scholarly journals EXPERIMENTING PARTICIPATIVE E-LEARNING IN NON-FORMAL ADULT EDUCATION: THE ESCALADE PROJECT

2016 ◽  
Vol 4 ◽  
pp. 144
Author(s):  
Luis Ochoa Siguencia ◽  
Gilberto Marzano ◽  
Renata Ochoa-Daderska
Keyword(s):  
Labor Market ◽  
Adult Education ◽  
Educational Needs ◽  
European Countries ◽  
Research Approach ◽  
Educational Strategies ◽  
Learning Programs ◽  
E Learning ◽  
Funded Project

This paper presents the research approach designed for  EScAlADE, an EU funded project that sees the participation of five European countries and focuses on adult participative e-learning. EScAlADE aims at investigating about the educational needs of adults (range: 50-65 years) involved in e-learning programs. This paper reports on the projects methodology and on the necessity of educational strategies able to provide adult trainees with the skills required by the labor market.

Key Factors for Maximizing the Effectiveness of Blended E-Learning

2014 ◽  
pp. 410-437
Author(s):  
Maria Pavlis-Korres
Keyword(s):  
Distance Learning ◽  
Adult Education ◽  
Educational Process ◽  
Educational Outcome ◽  
Learning Program ◽  
Face To Face ◽  
Scientific Staff ◽  
Learning Programs ◽  
E Learning ◽  
Program Content

The chapter focuses on the main factors, which should be met in order to maximize the effectiveness of a blended e-learning program for adult learners. The factors discussed in this chapter are derived from the perspectives of the learners, scientific staff, administrative staff, and the technical staff engaged in the distance learning process. Specifically, these factors have emerged through the internal evaluation of a national program, Design and Implementation of Distance Learning Programs, implemented in Greece via the Distance Adult Education Center for Lifelong Learning. Findings on the strengths and weaknesses of the program as well as suggestions for implementation of future related programs are also discussed in the chapter. The findings indicate that harmonization of program content and the educational process with the principles of adult education both in face-to-face and online environment has a positive effect on the educational outcome of the program. In addition, the appropriate use of the communication tools in the Learning Management System (LMS) is very important for the effectiveness of the program.

A Qualitative Research Approach for the Investigation and Evaluation of Adult Users’ Participation Factors through Collaborative E-Learning Activities in the Virtual World of “Second Life”

2013 ◽  
pp. 475-500
Author(s):  
Pellas Nikolaos ◽  
Kazanidis Ioannis
Keyword(s):  
Qualitative Research ◽  
Adult Education ◽  
Second Life ◽  
Virtual World ◽  
Research Effort ◽  
Value Added ◽  
Learning Activities ◽  
Research Approach ◽  
Key Factors ◽  
E Learning

In the last thirty years, participation factors have particularly attracted the interest of Adult Education researchers, and it could be said that this is probably one of the most discussed topics in this field. Hence, “participation theories” that relate organized educational activities can give a logical explanation for the complexity and multifactor nature of adult leading to educational practices. In these circumstances, the chapter presents recent findings of a qualitative research effort, conducted in the virtual world of Second Life (SL). This premise is recapitulated in an attempt to illuminate the theme of trainee users’ broad participation in collaborative e-learning activities based on the interpretive framework of “adults’ participation theories” that can interpret the motivational factors, recommended from McGivney (1993). The value-added effect helps one to understand the mobilization of different adults’ perspectives and thoroughly enunciate the key factors that influence the decision to participate in teamwork activities.

Key Factors for Maximizing the Effectiveness of Blended E-Learning

2014 ◽  
pp. 229-256
Author(s):  
Maria Pavlis-Korres
Keyword(s):  
Distance Learning ◽  
Adult Education ◽  
Educational Process ◽  
Educational Outcome ◽  
Learning Program ◽  
Face To Face ◽  
Scientific Staff ◽  
Learning Programs ◽  
E Learning ◽  
Program Content

The chapter focuses on the main factors, which should be met in order to maximize the effectiveness of a blended e-learning program for adult learners. The factors discussed in this chapter are derived from the perspectives of the learners, scientific staff, administrative staff, and the technical staff engaged in the distance learning process. Specifically, these factors have emerged through the internal evaluation of a national program, Design and Implementation of Distance Learning Programs, implemented in Greece via the Distance Adult Education Center for Lifelong Learning. Findings on the strengths and weaknesses of the program as well as suggestions for implementation of future related programs are also discussed in the chapter. The findings indicate that harmonization of program content and the educational process with the principles of adult education both in face-to-face and online environment has a positive effect on the educational outcome of the program. In addition, the appropriate use of the communication tools in the Learning Management System (LMS) is very important for the effectiveness of the program.

