort of parenting students and quantitative research with a quasi-control group of parenting students. Conclusion/Recommendations: The research on belonging from the first two years of the HOPE Program demonstrates a positive sense of belonging to the program and to their peers in the program. The HOPE 3D model stands as an example of effective holistic programming for pregnant and parenting students but could be adopted or adapted for other groups of underrepresented students. [ABSTRACT FROM AUTHOR]

This study investigated the role of language aptitude for participants with extensive instructed L2 English learning experience in judging the grammaticality of sentences in auditory and written modalities. Partially replicating a naturalistic L2 learning study, we administered written and auditory grammaticality judgement tests in L2 English and the LLAMA aptitude tests to 37 students at an English-medium state university in Turkey. The participants were divided into higher and lower aptitude groups based on LLAMA scores, and their accuracy/response time scores in early/intermediate/late-acquired structures were examined. The results showed that aptitude was significantly associated with performance only in late-acquired structures in the written modality. Additionally, aptitude distinguished response time rather than accuracy scores, suggesting a qualitative processing difference. The explicit and analytic nature of language aptitude was discussed for adult learners, which is more relevant for the Turkish context where English is taught as a foreign language in academic settings. [ABSTRACT FROM AUTHOR]

This study addresses the understanding gap concerning the factors that influence the continuous learning intention of adult learners on online education platforms. The uniqueness and significance of this study stem from its dual focus on both platform features, such as service quality, and course features, including perceived interactivity and added value, aspects often overlooked in previous research. Rooted in Expectation Confirmation Theory, the study constructs a comprehensive model to shed light on the complex interplay of these factors. Empirical evidence collected from a survey of 1592 adult learners robustly validates the effectiveness of this model. The findings of the study reveal that platform service quality, perceived interactivity, and perceived added value significantly amplify adult learners' expectation confirmation and perceived usefulness. These elements subsequently enhance learner satisfaction, fostering their ongoing intention to use online education platforms. These insights offer practical guidance for online education providers, emphasizing the necessity to enhance platform service quality and course features to meet adult learners' expectations and perceived usefulness. The study provides valuable perspectives for devising strategies to boost user satisfaction and stimulate continuous usage intention among adult learners in the intensely competitive online education market. This study enriches the literature by uncovering the relationships among platform features, course features, expectation confirmation, perceived usefulness, and continuous usage intention. By proposing a comprehensive model, this study provides a novel theoretical basis for understanding how platform and course features impact adult learners' ongoing intention to use online education platforms, thereby aiding the evolution and refinement of relevant theories. [ABSTRACT FROM AUTHOR]

In this study, a project-based experiential learning approach is proposed for a capstone course in an accelerated online undergraduate Global Supply Chain Management program. The course integrates project management skills, teamwork, collaboration, organization, problem-solving, decision making, time management, and Six Sigma skills in the development of a new product and the design of its end-to-end supply chain. Key components of the course include project management, product development using Design for Six Sigma tools, sourcing strategies, manufacturing system design, distribution and warehousing planning, and financial analysis. Tools such as responsibility matrix, meeting minutes, progress reports, and self and peer evaluations are employed to foster a culture of accountability and enhance organizational skills. Positive student feedback underscores the course's practical relevance and its impact on job readiness. [ABSTRACT FROM AUTHOR]

Within the Caribbean, the number of students pursuing postgraduate studies in higher education institutions (HEIs) has increased over the years. Consequently, locally contextualised epistemologies and empowering methods are needed to help adult learners in Caribbean higher education (HE) navigate their studies. This paper presents findings from a photovoice study undertaken with postgraduate adult learners at an HEI in Jamaica. Participants used photographs, written reflections and group discussions to explore their HE journey. Given the intervening nature of the pandemic in the immediate period after the study was conceptualised and participants engaged, this paper focuses on the ways in which photovoice offered participants opportunities to make meaning of their HE journey. Findings demonstrate that the use of photovoice was transformative in how it empowered participants through the opportunity to engage in self-discovery and discuss their thoughts and emotions, facilitated peer support, and how it enabled adult learners to forge resilience as they undertook their studies. [ABSTRACT FROM AUTHOR]

'Continuous meritocracy' was introduced in Singapore to redefine the concepts of talent and ability in Singapore society. This expanded meaning of meritocracy serves as another way to further support the SkillsFuture Singapore movement (Skillsfuture Singapore, 2023b), which was launched in 2016. 'Continuous meritocracy' complements Work-Integrated Learning (WIL) programs, which were to provide adult learners opportunities to integrate practical work experiences with academic learning. However, to fully operationalize WIL in the domain of adult learners, this paper points out that it is vital for the Singapore government and the different stakeholders to endorse the different forms of successes by making them more visible in the society. Utilizing Pierre Bourdieu's key theoretical concepts, this paper discusses the relationship between blue-collar adult learners' dispositions and WIL and proposes an ecosystemic approach that is based on work-integrated (adult) learning (WIAL) to transform the Singapore blue-collar workers' habitus with the aim to visualize 'continuous meritocracy' at the ground level. [ABSTRACT FROM AUTHOR]

Recent research reveals that many students are "swirling," or transferring more than one time, and not always vertically. This rise in swirlers suggests that some students choose transfer institutions that do not fit their needs. Yet, very little research examines the choices students make as they seek to transfer from one school to another, and there is even less information about the experience of adult learners who transfer multiple times. The purpose of this descriptive case study is to explore the experiences and transfer college decision process of students who have transferred multiple times. Through examining the narratives of five swirling students, most of whom are adult learners, we aim to provide recommendations on how institutions can better support the choice process of non-traditional students and adult learners. [ABSTRACT FROM AUTHOR]

In this paper, I explore the ways that educators can nurture transformative learning for adult students by engaging emotions, particularly shame. I discuss how shame mitigates adult student experiences, successes, and failures in higher education, and how a relational pedagogy of vulnerability can support adult learners. This approach not only helps adult learners but reifies liberatory education for students and teachers alike, challenging hegemonic norms in higher education that often limit and exclude adult learners. [ABSTRACT FROM AUTHOR]