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$(".js-view-count[data-work-id=7289346]").text(description); $(".js-view-count-work_7289346").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_7289346").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="7289346"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i></div><span class="InlineList-item-text u-textTruncate u-pl6x"><a class="InlineList-item-text" data-has-card-for-ri="20155" href="https://www.academia.edu/Documents/in/Adult_Learners">Adult Learners</a><script data-card-contents-for-ri="20155" type="text/json">{"id":20155,"name":"Adult Learners","url":"https://www.academia.edu/Documents/in/Adult_Learners?f_ri=20155","nofollow":false}</script></span></li><script>(function(){ if (false) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=7289346]'), work: {"id":7289346,"title":"PDAS- Professional Development Approval System Wisconsin Registry Adult Learner Class for Approved Trainers Class","created_at":"2014-06-08T01:17:46.314-07:00","url":"https://www.academia.edu/7289346/PDAS_Professional_Development_Approval_System_Wisconsin_Registry_Adult_Learner_Class_for_Approved_Trainers_Class?f_ri=20155","dom_id":"work_7289346","summary":null,"downloadable_attachments":[{"id":33897325,"asset_id":7289346,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":12743233,"first_name":"Dante","last_name":"Martin","domain_name":"independent","page_name":"DanteMartin","display_name":"Dante Martin","profile_url":"https://independent.academia.edu/DanteMartin?f_ri=20155","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":20155,"name":"Adult Learners","url":"https://www.academia.edu/Documents/in/Adult_Learners?f_ri=20155","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_31071412" data-work_id="31071412" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/31071412/Supporting_the_Growth_of_Self_efficacy_of_Young_Adults">Supporting the Growth of Self- efficacy of Young Adults</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Since the man uses skills and methods, he want to understand how can reach the maximum level of the efficacy. In the past 30 years, many resources tried to find the correlation between how motivated the person, how thinks about himself,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_31071412" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Since the man uses skills and methods, he want to understand how can reach the maximum level of the efficacy. In the past 30 years, many resources tried to find the correlation between how motivated the person, how thinks about himself, and how influence this thinking his performance and efficacy in the work, study or any field of his life. When people form self-efficacy beliefs, they use information from various sources. We may form perceptions about ourselves by comparing us with others.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/31071412" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="2e68c323a3efa9dc5caefda112198416" rel="nofollow" data-download="{"attachment_id":51505546,"asset_id":31071412,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/51505546/download_file?st=MTczNjQwNjQ3MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="5881755" href="https://pte.academia.edu/Tom%C3%B3Kov%C3%A1cs">Tomó Kovács</a><script data-card-contents-for-user="5881755" type="text/json">{"id":5881755,"first_name":"Tomó","last_name":"Kovács","domain_name":"pte","page_name":"TomóKovács","display_name":"Tomó Kovács","profile_url":"https://pte.academia.edu/Tom%C3%B3Kov%C3%A1cs?f_ri=20155","photo":"https://0.academia-photos.com/5881755/2514155/18669981/s65_tom_.kov_cs.jpeg"}</script></span></span></li><li class="js-paper-rank-work_31071412 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="31071412"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 31071412, container: ".js-paper-rank-work_31071412", }); });</script></li><li class="js-percentile-work_31071412 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 31071412; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_31071412"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_31071412 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="31071412"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 31071412; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=31071412]").text(description); $(".js-view-count-work_31071412").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_31071412").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="31071412"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1590" href="https://www.academia.edu/Documents/in/Adult_Education">Adult Education</a>, <script data-card-contents-for-ri="1590" type="text/json">{"id":1590,"name":"Adult Education","url":"https://www.academia.edu/Documents/in/Adult_Education?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="5588" href="https://www.academia.edu/Documents/in/Andragogy">Andragogy</a>, <script data-card-contents-for-ri="5588" type="text/json">{"id":5588,"name":"Andragogy","url":"https://www.academia.edu/Documents/in/Andragogy?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="6390" href="https://www.academia.edu/Documents/in/Self-Efficacy">Self-Efficacy</a>, <script data-card-contents-for-ri="6390" type="text/json">{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="20155" href="https://www.academia.edu/Documents/in/Adult_Learners">Adult Learners</a><script data-card-contents-for-ri="20155" type="text/json">{"id":20155,"name":"Adult Learners","url":"https://www.academia.edu/Documents/in/Adult_Learners?f_ri=20155","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=31071412]'), work: {"id":31071412,"title":"Supporting the Growth of Self- efficacy of Young Adults","created_at":"2017-01-25T04:43:59.527-08:00","url":"https://www.academia.edu/31071412/Supporting_the_Growth_of_Self_efficacy_of_Young_Adults?f_ri=20155","dom_id":"work_31071412","summary":"Since the man uses skills and methods, he want to understand how can reach the maximum level of the efficacy. In the past 30 years, many resources tried to find the correlation between how motivated the person, how thinks about himself, and how influence this thinking his performance and efficacy in the work, study or any field of his life. When people form self-efficacy beliefs, they use information from various sources. We may form perceptions about ourselves by comparing us with others.","downloadable_attachments":[{"id":51505546,"asset_id":31071412,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":5881755,"first_name":"Tomó","last_name":"Kovács","domain_name":"pte","page_name":"TomóKovács","display_name":"Tomó Kovács","profile_url":"https://pte.academia.edu/Tom%C3%B3Kov%C3%A1cs?f_ri=20155","photo":"https://0.academia-photos.com/5881755/2514155/18669981/s65_tom_.kov_cs.jpeg"}],"research_interests":[{"id":1590,"name":"Adult Education","url":"https://www.academia.edu/Documents/in/Adult_Education?f_ri=20155","nofollow":false},{"id":5588,"name":"Andragogy","url":"https://www.academia.edu/Documents/in/Andragogy?f_ri=20155","nofollow":false},{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=20155","nofollow":false},{"id":20155,"name":"Adult Learners","url":"https://www.academia.edu/Documents/in/Adult_Learners?f_ri=20155","nofollow":false},{"id":22506,"name":"Adolescent","url":"https://www.academia.edu/Documents/in/Adolescent?f_ri=20155"},{"id":1019468,"name":"Teaching and Learning In Adult and Higher Education","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning_In_Adult_and_Higher_Education?f_ri=20155"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_30755738" data-work_id="30755738" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/30755738/The_Importance_of_Promoting_Self_regulating_Activities_in_Task_Based_Learning_Involving_Video_Curriculum">The Importance of Promoting Self-regulating Activities in Task-Based Learning Involving Video Curriculum</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This paper highlights how Non-Instructional Class Time (occurring either before the lesson begins or after it ends), can play an important role in encouraging student engagement in self-regulated learning, using a case study of adult... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_30755738" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This paper highlights how Non-Instructional Class<br />Time (occurring either before the lesson begins or after it ends),<br />can play an important role in encouraging student engagement<br />in self-regulated learning, using a case study of adult learners<br />studying the Pragmatics of English, as part of a<br />video-curriculum in Hong Kong as an example. Mixed methods<br />data analysis reveals how self-regulating activities work to<br />integrate class-time, homework, and assessment into a feedback<br />loop, offering constant stimulus to overcome learning<br />disruptions. The paper concludes that Self-regulated learning<br />(successfully encouraged during NICT) is effective at<br />safeguarding course continuity and stimulating learning<br />activity using video curriculum materials with adult learners.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/30755738" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="01bcbb22c33deb5c1ae0c82bdebb7678" rel="nofollow" data-download="{"attachment_id":51195047,"asset_id":30755738,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/51195047/download_file?st=MTczNjQwNjQ3MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1880139" href="https://wku-cn.academia.edu/TristanCurrie">Tristan Currie</a><script data-card-contents-for-user="1880139" type="text/json">{"id":1880139,"first_name":"Tristan","last_name":"Currie","domain_name":"wku-cn","page_name":"TristanCurrie","display_name":"Tristan Currie","profile_url":"https://wku-cn.academia.edu/TristanCurrie?f_ri=20155","photo":"https://0.academia-photos.com/1880139/637271/2878856/s65_tristan.currie.jpg"}</script></span></span></li><li class="js-paper-rank-work_30755738 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="30755738"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 30755738, container: ".js-paper-rank-work_30755738", }); 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$(".js-view-count[data-work-id=30755738]").text(description); $(".js-view-count-work_30755738").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_30755738").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="30755738"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="6292" href="https://www.academia.edu/Documents/in/Self-regulated_Learning">Self-regulated Learning</a>, <script data-card-contents-for-ri="6292" type="text/json">{"id":6292,"name":"Self-regulated Learning","url":"https://www.academia.edu/Documents/in/Self-regulated_Learning?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="20155" href="https://www.academia.edu/Documents/in/Adult_Learners">Adult Learners</a>, <script data-card-contents-for-ri="20155" type="text/json">{"id":20155,"name":"Adult Learners","url":"https://www.academia.edu/Documents/in/Adult_Learners?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="50832" href="https://www.academia.edu/Documents/in/Video_Based_Learning">Video Based Learning</a><script data-card-contents-for-ri="50832" type="text/json">{"id":50832,"name":"Video Based Learning","url":"https://www.academia.edu/Documents/in/Video_Based_Learning?f_ri=20155","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=30755738]'), work: {"id":30755738,"title":"The Importance of Promoting Self-regulating Activities in Task-Based Learning Involving Video Curriculum","created_at":"2017-01-04T21:50:13.336-08:00","url":"https://www.academia.edu/30755738/The_Importance_of_Promoting_Self_regulating_Activities_in_Task_Based_Learning_Involving_Video_Curriculum?f_ri=20155","dom_id":"work_30755738","summary":"This paper highlights how Non-Instructional Class\nTime (occurring either before the lesson begins or after it ends),\ncan play an important role in encouraging student engagement\nin self-regulated learning, using a case study of adult learners\nstudying the Pragmatics of English, as part of a\nvideo-curriculum in Hong Kong as an example. Mixed methods\ndata analysis reveals how self-regulating activities work to\nintegrate class-time, homework, and assessment into a feedback\nloop, offering constant stimulus to overcome learning\ndisruptions. The paper concludes that Self-regulated learning\n(successfully encouraged during NICT) is effective at\nsafeguarding course continuity and stimulating learning\nactivity using video curriculum materials with adult learners. ","downloadable_attachments":[{"id":51195047,"asset_id":30755738,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1880139,"first_name":"Tristan","last_name":"Currie","domain_name":"wku-cn","page_name":"TristanCurrie","display_name":"Tristan Currie","profile_url":"https://wku-cn.academia.edu/TristanCurrie?f_ri=20155","photo":"https://0.academia-photos.com/1880139/637271/2878856/s65_tristan.currie.jpg"}],"research_interests":[{"id":6292,"name":"Self-regulated Learning","url":"https://www.academia.edu/Documents/in/Self-regulated_Learning?f_ri=20155","nofollow":false},{"id":20155,"name":"Adult Learners","url":"https://www.academia.edu/Documents/in/Adult_Learners?f_ri=20155","nofollow":false},{"id":50832,"name":"Video Based Learning","url":"https://www.academia.edu/Documents/in/Video_Based_Learning?f_ri=20155","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_3852245" data-work_id="3852245" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/3852245/Mature_student_access_to_Higher_Education_a_comparison_of_approaches_in_Bulgaria_England_Poland_and_Portugal">Mature student access to Higher Education: a comparison of approaches in Bulgaria, England, Poland and Portugal</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/3852245" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="9793c4d7dcdbdadf224c4fc257839753" rel="nofollow" data-download="{"attachment_id":31495616,"asset_id":3852245,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/31495616/download_file?st=MTczNjQwNjQ3MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="14725" href="https://wlv.academia.edu/BrendanBartram">Brendan Bartram</a><script data-card-contents-for-user="14725" type="text/json">{"id":14725,"first_name":"Brendan","last_name":"Bartram","domain_name":"wlv","page_name":"BrendanBartram","display_name":"Brendan Bartram","profile_url":"https://wlv.academia.edu/BrendanBartram?f_ri=20155","photo":"https://0.academia-photos.com/14725/658076/19588531/s65_brendan.bartram.jpg"}</script></span></span></li><li class="js-paper-rank-work_3852245 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="3852245"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 3852245, container: ".js-paper-rank-work_3852245", }); });</script></li><li class="js-percentile-work_3852245 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 3852245; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_3852245"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_3852245 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="3852245"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 3852245; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=3852245]").text(description); $(".js-view-count-work_3852245").