A Qualitative Research Approach for the Investigation and Evaluation of Adult Users' Participation Factors through Collaborative E-Learning Activities in the Virtual World of “Second Life”

2014 ◽  
pp. 31-57
Author(s):  
Pellas Nikolaos ◽  
Kazanidis Ioannis
Keyword(s):  
Qualitative Research ◽  
Adult Education ◽  
Second Life ◽  
Virtual World ◽  
Research Effort ◽  
Value Added ◽  
Learning Activities ◽  
Research Approach ◽  
Key Factors ◽  
E Learning

In the last thirty years, participation factors have particularly attracted the interest of Adult Education researchers, and it could be said that this is probably one of the most discussed topics in this field. Hence, “participation theories” that relate organized educational activities can give a logical explanation for the complexity and multifactor nature of adult leading to educational practices. In these circumstances, the chapter presents recent findings of a qualitative research effort, conducted in the virtual world of Second Life (SL). This premise is recapitulated in an attempt to illuminate the theme of trainee users' broad participation in collaborative e-learning activities based on the interpretive framework of “adults' participation theories” that can interpret the motivational factors, recommended from McGivney (1993). The value-added effect helps one to understand the mobilization of different adults' perspectives and thoroughly enunciate the key factors that influence the decision to participate in teamwork activities.

Automated system for creating training programs for mass professional users

2020 ◽  
pp. 21-27
Author(s):  
V.K. Grigoriev ◽  
A.A. Biryukova ◽  
A. Yu. Volk ◽  
A.S. Ilyushechkin
Keyword(s):  
Experimental Verification ◽  
Training Programs ◽  
Automated System ◽  
Software Product ◽  
Learning Programs ◽  
E Learning ◽  
The Creation ◽  
The Impact

The article discusses the automation of the creation and use of e-learning programs. The impact of automating the learning of a large number of users on the effectiveness of the introduction of a new software product is analyzed. The methods and algorithms that increase the efficiency of creating electronic training programs on example of the author’s automated system “Tutor Builder” are described. The results of experimental verification of the automated system are provided.

scholarly journals Harmonising, improving and using social and recreational data in National Forest Inventories across Europe

2020 ◽  
Vol 77 (3) ◽  
Author(s):  
Mark A. Atkinson ◽  
David M. Edwards ◽  
Frank Søndergaard Jensen ◽  
Alexander P. N. van der Jagt ◽  
Ben R. Ditchburn ◽  
...  
Keyword(s):  
National Level ◽  
European Countries ◽  
Transport Infrastructure ◽  
National Forest ◽  
Qualitative Response ◽  
Forest Inventories ◽  
Recreational Services ◽  
National Forest Inventories ◽  
Funded Project ◽  
General Transport

Abstract Key message National Forest Inventories (NFIs) hold promise for monitoring and valuing of non-productive forest functions, including social and recreational services. European countries use a range of methods to collect social and recreational information within their NFI methodologies. Data collected frequently included general and recreation-specific infrastructure, but innovative approaches are also used to monitor recreational use and social abuse. Context Social and recreational indicators are increasingly valued in efforts to measure the non-productive value of forests in Europe. National Forest Inventories (NFIs) can be used to estimate recreational and social usage of forest land at a national level and relate this use to other biophysical, spatial and topographical features. Nonetheless, there is little information concerning the extent. Aims The study aims to identify the coverage of social and recreational data present in European NFIs including the types of data recorded as part of the NFI methodologies across European countries. It also aims to examine contrasting methods used to record social and recreational data and present recommendations for ways forward for countries to integrate these into NFI practice. Methods A pan-European questionnaire was designed and distributed to 35 counties as part of the EU-funded project Distributed, Integrated and Harmonised Forest Information for Bioeconomy Outlooks (DIABOLO). The questionnaire probed countries on all social and recreational data that was included within NFIs. Qualitative response data was analysed and recoded to measure the extent of social and recreational data recoded in European NFIs both as a function of the number of variable categories per country and the number of countries recording particular variables. Results Thirty-one countries reported at least one social or recreational variable over 12 categories of data. The most frequently recorded variables included ownership, general transport infrastructure and recreation-specific infrastructure. Countries collecting data over many different categories included Switzerland, Great Britain, Czech Republic, Luxemburg and Denmark. Conclusion The study proposes a specific set of indicators, based upon countries with well-developed social and recreational data in their NFIs, which could be used by other countries, and report on the extent to which these are currently collected across Europe. It discusses results and makes a series of recommendations concerning priorities for the inclusion of social and recreational data in European NFIs.