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_3852245").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="3852245"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">19</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="922" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1590" href="https://www.academia.edu/Documents/in/Adult_Education">Adult Education</a>, <script data-card-contents-for-ri="1590" type="text/json">{"id":1590,"name":"Adult Education","url":"https://www.academia.edu/Documents/in/Adult_Education?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2621" href="https://www.academia.edu/Documents/in/Higher_Education">Higher Education</a>, <script data-card-contents-for-ri="2621" type="text/json">{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3668" href="https://www.academia.edu/Documents/in/Student_Motivation_And_Engagement">Student Motivation And Engagement</a><script data-card-contents-for-ri="3668" type="text/json">{"id":3668,"name":"Student Motivation And Engagement","url":"https://www.academia.edu/Documents/in/Student_Motivation_And_Engagement?f_ri=20155","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=3852245]'), work: {"id":3852245,"title":"Mature student access to Higher Education: a comparison of approaches in Bulgaria, England, Poland and Portugal","created_at":"2013-07-03T23:08:24.474-07:00","url":"https://www.academia.edu/3852245/Mature_student_access_to_Higher_Education_a_comparison_of_approaches_in_Bulgaria_England_Poland_and_Portugal?f_ri=20155","dom_id":"work_3852245","summary":null,"downloadable_attachments":[{"id":31495616,"asset_id":3852245,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":14725,"first_name":"Brendan","last_name":"Bartram","domain_name":"wlv","page_name":"BrendanBartram","display_name":"Brendan Bartram","profile_url":"https://wlv.academia.edu/BrendanBartram?f_ri=20155","photo":"https://0.academia-photos.com/14725/658076/19588531/s65_brendan.bartram.jpg"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=20155","nofollow":false},{"id":1590,"name":"Adult Education","url":"https://www.academia.edu/Documents/in/Adult_Education?f_ri=20155","nofollow":false},{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=20155","nofollow":false},{"id":3668,"name":"Student Motivation And Engagement","url":"https://www.academia.edu/Documents/in/Student_Motivation_And_Engagement?f_ri=20155","nofollow":false},{"id":5035,"name":"Comparative \u0026 International Education","url":"https://www.academia.edu/Documents/in/Comparative_and_International_Education?f_ri=20155"},{"id":5547,"name":"Policy","url":"https://www.academia.edu/Documents/in/Policy?f_ri=20155"},{"id":7109,"name":"Student support","url":"https://www.academia.edu/Documents/in/Student_support?f_ri=20155"},{"id":17951,"name":"Learning And Teaching In Higher Education","url":"https://www.academia.edu/Documents/in/Learning_And_Teaching_In_Higher_Education?f_ri=20155"},{"id":20155,"name":"Adult Learners","url":"https://www.academia.edu/Documents/in/Adult_Learners?f_ri=20155"},{"id":23507,"name":"Adult learning","url":"https://www.academia.edu/Documents/in/Adult_learning?f_ri=20155"},{"id":28743,"name":"Comparative Education","url":"https://www.academia.edu/Documents/in/Comparative_Education?f_ri=20155"},{"id":33488,"name":"Increasing and Widening Participation","url":"https://www.academia.edu/Documents/in/Increasing_and_Widening_Participation?f_ri=20155"},{"id":56132,"name":"Students","url":"https://www.academia.edu/Documents/in/Students?f_ri=20155"},{"id":57253,"name":"Internationalization of higher education","url":"https://www.academia.edu/Documents/in/Internationalization_of_higher_education?f_ri=20155"},{"id":108533,"name":"University Students","url":"https://www.academia.edu/Documents/in/University_Students?f_ri=20155"},{"id":146651,"name":"Mature Students","url":"https://www.academia.edu/Documents/in/Mature_Students?f_ri=20155"},{"id":293100,"name":"Widening Participation in Higher Education","url":"https://www.academia.edu/Documents/in/Widening_Participation_in_Higher_Education?f_ri=20155"},{"id":344230,"name":"Mature students in Higher Education","url":"https://www.academia.edu/Documents/in/Mature_students_in_Higher_Education?f_ri=20155"},{"id":512994,"name":"Access to Higher Education","url":"https://www.academia.edu/Documents/in/Access_to_Higher_Education?f_ri=20155"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_3306887 coauthored" data-work_id="3306887" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/3306887/When_do_adults_entering_higher_education_begin_to_identify_themselves_as_students_The_threshold_of_induction_model">When do adults entering higher education begin to identify themselves as students? The threshold-of-induction model</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">In a previous study it has been suggested that there are six stages that adults move through before they feel ready to participate in higher education, and proposed a chain-of-response (COR) model to describe the process. In this study we... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_3306887" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">In a previous study it has been suggested that there are six stages that adults move through before they feel ready to participate in higher education, and proposed a chain-of-response (COR) model to describe the process. In this study we examine the reported experiences of nine adult entrants during the second year of a work-related degree course. The analysis of the previous studies accounts of the process indicated that a sequential model of the type introduced did not adequately describe the process of induction experienced. Here ‘induction’ is taken to mean something more than the short institutional induction process organised by the university. What participants in this study described was a gradual transformation that occurs in each individual until they are ready to accept the identity of ‘student’ – a transformation that not all achieved, even those who appeared to be meeting all course requirements. On the basis of this analysis we propose a threshold-of-induction (TOI) model, based on the COR model. We argue that, while our data confirm the importance of the elements captured in the COR model, a threshold model represents the journey through induction experienced by these adult learners more authentically.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/3306887" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="5d1ff1faa66aeb8f1f9435d0b88f75b7" rel="nofollow" data-download="{"attachment_id":35530296,"asset_id":3306887,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/35530296/download_file?st=MTczNjQwNjQ3MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="3568894" href="https://qmul.academia.edu/ErikBlair">Erik Blair</a><script data-card-contents-for-user="3568894" type="text/json">{"id":3568894,"first_name":"Erik","last_name":"Blair","domain_name":"qmul","page_name":"ErikBlair","display_name":"Erik Blair","profile_url":"https://qmul.academia.edu/ErikBlair?f_ri=20155","photo":"https://0.academia-photos.com/3568894/1236436/1544329/s65_erik.blair.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-3306887">+1</span><div class="hidden js-additional-users-3306887"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://ucl.academia.edu/TonyCline">Tony Cline</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-3306887'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-3306887').html(); 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The threshold-of-induction model","created_at":"2013-04-16T10:38:31.621-07:00","url":"https://www.academia.edu/3306887/When_do_adults_entering_higher_education_begin_to_identify_themselves_as_students_The_threshold_of_induction_model?f_ri=20155","dom_id":"work_3306887","summary":"In a previous study it has been suggested that there are six stages that adults move through before they feel ready to participate in higher education, and proposed a chain-of-response (COR) model to describe the process. In this study we examine the reported experiences of nine adult entrants during the second year of a work-related degree course. The analysis of the previous studies accounts of the process indicated that a sequential model of the type introduced did not adequately describe the process of induction experienced. Here ‘induction’ is taken to mean something more than the short institutional induction process organised by the university. What participants in this study described was a gradual transformation that occurs in each individual until they are ready to accept the identity of ‘student’ – a transformation that not all achieved, even those who appeared to be meeting all course requirements. On the basis of this analysis we propose a threshold-of-induction (TOI) model, based on the COR model. We argue that, while our data confirm the importance of the elements captured in the COR model, a threshold model represents the journey through induction experienced by these adult learners more authentically.","downloadable_attachments":[{"id":35530296,"asset_id":3306887,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":3568894,"first_name":"Erik","last_name":"Blair","domain_name":"qmul","page_name":"ErikBlair","display_name":"Erik Blair","profile_url":"https://qmul.academia.edu/ErikBlair?f_ri=20155","photo":"https://0.academia-photos.com/3568894/1236436/1544329/s65_erik.blair.jpg"},{"id":25661802,"first_name":"Tony","last_name":"Cline","domain_name":"ucl","page_name":"TonyCline","display_name":"Tony Cline","profile_url":"https://ucl.academia.edu/TonyCline?f_ri=20155","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":1590,"name":"Adult Education","url":"https://www.academia.edu/Documents/in/Adult_Education?f_ri=20155","nofollow":false},{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=20155","nofollow":false},{"id":5547,"name":"Policy","url":"https://www.academia.edu/Documents/in/Policy?f_ri=20155","nofollow":false},{"id":20155,"name":"Adult Learners","url":"https://www.academia.edu/Documents/in/Adult_Learners?f_ri=20155","nofollow":false},{"id":108533,"name":"University Students","url":"https://www.academia.edu/Documents/in/University_Students?f_ri=20155"},{"id":146651,"name":"Mature Students","url":"https://www.academia.edu/Documents/in/Mature_Students?f_ri=20155"},{"id":344230,"name":"Mature students in Higher Education","url":"https://www.academia.edu/Documents/in/Mature_students_in_Higher_Education?f_ri=20155"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_8662577" data-work_id="8662577" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/8662577/McArdle_J_and_Eales_J_2014_MATCH_Training_Needs_Analysis_executive_summary">McArdle, J. & Eales, J. (2014) 'MATCH Training Needs Analysis executive summary'</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">[NOTE: this is the executive summary of the full 146 page document] The intention of this community based training needs analysis is to provide an empirical knowledge base for the planning of adult and community education and training... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_8662577" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">[NOTE: this is the executive summary of the full 146 page document] <br />The intention of this community based training needs analysis is to provide an empirical knowledge base for the planning of adult and community education and training within the Mount Alexander Shire. In response to the initiative of the Shire’s three Learn Local providers, Castlemaine Continuing Education, Castlemaine Community House and Maldon Neighbourhood House to achieve this through collaboration, the Department of Education and Early Childhood Development provided funding to facilitate the formation of MATCH as a representation of a community focussed partnership and to jointly undertake the <br />training needs analysis. <br />The objectives were to: <br />• understand skill requirements of employers, including staff development and for new entrant staff; <br />• identify barriers to training for business and learners; <br />• differentiate pre-accredited against accredited training requirements; <br />• identify future training needs for business and industry, and provide data analysis; and <br />• determine how Learn Local providers and MATCH partners can meet current and future training needs of local industry / business.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/8662577" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="b8927f5bc0147885cbd57ed667794475" rel="nofollow" data-download="{"attachment_id":35019418,"asset_id":8662577,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/35019418/download_file?st=MTczNjQwNjQ3MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="185762" href="https://deakin.academia.edu/JamesMcArdle">James M McArdle</a><script data-card-contents-for-user="185762" type="text/json">{"id":185762,"first_name":"James","last_name":"McArdle","domain_name":"deakin","page_name":"JamesMcArdle","display_name":"James M McArdle","profile_url":"https://deakin.academia.edu/JamesMcArdle?f_ri=20155","photo":"https://0.academia-photos.com/185762/45538/41910/s65_james.mcardle.jpg"}</script></span></span></li><li class="js-paper-rank-work_8662577 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="8662577"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 8662577, container: ".js-paper-rank-work_8662577", }); 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$(".js-view-count[data-work-id=8662577]").text(description); $(".js-view-count-work_8662577").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_8662577").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="8662577"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">29</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="922" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1590" href="https://www.academia.edu/Documents/in/Adult_Education">Adult Education</a>, <script data-card-contents-for-ri="1590" type="text/json">{"id":1590,"name":"Adult Education","url":"https://www.academia.edu/Documents/in/Adult_Education?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3474" href="https://www.academia.edu/Documents/in/Community_Development">Community Development</a>, <script data-card-contents-for-ri="3474" type="text/json">{"id":3474,"name":"Community Development","url":"https://www.academia.edu/Documents/in/Community_Development?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="4789" href="https://www.academia.edu/Documents/in/Community_Based_Education">Community Based Education</a><script data-card-contents-for-ri="4789" type="text/json">{"id":4789,"name":"Community Based Education","url":"https://www.academia.edu/Documents/in/Community_Based_Education?f_ri=20155","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=8662577]'), work: {"id":8662577,"title":"McArdle, J. \u0026 Eales, J. (2014) 'MATCH Training Needs Analysis executive summary'","created_at":"2014-10-06T15:35:54.005-07:00","url":"https://www.academia.edu/8662577/McArdle_J_and_Eales_J_2014_MATCH_Training_Needs_Analysis_executive_summary?f_ri=20155","dom_id":"work_8662577","summary":"[NOTE: this is the executive summary of the full 146 page document]\r\nThe intention of this community based training needs analysis is to provide an empirical knowledge base for the planning of adult and community education and training within the Mount Alexander Shire. In response to the initiative of the Shire’s three Learn Local providers, Castlemaine Continuing Education, Castlemaine Community House and Maldon Neighbourhood House to achieve this through collaboration, the Department of Education and Early Childhood Development provided funding to facilitate the formation of MATCH as a representation of a community focussed partnership and to jointly undertake the\r\ntraining needs analysis.\r\nThe objectives were to:\r\n• understand skill requirements of employers, including staff development and for new entrant staff;\r\n• identify barriers to training for business and learners;\r\n• differentiate pre-accredited against accredited training requirements;\r\n• identify future training needs for business and industry, and provide data analysis; and\r\n• determine how Learn Local providers and MATCH partners can meet current and future training needs of local industry / business.","downloadable_attachments":[{"id":35019418,"asset_id":8662577,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":185762,"first_name":"James","last_name":"McArdle","domain_name":"deakin","page_name":"JamesMcArdle","display_name":"James M McArdle","profile_url":"https://deakin.academia.edu/JamesMcArdle?f_ri=20155","photo":"https://0.academia-photos.com/185762/45538/41910/s65_james.mcardle.jpg"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=20155","nofollow":false},{"id":1590,"name":"Adult Education","url":"https://www.academia.edu/Documents/in/Adult_Education?f_ri=20155","nofollow":false},{"id":3474,"name":"Community Development","url":"https://www.academia.edu/Documents/in/Community_Development?f_ri=20155","nofollow":false},{"id":4789,"name":"Community Based Education","url":"https://www.academia.edu/Documents/in/Community_Based_Education?f_ri=20155","nofollow":false},{"id":5746,"name":"Neighbourhood Development","url":"https://www.academia.edu/Documents/in/Neighbourhood_Development?f_ri=20155"},{"id":6697,"name":"Australia","url":"https://www.academia.edu/Documents/in/Australia?f_ri=20155"},{"id":7691,"name":"Vocational And Adult Education","url":"https://www.academia.edu/Documents/in/Vocational_And_Adult_Education?f_ri=20155"},{"id":9377,"name":"Training","url":"https://www.academia.edu/Documents/in/Training?f_ri=20155"},{"id":17369,"name":"Vocational Education","url":"https://www.academia.edu/Documents/in/Vocational_Education?f_ri=20155"},{"id":20155,"name":"Adult Learners","url":"https://www.academia.edu/Documents/in/Adult_Learners?f_ri=20155"},{"id":22499,"name":"Quantitative, Survey","url":"https://www.academia.edu/Documents/in/Quantitative_Survey?f_ri=20155"},{"id":35306,"name":"Technical and Vocational Education","url":"https://www.academia.edu/Documents/in/Technical_and_Vocational_Education?f_ri=20155"},{"id":45142,"name":"Staff Development","url":"https://www.academia.edu/Documents/in/Staff_Development?f_ri=20155"},{"id":50564,"name":"Vocational Training","url":"https://www.academia.edu/Documents/in/Vocational_Training?f_ri=20155"},{"id":59928,"name":"Vocational education and training","url":"https://www.academia.edu/Documents/in/Vocational_education_and_training?f_ri=20155"},{"id":98660,"name":"Community Education","url":"https://www.academia.edu/Documents/in/Community_Education?f_ri=20155"},{"id":188018,"name":"Adult and Community Education","url":"https://www.academia.edu/Documents/in/Adult_and_Community_Education?f_ri=20155"},{"id":200230,"name":"Sustainable Neighbourhoods","url":"https://www.academia.edu/Documents/in/Sustainable_Neighbourhoods?f_ri=20155"},{"id":202675,"name":"Research with LEED (Linked Employer-Employee Data)","url":"https://www.academia.edu/Documents/in/Research_with_LEED_Linked_Employer-Employee_Data_?f_ri=20155"},{"id":218882,"name":"Quantitiatve Research","url":"https://www.academia.edu/Documents/in/Quantitiatve_Research?f_ri=20155"},{"id":219937,"name":"Workplace Education and Training","url":"https://www.academia.edu/Documents/in/Workplace_Education_and_Training?f_ri=20155"},{"id":230948,"name":"Youth Unemployment","url":"https://www.academia.edu/Documents/in/Youth_Unemployment?f_ri=20155"},{"id":277661,"name":"Technology and vocational education","url":"https://www.academia.edu/Documents/in/Technology_and_vocational_education?f_ri=20155"},{"id":327850,"name":"Questionnaires","url":"https://www.academia.edu/Documents/in/Questionnaires?f_ri=20155"},{"id":343183,"name":"On the Job Training","url":"https://www.academia.edu/Documents/in/On_the_Job_Training?f_ri=20155"},{"id":418879,"name":"TAFE","url":"https://www.academia.edu/Documents/in/TAFE?f_ri=20155"},{"id":463441,"name":"Industrial training","url":"https://www.academia.edu/Documents/in/Industrial_training?f_ri=20155"},{"id":989338,"name":"Vocational Participation","url":"https://www.academia.edu/Documents/in/Vocational_Participation?f_ri=20155"},{"id":992872,"name":"Neighbourhood Service","url":"https://www.academia.edu/Documents/in/Neighbourhood_Service?f_ri=20155"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_3880138" data-work_id="3880138" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/3880138/Old_school_crossings_Hip_hop_in_teacher_education_and_beyond">Old school crossings: Hip hop in teacher education and beyond</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">This chapter discusses how to draw on hip hop as a culturally relevant tool for teaching educators and adult learners to read the word, the world, and the media.</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/3880138" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="ac657250c51be4f146fab3381936d57a" rel="nofollow" data-download="{"attachment_id":36328359,"asset_id":3880138,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/36328359/download_file?st=MTczNjQwNjQ3MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="3500905" href="https://independent.academia.edu/MaryStoneHanley">Mary Stone S Hanley</a><script data-card-contents-for-user="3500905" type="text/json">{"id":3500905,"first_name":"Mary Stone","last_name":"Hanley","domain_name":"independent","page_name":"MaryStoneHanley","display_name":"Mary Stone S Hanley","profile_url":"https://independent.academia.edu/MaryStoneHanley?f_ri=20155","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_3880138 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="3880138"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 3880138, container: ".js-paper-rank-work_3880138", }); });</script></li><li class="js-percentile-work_3880138 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 3880138; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_3880138"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_3880138 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="3880138"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 3880138; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=3880138]").text(description); $(".js-view-count-work_3880138").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_3880138").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="3880138"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="4052" href="https://www.academia.edu/Documents/in/Arts_Education">Arts Education</a>, <script data-card-contents-for-ri="4052" type="text/json">{"id":4052,"name":"Arts Education","url":"https://www.academia.edu/Documents/in/Arts_Education?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="20155" href="https://www.academia.edu/Documents/in/Adult_Learners">Adult Learners</a>, <script data-card-contents-for-ri="20155" type="text/json">{"id":20155,"name":"Adult Learners","url":"https://www.academia.edu/Documents/in/Adult_Learners?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="103711" href="https://www.academia.edu/Documents/in/Hip_hop">Hip hop</a><script data-card-contents-for-ri="103711" type="text/json">{"id":103711,"name":"Hip hop","url":"https://www.academia.edu/Documents/in/Hip_hop?f_ri=20155","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=3880138]'), work: {"id":3880138,"title":"Old school crossings: Hip hop in teacher education and beyond","created_at":"2013-07-06T02:20:23.657-07:00","url":"https://www.academia.edu/3880138/Old_school_crossings_Hip_hop_in_teacher_education_and_beyond?f_ri=20155","dom_id":"work_3880138","summary":"This chapter discusses how to draw on hip hop as a culturally relevant tool for teaching educators and adult learners to read the word, the world, and the media.","downloadable_attachments":[{"id":36328359,"asset_id":3880138,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":3500905,"first_name":"Mary Stone","last_name":"Hanley","domain_name":"independent","page_name":"MaryStoneHanley","display_name":"Mary Stone S Hanley","profile_url":"https://independent.academia.edu/MaryStoneHanley?f_ri=20155","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":4052,"name":"Arts Education","url":"https://www.academia.edu/Documents/in/Arts_Education?f_ri=20155","nofollow":false},{"id":20155,"name":"Adult Learners","url":"https://www.academia.edu/Documents/in/Adult_Learners?f_ri=20155","nofollow":false},{"id":103711,"name":"Hip hop","url":"https://www.academia.edu/Documents/in/Hip_hop?f_ri=20155","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_1071588" data-work_id="1071588" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/1071588/The_role_of_the_teacher_in_higher_education_exploring_a_learner_centred_approach_to_teaching_and_learning_with_non_traditional_HE_students">The role of the teacher in higher education: exploring a learner-centred approach to teaching and learning with non-traditional HE students.</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This reflective paper seeks to explore the role of the teacher in higher education in facilitating a learner-centred approach to teaching and learning with widening participation learners. This study will draw on relevant research and... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_1071588" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This reflective paper seeks to explore the role of the teacher in higher education in facilitating a learner-centred approach to teaching and learning with widening participation learners. This study will draw on relevant research and theory as well as the author’s own particular experience as an award leader for a new Foundation Degree in Community Learning (FDCL). This paper has identified ‘learner centred approaches’ as its key focus as this is an approach to teaching and learning (T&L) that the author has been striving to facilitate with the first cohort of FDCL learners. The FDCL is a modular programme that is studied part-time over three years and is delivered through a series of evening and Saturday sessions. The learners on the FDCL are invariably employed as education support practitioners (e.g. parent support workers, home-school link workers, learning mentors, extended schools support officers) by schools or local authorities. Much of the learning that takes place through the FDCL is work-based, which means that the learners must routinely evidence the application of theory in their practice. The learners are also encouraged to bring workplace issues and situations into the university classroom to stimulate and shape learning activities. <br /><br />The FDCL aims to develop the learners both personally and professionally, by enhancing their knowledge, understanding and skills, so that they are more effective and valued members of the education workforce. For the purposes of this assignment it is also important to point out that the majority of these learners are white, working class women in their forties and fifties, and are considered to be non-traditional higher education students. These issues and their impact on learner-centred approaches will be analysed in this study.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/1071588" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="0d1e990d5ed60da86d80102720f0bc74" rel="nofollow" data-download="{"attachment_id":6571505,"asset_id":1071588,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/6571505/download_file?st=MTczNjQwNjQ3MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="912658" href="https://staffs.academia.edu/KatyVigurs">Katy Vigurs</a><script data-card-contents-for-user="912658" type="text/json">{"id":912658,"first_name":"Katy","last_name":"Vigurs","domain_name":"staffs","page_name":"KatyVigurs","display_name":"Katy Vigurs","profile_url":"https://staffs.academia.edu/KatyVigurs?f_ri=20155","photo":"https://0.academia-photos.com/912658/338618/11830470/s65_katy.vigurs.jpg"}</script></span></span></li><li class="js-paper-rank-work_1071588 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="1071588"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 1071588, container: ".js-paper-rank-work_1071588", }); });</script></li><li class="js-percentile-work_1071588 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1071588; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_1071588"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_1071588 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="1071588"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1071588; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1071588]").text(description); $(".js-view-count-work_1071588").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_1071588").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="1071588"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">8</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="2621" href="https://www.academia.edu/Documents/in/Higher_Education">Higher Education</a>, <script data-card-contents-for-ri="2621" type="text/json">{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="4878" href="https://www.academia.edu/Documents/in/Learner_Centered_Approach">Learner Centered Approach</a>, <script data-card-contents-for-ri="4878" type="text/json">{"id":4878,"name":"Learner Centered Approach","url":"https://www.academia.edu/Documents/in/Learner_Centered_Approach?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="6196" href="https://www.academia.edu/Documents/in/Adult_Continuing_and_Professional_Education">Adult Continuing and Professional Education</a>, <script data-card-contents-for-ri="6196" type="text/json">{"id":6196,"name":"Adult Continuing and Professional Education","url":"https://www.academia.edu/Documents/in/Adult_Continuing_and_Professional_Education?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="17771" href="https://www.academia.edu/Documents/in/Adult_and_Continuing_Education">Adult and Continuing Education</a><script data-card-contents-for-ri="17771" type="text/json">{"id":17771,"name":"Adult and Continuing Education","url":"https://www.academia.edu/Documents/in/Adult_and_Continuing_Education?f_ri=20155","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=1071588]'), work: {"id":1071588,"title":"The role of the teacher in higher education: exploring a learner-centred approach to teaching and learning with non-traditional HE students.","created_at":"2011-11-07T00:38:12.453-08:00","url":"https://www.academia.edu/1071588/The_role_of_the_teacher_in_higher_education_exploring_a_learner_centred_approach_to_teaching_and_learning_with_non_traditional_HE_students?f_ri=20155","dom_id":"work_1071588","summary":"This reflective paper seeks to explore the role of the teacher in higher education in facilitating a learner-centred approach to teaching and learning with widening participation learners. This study will draw on relevant research and theory as well as the author’s own particular experience as an award leader for a new Foundation Degree in Community Learning (FDCL). This paper has identified ‘learner centred approaches’ as its key focus as this is an approach to teaching and learning (T\u0026L) that the author has been striving to facilitate with the first cohort of FDCL learners. The FDCL is a modular programme that is studied part-time over three years and is delivered through a series of evening and Saturday sessions. The learners on the FDCL are invariably employed as education support practitioners (e.g. parent support workers, home-school link workers, learning mentors, extended schools support officers) by schools or local authorities. Much of the learning that takes place through the FDCL is work-based, which means that the learners must routinely evidence the application of theory in their practice. The learners are also encouraged to bring workplace issues and situations into the university classroom to stimulate and shape learning activities. \n\nThe FDCL aims to develop the learners both personally and professionally, by enhancing their knowledge, understanding and skills, so that they are more effective and valued members of the education workforce. For the purposes of this assignment it is also important to point out that the majority of these learners are white, working class women in their forties and fifties, and are considered to be non-traditional higher education students. These issues and their impact on learner-centred approaches will be analysed in this study.","downloadable_attachments":[{"id":6571505,"asset_id":1071588,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":912658,"first_name":"Katy","last_name":"Vigurs","domain_name":"staffs","page_name":"KatyVigurs","display_name":"Katy Vigurs","profile_url":"https://staffs.academia.edu/KatyVigurs?f_ri=20155","photo":"https://0.academia-photos.com/912658/338618/11830470/s65_katy.vigurs.jpg"}],"research_interests":[{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=20155","nofollow":false},{"id":4878,"name":"Learner Centered Approach","url":"https://www.academia.edu/Documents/in/Learner_Centered_Approach?f_ri=20155","nofollow":false},{"id":6196,"name":"Adult Continuing and Professional Education","url":"https://www.academia.edu/Documents/in/Adult_Continuing_and_Professional_Education?f_ri=20155","nofollow":false},{"id":17771,"name":"Adult and Continuing Education","url":"https://www.academia.edu/Documents/in/Adult_and_Continuing_Education?f_ri=20155","nofollow":false},{"id":18129,"name":"Workplace Learning","url":"https://www.academia.edu/Documents/in/Workplace_Learning?f_ri=20155"},{"id":20155,"name":"Adult Learners","url":"https://www.academia.edu/Documents/in/Adult_Learners?f_ri=20155"},{"id":23507,"name":"Adult learning","url":"https://www.academia.edu/Documents/in/Adult_learning?f_ri=20155"},{"id":33488,"name":"Increasing and Widening Participation","url":"https://www.academia.edu/Documents/in/Increasing_and_Widening_Participation?f_ri=20155"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_43692034" data-work_id="43692034" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/43692034/The_Impact_of_Social_Media_Technologies_on_Adult_Learning">The Impact of Social Media Technologies on Adult Learning</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Technology and social media have presented significant tools for adult learners to learn and advance continually. Fast technological advancements have enabled development of technologies used for learning. Expansion of various tools has... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_43692034" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Technology and social media have presented significant tools for adult learners to learn and advance continually. Fast technological advancements have enabled development of technologies used for learning. Expansion of various tools has given professors, educaters, trainers, instructers, many alternatives towards the implementation of the technology supported learning. The use of social media can improve adult learning outcomes and academic accomplishment. Social media is increasingly proven to be beneficial in adult learning and has a huge potential for adult education. This paper sheds some lights on benefits of social media for adult learners, this is incorporated through the review of previous work and some barriers that encounters social media for learning purposes. Also some social media models are reviewed to show the growth and effect of social media in adult learning context, and suggestions and recommendations are provided.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/43692034" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="1b8585bc8fc0ce13655ef6663155c2aa" rel="nofollow" data-download="{"attachment_id":63995683,"asset_id":43692034,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/63995683/download_file?st=MTczNjQwNjQ3MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="163474776" href="https://independent.academia.edu/JournalIJECE">International Journal of Electrical and Computer Engineering (IJECE)</a><script data-card-contents-for-user="163474776" type="text/json">{"id":163474776,"first_name":"International Journal of Electrical and Computer Engineering","last_name":"(IJECE)","domain_name":"independent","page_name":"JournalIJECE","display_name":"International Journal of Electrical and Computer Engineering (IJECE)","profile_url":"https://independent.academia.edu/JournalIJECE?f_ri=20155","photo":"https://0.academia-photos.com/163474776/123357473/112705609/s65_international_journal_of_electrical_and_computer_engineering._ijece_.jpg"}</script></span></span></li><li class="js-paper-rank-work_43692034 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="43692034"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 43692034, container: ".js-paper-rank-work_43692034", }); });</script></li><li class="js-percentile-work_43692034 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 43692034; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_43692034"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_43692034 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="43692034"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 43692034; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=43692034]").text(description); $(".js-view-count-work_43692034").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_43692034").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="43692034"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="923" href="https://www.academia.edu/Documents/in/Technology">Technology</a>, <script data-card-contents-for-ri="923" type="text/json">{"id":923,"name":"Technology","url":"https://www.academia.edu/Documents/in/Technology?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="9246" href="https://www.academia.edu/Documents/in/Social_Media">Social Media</a>, <script data-card-contents-for-ri="9246" type="text/json">{"id":9246,"name":"Social Media","url":"https://www.academia.edu/Documents/in/Social_Media?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="20155" href="https://www.academia.edu/Documents/in/Adult_Learners">Adult Learners</a><script data-card-contents-for-ri="20155" type="text/json">{"id":20155,"name":"Adult Learners","url":"https://www.academia.edu/Documents/in/Adult_Learners?f_ri=20155","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=43692034]'), work: {"id":43692034,"title":"The Impact of Social Media Technologies on Adult Learning","created_at":"2020-07-22T19:16:42.711-07:00","url":"https://www.academia.edu/43692034/The_Impact_of_Social_Media_Technologies_on_Adult_Learning?f_ri=20155","dom_id":"work_43692034","summary":"Technology and social media have presented significant tools for adult learners to learn and advance continually. Fast technological advancements have enabled development of technologies used for learning. Expansion of various tools has given professors, educaters, trainers, instructers, many alternatives towards the implementation of the technology supported learning. The use of social media can improve adult learning outcomes and academic accomplishment. Social media is increasingly proven to be beneficial in adult learning and has a huge potential for adult education. This paper sheds some lights on benefits of social media for adult learners, this is incorporated through the review of previous work and some barriers that encounters social media for learning purposes. Also some social media models are reviewed to show the growth and effect of social media in adult learning context, and suggestions and recommendations are provided.","downloadable_attachments":[{"id":63995683,"asset_id":43692034,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":163474776,"first_name":"International Journal of Electrical and Computer Engineering","last_name":"(IJECE)","domain_name":"independent","page_name":"JournalIJECE","display_name":"International Journal of Electrical and Computer Engineering (IJECE)","profile_url":"https://independent.academia.edu/JournalIJECE?f_ri=20155","photo":"https://0.academia-photos.com/163474776/123357473/112705609/s65_international_journal_of_electrical_and_computer_engineering._ijece_.jpg"}],"research_interests":[{"id":923,"name":"Technology","url":"https://www.academia.edu/Documents/in/Technology?f_ri=20155","nofollow":false},{"id":9246,"name":"Social Media","url":"https://www.academia.edu/Documents/in/Social_Media?f_ri=20155","nofollow":false},{"id":20155,"name":"Adult Learners","url":"https://www.academia.edu/Documents/in/Adult_Learners?f_ri=20155","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_19668336" data-work_id="19668336" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/19668336/Andragogy_The_Adult_Learning_Theory">Andragogy: The Adult Learning Theory</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The fundamental process that facilitates the survival and adaptation of human beings is ‘learning’. Each learner has their individual learning needs. Since an adult learner is not an oversized child learner, therefore researches of child... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_19668336" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The fundamental process that facilitates the survival and adaptation of human beings is ‘learning’. Each learner has their individual learning needs. Since an adult learner is not an oversized child learner, therefore researches of child learning and pedagogical principles cannot explain theories of adult learning. Adult Learners have their own distinct and unique characteristics. They are mature, independent, possess wealth of knowledge and experiences. Hence there have to be theories of adult learning. American educator Malcolm Shepherd Knowles ‘founding father of adult learning’ worked extensively on Andragogy-the theory of adult learning and is credited to making Andragogy synonymous to adult education. Knowles Andragogical theory of adult learning clearly brings out the distinction between the adult and the child learner. Adult learning (andragogy) is 'education of equals' (facilitator and learner) as opposed to child learning (pedagogy) 'education from above' (teacher and student). The Article explores the distinction between Andragogy & Pedagogy, various andragogical assumptions, principles of adult learning and components of andragogical process design that encompass the Theory of Adult Learning.<br /><br />Check the Link below for the Paper (Pages 50-60)<br /><a href="http://www.iaea-india.org/ijae-aj2015.pdf" rel="nofollow">http://www.iaea-india.org/ijae-aj2015.pdf</a></div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/19668336" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="2382fd0883c75b87339e8e7589d0f33d" rel="nofollow" data-download="{"attachment_id":40770760,"asset_id":19668336,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/40770760/download_file?st=MTczNjQwNjQ3MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="26569391" href="https://jamiamilliaislamia.academia.edu/ShikhaKapoor">Dr. Shikha Kapur</a><script data-card-contents-for-user="26569391" type="text/json">{"id":26569391,"first_name":"Dr. Shikha","last_name":"Kapur","domain_name":"jamiamilliaislamia","page_name":"ShikhaKapoor","display_name":"Dr. Shikha Kapur","profile_url":"https://jamiamilliaislamia.academia.edu/ShikhaKapoor?f_ri=20155","photo":"https://0.academia-photos.com/26569391/10996209/12271599/s65_shikha.kapoor.jpg"}</script></span></span></li><li class="js-paper-rank-work_19668336 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="19668336"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 19668336, container: ".js-paper-rank-work_19668336", }); });</script></li><li class="js-percentile-work_19668336 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 19668336; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_19668336"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_19668336 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="19668336"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 19668336; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=19668336]").text(description); $(".js-view-count-work_19668336").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_19668336").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="19668336"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">10</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="887" href="https://www.academia.edu/Documents/in/Teaching_and_Learning">Teaching and Learning</a>, <script data-card-contents-for-ri="887" type="text/json">{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1590" href="https://www.academia.edu/Documents/in/Adult_Education">Adult Education</a>, <script data-card-contents-for-ri="1590" type="text/json">{"id":1590,"name":"Adult Education","url":"https://www.academia.edu/Documents/in/Adult_Education?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2469" href="https://www.academia.edu/Documents/in/Lifelong_Learning">Lifelong Learning</a>, <script data-card-contents-for-ri="2469" type="text/json">{"id":2469,"name":"Lifelong Learning","url":"https://www.academia.edu/Documents/in/Lifelong_Learning?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="5588" href="https://www.academia.edu/Documents/in/Andragogy">Andragogy</a><script data-card-contents-for-ri="5588" type="text/json">{"id":5588,"name":"Andragogy","url":"https://www.academia.edu/Documents/in/Andragogy?f_ri=20155","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=19668336]'), work: {"id":19668336,"title":"Andragogy: The Adult Learning Theory","created_at":"2015-12-15T04:53:32.485-08:00","url":"https://www.academia.edu/19668336/Andragogy_The_Adult_Learning_Theory?f_ri=20155","dom_id":"work_19668336","summary":"The fundamental process that facilitates the survival and adaptation of human beings is ‘learning’. Each learner has their individual learning needs. Since an adult learner is not an oversized child learner, therefore researches of child learning and pedagogical principles cannot explain theories of adult learning. Adult Learners have their own distinct and unique characteristics. They are mature, independent, possess wealth of knowledge and experiences. Hence there have to be theories of adult learning. American educator Malcolm Shepherd Knowles ‘founding father of adult learning’ worked extensively on Andragogy-the theory of adult learning and is credited to making Andragogy synonymous to adult education. Knowles Andragogical theory of adult learning clearly brings out the distinction between the adult and the child learner. Adult learning (andragogy) is 'education of equals' (facilitator and learner) as opposed to child learning (pedagogy) 'education from above' (teacher and student). The Article explores the distinction between Andragogy \u0026 Pedagogy, various andragogical assumptions, principles of adult learning and components of andragogical process design that encompass the Theory of Adult Learning.\n\nCheck the Link below for the Paper (Pages 50-60)\nhttp://www.iaea-india.org/ijae-aj2015.pdf","downloadable_attachments":[{"id":40770760,"asset_id":19668336,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":26569391,"first_name":"Dr. Shikha","last_name":"Kapur","domain_name":"jamiamilliaislamia","page_name":"ShikhaKapoor","display_name":"Dr. Shikha Kapur","profile_url":"https://jamiamilliaislamia.academia.edu/ShikhaKapoor?f_ri=20155","photo":"https://0.academia-photos.com/26569391/10996209/12271599/s65_shikha.kapoor.jpg"}],"research_interests":[{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=20155","nofollow":false},{"id":1590,"name":"Adult Education","url":"https://www.academia.edu/Documents/in/Adult_Education?f_ri=20155","nofollow":false},{"id":2469,"name":"Lifelong Learning","url":"https://www.academia.edu/Documents/in/Lifelong_Learning?f_ri=20155","nofollow":false},{"id":5588,"name":"Andragogy","url":"https://www.academia.edu/Documents/in/Andragogy?f_ri=20155","nofollow":false},{"id":9491,"name":"Pedagogy","url":"https://www.academia.edu/Documents/in/Pedagogy?f_ri=20155"},{"id":20155,"name":"Adult Learners","url":"https://www.academia.edu/Documents/in/Adult_Learners?f_ri=20155"},{"id":23507,"name":"Adult learning","url":"https://www.academia.edu/Documents/in/Adult_learning?f_ri=20155"},{"id":64933,"name":"Child","url":"https://www.academia.edu/Documents/in/Child?f_ri=20155"},{"id":116481,"name":"How adults learn(pedagogical and andragogical approaches) organizational development, coaching and mentoring, and trans-personal psychology","url":"https://www.academia.edu/Documents/in/How_adults_learn_pedagogical_and_andragogical_approaches_organizational_development_coaching_and_m?f_ri=20155"},{"id":1001469,"name":"Facilitator","url":"https://www.academia.edu/Documents/in/Facilitator?f_ri=20155"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_18780736 coauthored" data-work_id="18780736" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/18780736/Kepentingan_Memahami_Keperluan_Pelajar_Dalam_Pendidikan_Islam">Kepentingan Memahami Keperluan Pelajar Dalam Pendidikan Islam</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Another co author: Dian Hazwani Pendidik merupakan seorang pembimbing yang mendidik pelajar dari usia kecil hingga ke dewasa selain ibu bapa. Secara tidak sedar, para pendidik akan memberi kesan yang mendalam ke dalam kehidupan seorang... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_18780736" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Another co author: Dian Hazwani<br /><br />Pendidik merupakan seorang pembimbing yang mendidik pelajar dari usia  kecil hingga ke dewasa selain ibu bapa. Secara tidak sedar, para pendidik akan memberi kesan yang mendalam ke dalam kehidupan seorang pelajar dari segi rohaniah dan jasmani. Maka, seseorang pelajar itu akan terdorong untuk belajar jika mendapat pendidik yang mahu mengenal keperluan pelajar dalam pendidikan atau sebaliknya. Apakah kesannya jika para pendidik mengenal kepentingan keperluaan pelajar atau sebaliknya?</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/18780736" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="b4f897efc3c705b783dfd87e7f095d66" rel="nofollow" data-download="{"attachment_id":40251201,"asset_id":18780736,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/40251201/download_file?st=MTczNjQwNjQ3MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="22389438" href="https://independent.academia.edu/NursyazanaAziz">Nursyazana Aziz</a><script data-card-contents-for-user="22389438" type="text/json">{"id":22389438,"first_name":"Nursyazana","last_name":"Aziz","domain_name":"independent","page_name":"NursyazanaAziz","display_name":"Nursyazana Aziz","profile_url":"https://independent.academia.edu/NursyazanaAziz?f_ri=20155","photo":"https://0.academia-photos.com/22389438/6116102/20929479/s65_nursyazana.aziz.jpeg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-18780736">+1</span><div class="hidden js-additional-users-18780736"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://singapore.academia.edu/NoorAzilah">Noor Azilah</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-18780736'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-18780736').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_18780736 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="18780736"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 18780736, container: ".js-paper-rank-work_18780736", }); });</script></li><li class="js-percentile-work_18780736 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 18780736; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_18780736"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_18780736 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="18780736"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 18780736; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=18780736]").text(description); $(".js-view-count-work_18780736").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_18780736").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="18780736"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="922" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="6544" href="https://www.academia.edu/Documents/in/Islamic_Education">Islamic Education</a>, <script data-card-contents-for-ri="6544" type="text/json">{"id":6544,"name":"Islamic Education","url":"https://www.academia.edu/Documents/in/Islamic_Education?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="20155" href="https://www.academia.edu/Documents/in/Adult_Learners">Adult Learners</a>, <script data-card-contents-for-ri="20155" type="text/json">{"id":20155,"name":"Adult Learners","url":"https://www.academia.edu/Documents/in/Adult_Learners?