Educational Downgrading: Adult Education and Downward Mobility

2021 ◽  
pp. 003804072098289
Author(s):  
Corey Moss-Pech ◽  
Steven H. Lopez ◽  
Laurie Michaels
Keyword(s):  
Labor Market ◽  
Adult Education ◽  
Educational Aspirations ◽  
Qualitative Interviews ◽  
The United States ◽  
Job Seekers ◽  
Downward Mobility ◽  
Precarious Labor ◽  
The Life Course ◽  
Returning To School

Scholarship on adult education throughout the life course focuses on the relationship between education and upward mobility. Scholars rarely examine how adults’ educational aspirations or trajectories are affected by downward mobility or an increasingly precarious labor market. Drawing on in-depth qualitative interviews with 21 job seekers in the post–Great Recession labor market in the United States, this article advances the concept of educational downgrading: returning to school in pursuit of a credential lower than the highest level of education one previously sought or attained. We explore three pathways to downgrading connected to downward mobility: occupational dead ends, career reversals, and educational inflation. In the process, we highlight how individuals adjust their practical educational aspirations as they navigate a contemporary economy in which careers are unstable and credentials are needed for many kinds of jobs across the occupational hierarchy.

Migrants and the Labor Market: The Role and Tasks of Adult Education

2021 ◽  
Vol 32 (1) ◽  
pp. 29-39
Author(s):  
Tetyana Kloubert ◽  
Chad Hoggan
Keyword(s):  
Labor Market ◽  
Adult Education ◽  
Adult Educators ◽  
Learning Needs ◽  
Integration Process ◽  
Multiple Forms ◽  
Education Programs ◽  
Successful Integration

The process of migration to a new country brings with it a host of challenges, and therefore also learning needs. Some countries have systems in place to facilitate the transition of migrants into society, often including adult education programs. Those programs, however, cannot be effective if blithely designed in ignorance of the interrelationship between established systems for facilitating integration and the experiences of migrants during the integration process. Focusing on the transition into the labor market and drawing on the expertise of adult educators who work in these systems in Germany, this article explores several stumbling blocks that make a successful integration for migrants more difficult and describes three strategies to address them: challenging the logic of the labor market, dealing with failure, and acknowledging multiple forms of discrimination. The analysis of Germany can provide insights that are useful in other national contexts.

Launching an Online Business Program at Scale: A Retrospective Case Study of Disruptive Innovation Before the Pandemic

2022 ◽  
pp. 105256292110672
Author(s):  
Raj Echambadi ◽  
Arshad Saiyed ◽  
Norma I. Scagnoli ◽  
Madhu Viswanathan
Keyword(s):  
Online Learning ◽  
Graduate Program ◽  
Disruptive Innovation ◽  
Educational Strategies ◽  
Retrospective Case ◽  
Early Implementation ◽  
Business Program ◽  
Learning Programs ◽  
Changing Roles ◽  
And Performance

How does an online graduate business program become the fastest growing program in a short span of 5 years, in a category that has been showing constant decline in the last decade? This article takes a retrospective look at the journey from conception to launch and early implementation of an innovative online program at a large public university about half a decade before the pandemic. Extant research about online learning focuses on educational strategies, the changing roles of faculty in a new environment, or students’ satisfaction and performance in online learning programs or courses. This article takes a broad-based view to discuss details on the strategy, design, and development of a disruptive online graduate program built for scale. Given the accelerated transition into remote learning during the COVID-19 pandemic, our journey also has important implications from the forward-looking approach of half a decade ago for how higher education should navigate the digital future.

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