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="813593" href="https://www.academia.edu/Documents/in/Responding_to_students_needs">Responding to students needs</a><script data-card-contents-for-ri="813593" type="text/json">{"id":813593,"name":"Responding to students needs","url":"https://www.academia.edu/Documents/in/Responding_to_students_needs?f_ri=20155","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=18780736]'), work: {"id":18780736,"title":"Kepentingan Memahami Keperluan Pelajar Dalam Pendidikan Islam","created_at":"2015-11-21T19:07:52.941-08:00","url":"https://www.academia.edu/18780736/Kepentingan_Memahami_Keperluan_Pelajar_Dalam_Pendidikan_Islam?f_ri=20155","dom_id":"work_18780736","summary":"Another co author: Dian Hazwani\n\nPendidik merupakan seorang pembimbing yang mendidik pelajar dari usia kecil hingga ke dewasa selain ibu bapa. Secara tidak sedar, para pendidik akan memberi kesan yang mendalam ke dalam kehidupan seorang pelajar dari segi rohaniah dan jasmani. Maka, seseorang pelajar itu akan terdorong untuk belajar jika mendapat pendidik yang mahu mengenal keperluan pelajar dalam pendidikan atau sebaliknya. Apakah kesannya jika para pendidik mengenal kepentingan keperluaan pelajar atau sebaliknya? ","downloadable_attachments":[{"id":40251201,"asset_id":18780736,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":22389438,"first_name":"Nursyazana","last_name":"Aziz","domain_name":"independent","page_name":"NursyazanaAziz","display_name":"Nursyazana Aziz","profile_url":"https://independent.academia.edu/NursyazanaAziz?f_ri=20155","photo":"https://0.academia-photos.com/22389438/6116102/20929479/s65_nursyazana.aziz.jpeg"},{"id":21542425,"first_name":"Noor","last_name":"Azilah","domain_name":"singapore","page_name":"NoorAzilah","display_name":"Noor Azilah","profile_url":"https://singapore.academia.edu/NoorAzilah?f_ri=20155","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=20155","nofollow":false},{"id":6544,"name":"Islamic Education","url":"https://www.academia.edu/Documents/in/Islamic_Education?f_ri=20155","nofollow":false},{"id":20155,"name":"Adult Learners","url":"https://www.academia.edu/Documents/in/Adult_Learners?f_ri=20155","nofollow":false},{"id":813593,"name":"Responding to students needs","url":"https://www.academia.edu/Documents/in/Responding_to_students_needs?f_ri=20155","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_36892045" data-work_id="36892045" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/36892045/Use_of_First_Language_in_the_Classroom_Non_native_EFL_Teachers_Beliefs_in_Teaching_English_to_Adult_Learners_in_Bilingual_Context">Use of First Language in the Classroom: Non-native EFL Teachers' Beliefs in Teaching English to Adult Learners in Bilingual Context</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This study aims to investigate the perspectives of non-native English as a Foreign Language (EFL) teachers across mother tongue and gender, and their male and female adult students, regarding the use of Arabic in the EFL classrooms at the... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_36892045" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This study aims to investigate the perspectives of non-native English as a Foreign Language (EFL) teachers across mother tongue and gender, and their male and female adult students, regarding the use of Arabic in the EFL classrooms at the university level in Saudi Arabia. The study specifically seeks to investigate the perspectives of non-native Arab and non-Arab EFL teachers as they, working in the native Arab setting, often resort to Arabic (Al-Nofaie, 2010; Machaal, 2012). However, there are glaring research gaps about non-native EFL teachers' and adult learners' beliefs on the use of first language (L1) in the classroom. For this purpose, the study used quantitative research design, and administered two questionnaires, one for the teachers and the other for the students. Students' questionnaire complemented that of the teachers. Forty teachers and sixty students were selected based on stratified random sampling. The findings of the study revealed that all camps of teachers, Arab, non-Arab, male, female, and students were in favour of judicious bilingual approach. The study finds statistically significant difference between the beliefs of Arab and non-Arab EFL teachers about the use of L1. The findings suggest that Arab EFL teachers' use of Arabic is extensive, while non-Arab EFL teachers' use of Arabic is well-timed. The study suggested practical implications for the improvement of English Language Teaching (ELT) in Saudi Arabia by recommending planned, occasional and judicious use of L1 while teaching EFL adult learners.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/36892045" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="fc9dcafb4f75841b6eb303740dce0ac0" rel="nofollow" data-download="{"attachment_id":56844110,"asset_id":36892045,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/56844110/download_file?st=MTczNjQwNjQ3MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="24124734" href="https://independent.academia.edu/ArabWorldEnglishJournalAWEJ">Arab World English Journal (AWEJ)</a><script data-card-contents-for-user="24124734" type="text/json">{"id":24124734,"first_name":"Arab World English Journal","last_name":"(AWEJ)","domain_name":"independent","page_name":"ArabWorldEnglishJournalAWEJ","display_name":"Arab World English Journal (AWEJ)","profile_url":"https://independent.academia.edu/ArabWorldEnglishJournalAWEJ?f_ri=20155","photo":"https://0.academia-photos.com/24124734/7201396/8209446/s65_arab_world_english_journal.awej.jpg"}</script></span></span></li><li class="js-paper-rank-work_36892045 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="36892045"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 36892045, container: ".js-paper-rank-work_36892045", }); 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$(".js-view-count[data-work-id=36892045]").text(description); $(".js-view-count-work_36892045").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_36892045").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="36892045"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">2</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="20155" href="https://www.academia.edu/Documents/in/Adult_Learners">Adult Learners</a>, <script data-card-contents-for-ri="20155" type="text/json">{"id":20155,"name":"Adult Learners","url":"https://www.academia.edu/Documents/in/Adult_Learners?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2978518" href="https://www.academia.edu/Documents/in/Bilingual_Approach">Bilingual Approach</a><script data-card-contents-for-ri="2978518" type="text/json">{"id":2978518,"name":"Bilingual Approach","url":"https://www.academia.edu/Documents/in/Bilingual_Approach?f_ri=20155","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=36892045]'), work: {"id":36892045,"title":"Use of First Language in the Classroom: Non-native EFL Teachers' Beliefs in Teaching English to Adult Learners in Bilingual Context","created_at":"2018-06-21T21:45:49.945-07:00","url":"https://www.academia.edu/36892045/Use_of_First_Language_in_the_Classroom_Non_native_EFL_Teachers_Beliefs_in_Teaching_English_to_Adult_Learners_in_Bilingual_Context?f_ri=20155","dom_id":"work_36892045","summary":"This study aims to investigate the perspectives of non-native English as a Foreign Language (EFL) teachers across mother tongue and gender, and their male and female adult students, regarding the use of Arabic in the EFL classrooms at the university level in Saudi Arabia. The study specifically seeks to investigate the perspectives of non-native Arab and non-Arab EFL teachers as they, working in the native Arab setting, often resort to Arabic (Al-Nofaie, 2010; Machaal, 2012). However, there are glaring research gaps about non-native EFL teachers' and adult learners' beliefs on the use of first language (L1) in the classroom. For this purpose, the study used quantitative research design, and administered two questionnaires, one for the teachers and the other for the students. Students' questionnaire complemented that of the teachers. Forty teachers and sixty students were selected based on stratified random sampling. The findings of the study revealed that all camps of teachers, Arab, non-Arab, male, female, and students were in favour of judicious bilingual approach. The study finds statistically significant difference between the beliefs of Arab and non-Arab EFL teachers about the use of L1. The findings suggest that Arab EFL teachers' use of Arabic is extensive, while non-Arab EFL teachers' use of Arabic is well-timed. The study suggested practical implications for the improvement of English Language Teaching (ELT) in Saudi Arabia by recommending planned, occasional and judicious use of L1 while teaching EFL adult learners.","downloadable_attachments":[{"id":56844110,"asset_id":36892045,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":24124734,"first_name":"Arab World English Journal","last_name":"(AWEJ)","domain_name":"independent","page_name":"ArabWorldEnglishJournalAWEJ","display_name":"Arab World English Journal (AWEJ)","profile_url":"https://independent.academia.edu/ArabWorldEnglishJournalAWEJ?f_ri=20155","photo":"https://0.academia-photos.com/24124734/7201396/8209446/s65_arab_world_english_journal.awej.jpg"}],"research_interests":[{"id":20155,"name":"Adult Learners","url":"https://www.academia.edu/Documents/in/Adult_Learners?f_ri=20155","nofollow":false},{"id":2978518,"name":"Bilingual Approach","url":"https://www.academia.edu/Documents/in/Bilingual_Approach?f_ri=20155","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_14349033" data-work_id="14349033" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/14349033/The_Impact_of_the_Physical_Environment_on_the_Ability_of_Adults_to_Learn_in_a_Sunday_School_Classroom">The Impact of the Physical Environment on the Ability of Adults to Learn in a Sunday School Classroom</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">The various environmental factors that occur within a Sunday School classroom setting has a direct relationship with the ability of the adult student to learn biblical truths.</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/14349033" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="46151613969eec4d8201d6a4fa1b8bc3" rel="nofollow" data-download="{"attachment_id":38276786,"asset_id":14349033,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/38276786/download_file?st=MTczNjQwNjQ3MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="21034844" href="https://missionuniversity.academia.edu/JeffreyEdwards">Jeffrey Edwards</a><script data-card-contents-for-user="21034844" type="text/json">{"id":21034844,"first_name":"Jeffrey","last_name":"Edwards","domain_name":"missionuniversity","page_name":"JeffreyEdwards","display_name":"Jeffrey Edwards","profile_url":"https://missionuniversity.academia.edu/JeffreyEdwards?f_ri=20155","photo":"https://0.academia-photos.com/21034844/5807863/6599826/s65_jeffrey.edwards.jpg_oh_9a4677c4a4cf8763ade99e91a3c986ac_oe_54d794fc___gda___1425119203_6faf94606ad312b4f35734b17bd09888"}</script></span></span></li><li class="js-paper-rank-work_14349033 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="14349033"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 14349033, container: ".js-paper-rank-work_14349033", }); 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$(".js-view-count[data-work-id=14349033]").text(description); $(".js-view-count-work_14349033").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_14349033").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="14349033"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1590" href="https://www.academia.edu/Documents/in/Adult_Education">Adult Education</a>, <script data-card-contents-for-ri="1590" type="text/json">{"id":1590,"name":"Adult Education","url":"https://www.academia.edu/Documents/in/Adult_Education?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="12614" href="https://www.academia.edu/Documents/in/Ecclesiology">Ecclesiology</a>, <script data-card-contents-for-ri="12614" type="text/json">{"id":12614,"name":"Ecclesiology","url":"https://www.academia.edu/Documents/in/Ecclesiology?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="20155" href="https://www.academia.edu/Documents/in/Adult_Learners">Adult Learners</a>, <script data-card-contents-for-ri="20155" type="text/json">{"id":20155,"name":"Adult Learners","url":"https://www.academia.edu/Documents/in/Adult_Learners?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="23507" href="https://www.academia.edu/Documents/in/Adult_learning">Adult learning</a><script data-card-contents-for-ri="23507" type="text/json">{"id":23507,"name":"Adult learning","url":"https://www.academia.edu/Documents/in/Adult_learning?f_ri=20155","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=14349033]'), work: {"id":14349033,"title":"The Impact of the Physical Environment on the Ability of Adults to Learn in a Sunday School Classroom","created_at":"2015-07-23T19:01:33.396-07:00","url":"https://www.academia.edu/14349033/The_Impact_of_the_Physical_Environment_on_the_Ability_of_Adults_to_Learn_in_a_Sunday_School_Classroom?f_ri=20155","dom_id":"work_14349033","summary":"The various environmental factors that occur within a Sunday School classroom setting has a direct relationship with the ability of the adult student to learn biblical truths.","downloadable_attachments":[{"id":38276786,"asset_id":14349033,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":21034844,"first_name":"Jeffrey","last_name":"Edwards","domain_name":"missionuniversity","page_name":"JeffreyEdwards","display_name":"Jeffrey Edwards","profile_url":"https://missionuniversity.academia.edu/JeffreyEdwards?f_ri=20155","photo":"https://0.academia-photos.com/21034844/5807863/6599826/s65_jeffrey.edwards.jpg_oh_9a4677c4a4cf8763ade99e91a3c986ac_oe_54d794fc___gda___1425119203_6faf94606ad312b4f35734b17bd09888"}],"research_interests":[{"id":1590,"name":"Adult Education","url":"https://www.academia.edu/Documents/in/Adult_Education?f_ri=20155","nofollow":false},{"id":12614,"name":"Ecclesiology","url":"https://www.academia.edu/Documents/in/Ecclesiology?f_ri=20155","nofollow":false},{"id":20155,"name":"Adult Learners","url":"https://www.academia.edu/Documents/in/Adult_Learners?f_ri=20155","nofollow":false},{"id":23507,"name":"Adult learning","url":"https://www.academia.edu/Documents/in/Adult_learning?f_ri=20155","nofollow":false},{"id":1221084,"name":"Sunday School","url":"https://www.academia.edu/Documents/in/Sunday_School?f_ri=20155"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_40022458" data-work_id="40022458" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/40022458/Learning_Strategies_and_Audio_Visual_Aids_used_in_Adult_Education_in_India_A_Historical_Overview">Learning Strategies and Audio-Visual Aids used in Adult Education in India: A Historical Overview</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The present paper attempts to explore the learning strategies and the audiovisual aids used in adult education by revisiting the series of measures taken in adult education in the country. (This publication is a published Chapter of my... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_40022458" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The present paper attempts to explore the learning strategies and the audiovisual aids used in adult education by revisiting the series of measures taken in adult education in the country. (This publication is a published Chapter of my PhD Thesis submitted at the Jawaharlal Nehru University, and must not be shared without proper citation and due acknowledgement.)</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/40022458" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="9df7fdf4efb5408c81f1cfdad3008135" rel="nofollow" data-download="{"attachment_id":60217870,"asset_id":40022458,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/60217870/download_file?st=MTczNjQwNjQ3MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="121709749" href="https://jnu.academia.edu/fka">Dr. Fouzia Khursheed Ahmad</a><script data-card-contents-for-user="121709749" type="text/json">{"id":121709749,"first_name":"Dr. Fouzia","last_name":"Khursheed Ahmad","domain_name":"jnu","page_name":"fka","display_name":"Dr. Fouzia Khursheed Ahmad","profile_url":"https://jnu.academia.edu/fka?f_ri=20155","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_40022458 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="40022458"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 40022458, container: ".js-paper-rank-work_40022458", }); });</script></li><li class="js-percentile-work_40022458 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 40022458; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_40022458"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_40022458 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="40022458"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40022458; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=40022458]").text(description); $(".js-view-count-work_40022458").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_40022458").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="40022458"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">14</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="1590" href="https://www.academia.edu/Documents/in/Adult_Education">Adult Education</a>, <script data-card-contents-for-ri="1590" type="text/json">{"id":1590,"name":"Adult Education","url":"https://www.academia.edu/Documents/in/Adult_Education?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3095" href="https://www.academia.edu/Documents/in/Computer-Based_Learning">Computer-Based Learning</a>, <script data-card-contents-for-ri="3095" type="text/json">{"id":3095,"name":"Computer-Based Learning","url":"https://www.academia.edu/Documents/in/Computer-Based_Learning?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3457" href="https://www.academia.edu/Documents/in/Learning_and_Teaching">Learning and Teaching</a>, <script data-card-contents-for-ri="3457" type="text/json">{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="8673" href="https://www.academia.edu/Documents/in/Digital_Media_and_Learning">Digital Media & Learning</a><script data-card-contents-for-ri="8673" type="text/json">{"id":8673,"name":"Digital Media \u0026 Learning","url":"https://www.academia.edu/Documents/in/Digital_Media_and_Learning?f_ri=20155","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=40022458]'), work: {"id":40022458,"title":"Learning Strategies and Audio-Visual Aids used in Adult Education in India: A Historical Overview","created_at":"2019-08-06T09:41:41.179-07:00","url":"https://www.academia.edu/40022458/Learning_Strategies_and_Audio_Visual_Aids_used_in_Adult_Education_in_India_A_Historical_Overview?f_ri=20155","dom_id":"work_40022458","summary":"The present paper attempts to explore the learning strategies and the audiovisual aids used in adult education by revisiting the series of measures taken in adult education in the country. (This publication is a published Chapter of my PhD Thesis submitted at the Jawaharlal Nehru University, and must not be shared without proper citation and due acknowledgement.)","downloadable_attachments":[{"id":60217870,"asset_id":40022458,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":121709749,"first_name":"Dr. Fouzia","last_name":"Khursheed Ahmad","domain_name":"jnu","page_name":"fka","display_name":"Dr. Fouzia Khursheed Ahmad","profile_url":"https://jnu.academia.edu/fka?f_ri=20155","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":1590,"name":"Adult Education","url":"https://www.academia.edu/Documents/in/Adult_Education?f_ri=20155","nofollow":false},{"id":3095,"name":"Computer-Based Learning","url":"https://www.academia.edu/Documents/in/Computer-Based_Learning?f_ri=20155","nofollow":false},{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=20155","nofollow":false},{"id":8673,"name":"Digital Media \u0026 Learning","url":"https://www.academia.edu/Documents/in/Digital_Media_and_Learning?f_ri=20155","nofollow":false},{"id":8876,"name":"Computer Literacy","url":"https://www.academia.edu/Documents/in/Computer_Literacy?f_ri=20155"},{"id":20155,"name":"Adult Learners","url":"https://www.academia.edu/Documents/in/Adult_Learners?f_ri=20155"},{"id":23507,"name":"Adult learning","url":"https://www.academia.edu/Documents/in/Adult_learning?f_ri=20155"},{"id":136735,"name":"Audio Visual Media","url":"https://www.academia.edu/Documents/in/Audio_Visual_Media?f_ri=20155"},{"id":168573,"name":"Lifelong learning and adult education","url":"https://www.academia.edu/Documents/in/Lifelong_learning_and_adult_education?f_ri=20155"},{"id":205142,"name":"Adult Learning Styles","url":"https://www.academia.edu/Documents/in/Adult_Learning_Styles?f_ri=20155"},{"id":228182,"name":"Learning Strategies","url":"https://www.academia.edu/Documents/in/Learning_Strategies-1?f_ri=20155"},{"id":1019468,"name":"Teaching and Learning In Adult and Higher Education","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning_In_Adult_and_Higher_Education?f_ri=20155"},{"id":1019469,"name":"Social Justice Issues In Adult and Higher Education","url":"https://www.academia.edu/Documents/in/Social_Justice_Issues_In_Adult_and_Higher_Education?f_ri=20155"},{"id":3341297,"name":"Historical Overview","url":"https://www.academia.edu/Documents/in/Historical_Overview?f_ri=20155"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_7535440" data-work_id="7535440" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/7535440/IMPACTS_OF_LEARNING_STYLES_AND_COMPUTER_SKILLS_ON_ADULT_STUDENTS_LEARNING_ONLINE">IMPACTS OF LEARNING STYLES AND COMPUTER SKILLS ON ADULT STUDENTS' LEARNING ONLINE</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This study investigated the influences of learning styles/preferences, prior computer skills and experience with online courses on adult learners' knowledge acquisition in a web-based special education course. Forty-six adult learners who... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_7535440" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This study investigated the influences of learning styles/preferences, prior computer skills and experience with online courses on adult learners' knowledge acquisition in a web-based special education course. Forty-six adult learners who enrolled in a web-based special education course participated in the study. The results of the study showed that (a) learning styles/preferences had significant effects on adult students' knowledge acquisition, and (b) there is a moderate positive correlation between computer skills and students' success. Data analysis also showed that there is no relationship between prior experiences with online courses and success in a web-based course.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/7535440" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="f2b80f684b9ee1db7f12a181ee23b1be" rel="nofollow" data-download="{"attachment_id":34100521,"asset_id":7535440,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/34100521/download_file?st=MTczNjQwNjQ3MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="13514166" href="https://independent.academia.edu/spacecompedu">space compedu</a><script data-card-contents-for-user="13514166" type="text/json">{"id":13514166,"first_name":"space","last_name":"compedu","domain_name":"independent","page_name":"spacecompedu","display_name":"space compedu","profile_url":"https://independent.academia.edu/spacecompedu?f_ri=20155","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_7535440 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="7535440"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 7535440, container: ".js-paper-rank-work_7535440", }); });</script></li><li class="js-percentile-work_7535440 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 7535440; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_7535440"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_7535440 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="7535440"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 7535440; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=7535440]").text(description); $(".js-view-count-work_7535440").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_7535440").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="7535440"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">7</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1000" href="https://www.academia.edu/Documents/in/Instructional_Design">Instructional Design</a>, <script data-card-contents-for-ri="1000" type="text/json">{"id":1000,"name":"Instructional Design","url":"https://www.academia.edu/Documents/in/Instructional_Design?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1003" href="https://www.academia.edu/Documents/in/Educational_Technology">Educational Technology</a>, <script data-card-contents-for-ri="1003" type="text/json">{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1695" href="https://www.academia.edu/Documents/in/Distance_Education">Distance Education</a>, <script data-card-contents-for-ri="1695" type="text/json">{"id":1695,"name":"Distance Education","url":"https://www.academia.edu/Documents/in/Distance_Education?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="7255" href="https://www.academia.edu/Documents/in/Learning_Styles">Learning Styles</a><script data-card-contents-for-ri="7255" type="text/json">{"id":7255,"name":"Learning Styles","url":"https://www.academia.edu/Documents/in/Learning_Styles?f_ri=20155","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=7535440]'), work: {"id":7535440,"title":"IMPACTS OF LEARNING STYLES AND COMPUTER SKILLS ON ADULT STUDENTS' LEARNING ONLINE","created_at":"2014-07-02T13:55:58.924-07:00","url":"https://www.academia.edu/7535440/IMPACTS_OF_LEARNING_STYLES_AND_COMPUTER_SKILLS_ON_ADULT_STUDENTS_LEARNING_ONLINE?f_ri=20155","dom_id":"work_7535440","summary":"This study investigated the influences of learning styles/preferences, prior computer skills and experience with online courses on adult learners' knowledge acquisition in a web-based special education course. Forty-six adult learners who enrolled in a web-based special education course participated in the study. The results of the study showed that (a) learning styles/preferences had significant effects on adult students' knowledge acquisition, and (b) there is a moderate positive correlation between computer skills and students' success. Data analysis also showed that there is no relationship between prior experiences with online courses and success in a web-based course.","downloadable_attachments":[{"id":34100521,"asset_id":7535440,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":13514166,"first_name":"space","last_name":"compedu","domain_name":"independent","page_name":"spacecompedu","display_name":"space compedu","profile_url":"https://independent.academia.edu/spacecompedu?f_ri=20155","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":1000,"name":"Instructional Design","url":"https://www.academia.edu/Documents/in/Instructional_Design?f_ri=20155","nofollow":false},{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=20155","nofollow":false},{"id":1695,"name":"Distance Education","url":"https://www.academia.edu/Documents/in/Distance_Education?f_ri=20155","nofollow":false},{"id":7255,"name":"Learning Styles","url":"https://www.academia.edu/Documents/in/Learning_Styles?f_ri=20155","nofollow":false},{"id":20155,"name":"Adult Learners","url":"https://www.academia.edu/Documents/in/Adult_Learners?f_ri=20155"},{"id":193072,"name":"Web-based learning","url":"https://www.academia.edu/Documents/in/Web-based_learning?f_ri=20155"},{"id":358983,"name":"COMPUTER SKILLS","url":"https://www.academia.edu/Documents/in/COMPUTER_SKILLS?f_ri=20155"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_3370269" data-work_id="3370269" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/3370269/Impacts_of_learning_styles_and_computer_skills_on_adult_students_learning_online">Impacts of learning styles and computer skills on adult students' learning online</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This study investigated the influences of learning styles/preferences, prior computer skills and experience with online courses on adult learners' knowledge acquisition in a web-based special education course. Forty-six adult learners who... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_3370269" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This study investigated the influences of learning styles/preferences, prior computer skills and experience with online courses on adult learners' knowledge acquisition in a web-based special education course. Forty-six adult learners who enrolled in a web-based special education course participated in the study. The results of the study showed that (a) learning styles/preferences had significant effects on adult students' knowledge acquisition, and (b) there is a moderate positive correlation between computer skills and students' success. Data analysis also showed that there is no relationship between prior experiences with online courses and success in a web-based course.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/3370269" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="6bd93ef8029d6c92093ef61eed32fc7c" rel="nofollow" data-download="{"attachment_id":31173095,"asset_id":3370269,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/31173095/download_file?st=MTczNjQwNjQ3MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="3913719" href="https://florida.academia.edu/SalihRakap">Salih Rakap</a><script data-card-contents-for-user="3913719" type="text/json">{"id":3913719,"first_name":"Salih","last_name":"Rakap","domain_name":"florida","page_name":"SalihRakap","display_name":"Salih Rakap","profile_url":"https://florida.academia.edu/SalihRakap?f_ri=20155","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_3370269 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="3370269"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 3370269, container: ".js-paper-rank-work_3370269", }); });</script></li><li class="js-percentile-work_3370269 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 3370269; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_3370269"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_3370269 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="3370269"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 3370269; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=3370269]").text(description); $(".js-view-count-work_3370269").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_3370269").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="3370269"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">17</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="1000" href="https://www.academia.edu/Documents/in/Instructional_Design">Instructional Design</a>, <script data-card-contents-for-ri="1000" type="text/json">{"id":1000,"name":"Instructional Design","url":"https://www.academia.edu/Documents/in/Instructional_Design?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1003" href="https://www.academia.edu/Documents/in/Educational_Technology">Educational Technology</a>, <script data-card-contents-for-ri="1003" type="text/json">{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1062" href="https://www.academia.edu/Documents/in/Special_Education">Special Education</a>, <script data-card-contents-for-ri="1062" type="text/json">{"id":1062,"name":"Special Education","url":"https://www.academia.edu/Documents/in/Special_Education?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1695" href="https://www.academia.edu/Documents/in/Distance_Education">Distance Education</a><script data-card-contents-for-ri="1695" type="text/json">{"id":1695,"name":"Distance Education","url":"https://www.academia.edu/Documents/in/Distance_Education?f_ri=20155","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=3370269]'), work: {"id":3370269,"title":"Impacts of learning styles and computer skills on adult students' learning online","created_at":"2013-04-23T14:18:49.047-07:00","url":"https://www.academia.edu/3370269/Impacts_of_learning_styles_and_computer_skills_on_adult_students_learning_online?f_ri=20155","dom_id":"work_3370269","summary":"This study investigated the influences of learning styles/preferences, prior computer skills and experience with online courses on adult learners' knowledge acquisition in a web-based special education course. Forty-six adult learners who enrolled in a web-based special education course participated in the study. The results of the study showed that (a) learning styles/preferences had significant effects on adult students' knowledge acquisition, and (b) there is a moderate positive correlation between computer skills and students' success. Data analysis also showed that there is no relationship between prior experiences with online courses and success in a web-based course.","downloadable_attachments":[{"id":31173095,"asset_id":3370269,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":3913719,"first_name":"Salih","last_name":"Rakap","domain_name":"florida","page_name":"SalihRakap","display_name":"Salih Rakap","profile_url":"https://florida.academia.edu/SalihRakap?f_ri=20155","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":1000,"name":"Instructional Design","url":"https://www.academia.edu/Documents/in/Instructional_Design?f_ri=20155","nofollow":false},{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=20155","nofollow":false},{"id":1062,"name":"Special Education","url":"https://www.academia.edu/Documents/in/Special_Education?f_ri=20155","nofollow":false},{"id":1695,"name":"Distance Education","url":"https://www.academia.edu/Documents/in/Distance_Education?f_ri=20155","nofollow":false},{"id":2249,"name":"Autism","url":"https://www.academia.edu/Documents/in/Autism?f_ri=20155"},{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=20155"},{"id":4205,"name":"Data Analysis","url":"https://www.academia.edu/Documents/in/Data_Analysis?f_ri=20155"},{"id":7255,"name":"Learning Styles","url":"https://www.academia.edu/Documents/in/Learning_Styles?f_ri=20155"},{"id":8876,"name":"Computer Literacy","url":"https://www.academia.edu/Documents/in/Computer_Literacy?f_ri=20155"},{"id":8910,"name":"Evaluation","url":"https://www.academia.edu/Documents/in/Evaluation?f_ri=20155"},{"id":20155,"name":"Adult Learners","url":"https://www.academia.edu/Documents/in/Adult_Learners?f_ri=20155"},{"id":28076,"name":"Cognitive Style","url":"https://www.academia.edu/Documents/in/Cognitive_Style?f_ri=20155"},{"id":45924,"name":"Web Based Learning","url":"https://www.academia.edu/Documents/in/Web_Based_Learning?f_ri=20155"},{"id":50574,"name":"Experiential Learning","url":"https://www.academia.edu/Documents/in/Experiential_Learning?f_ri=20155"},{"id":81504,"name":"Correlation","url":"https://www.academia.edu/Documents/in/Correlation?f_ri=20155"},{"id":104446,"name":"Academic achievement","url":"https://www.academia.edu/Documents/in/Academic_achievement?f_ri=20155"},{"id":358983,"name":"COMPUTER SKILLS","url":"https://www.academia.edu/Documents/in/COMPUTER_SKILLS?f_ri=20155"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_49084739" data-work_id="49084739" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/49084739/Why_Are_Arabic_Adult_Learners_in_Kuwait_Afraid_of_Making_Mistakes_in_Their_English_Classroom">Why Are Arabic Adult Learners in Kuwait Afraid of Making Mistakes in Their English Classroom?</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The English language is a second language in Kuwait, and English has been added to the school curriculum with the aim that when students graduate, they will be bilingual in Arabic and English. However, although Arabic adult learners... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_49084739" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The English language is a second language in Kuwait, and English has been added to the school curriculum with the aim that when students graduate, they will be bilingual in Arabic and English. However, although Arabic adult learners graduate to be fluent in their first language, they struggle in English. This paradox led us to consider specific factors that may inhibit Arabic adult learners from becoming proficient in English when they graduate from high school. One such factor is an unwillingness to speak English in the classroom. The focus of this study, therefore, is to investigate fear of making mistakes as one of factors underlying this unwillingness. Since the study was created during the pandemic, classes in Kuwait, at the time, were taught online only. A questionnaire was given to 210 female Arabic native speakers taking the English foundation course at the College of Basic Education at the Public Authority for Applied Education and Training. The questionnaire focused on factors that might induce a fear of making mistakes when speaking English in the classroom. The results of the study indicated that the most significant factor in this regard was students' previous experience with English teachers who ridiculed them when they made mistakes in their classes. The findings suggest that when teachers do</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/49084739" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="c55d1cc36178cb3e09dd6ecb7355a1dc" rel="nofollow" data-download="{"attachment_id":67480451,"asset_id":49084739,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/67480451/download_file?st=MTczNjQwNjQ3MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="33384065" href="https://euinstitute.academia.edu/EuropeanScientificJournalESJ">European Scientific Journal ESJ</a><script data-card-contents-for-user="33384065" type="text/json">{"id":33384065,"first_name":"European Scientific Journal","last_name":"ESJ","domain_name":"euinstitute","page_name":"EuropeanScientificJournalESJ","display_name":"European Scientific Journal ESJ","profile_url":"https://euinstitute.academia.edu/EuropeanScientificJournalESJ?f_ri=20155","photo":"https://0.academia-photos.com/33384065/9874609/148656532/s65_european_scientific_journal.esj.jpeg"}</script></span></span></li><li class="js-paper-rank-work_49084739 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="49084739"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 49084739, container: ".js-paper-rank-work_49084739", }); });</script></li><li class="js-percentile-work_49084739 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 49084739; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_49084739"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_49084739 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="49084739"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 49084739; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=49084739]").text(description); $(".js-view-count-work_49084739").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_49084739").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="49084739"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="3979" href="https://www.academia.edu/Documents/in/English_language">English language</a>, <script data-card-contents-for-ri="3979" type="text/json">{"id":3979,"name":"English language","url":"https://www.academia.edu/Documents/in/English_language?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="20155" href="https://www.academia.edu/Documents/in/Adult_Learners">Adult Learners</a>, <script data-card-contents-for-ri="20155" type="text/json">{"id":20155,"name":"Adult Learners","url":"https://www.academia.edu/Documents/in/Adult_Learners?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="52209" href="https://www.academia.edu/Documents/in/Kuwait">Kuwait</a><script data-card-contents-for-ri="52209" type="text/json">{"id":52209,"name":"Kuwait","url":"https://www.academia.edu/Documents/in/Kuwait?f_ri=20155","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=49084739]'), work: {"id":49084739,"title":"Why Are Arabic Adult Learners in Kuwait Afraid of Making Mistakes in Their English Classroom?","created_at":"2021-06-01T02:57:56.837-07:00","url":"https://www.academia.edu/49084739/Why_Are_Arabic_Adult_Learners_in_Kuwait_Afraid_of_Making_Mistakes_in_Their_English_Classroom?f_ri=20155","dom_id":"work_49084739","summary":"The English language is a second language in Kuwait, and English has been added to the school curriculum with the aim that when students graduate, they will be bilingual in Arabic and English. However, although Arabic adult learners graduate to be fluent in their first language, they struggle in English. This paradox led us to consider specific factors that may inhibit Arabic adult learners from becoming proficient in English when they graduate from high school. One such factor is an unwillingness to speak English in the classroom. The focus of this study, therefore, is to investigate fear of making mistakes as one of factors underlying this unwillingness. Since the study was created during the pandemic, classes in Kuwait, at the time, were taught online only. A questionnaire was given to 210 female Arabic native speakers taking the English foundation course at the College of Basic Education at the Public Authority for Applied Education and Training. The questionnaire focused on factors that might induce a fear of making mistakes when speaking English in the classroom. The results of the study indicated that the most significant factor in this regard was students' previous experience with English teachers who ridiculed them when they made mistakes in their classes. The findings suggest that when teachers do","downloadable_attachments":[{"id":67480451,"asset_id":49084739,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":33384065,"first_name":"European Scientific Journal","last_name":"ESJ","domain_name":"euinstitute","page_name":"EuropeanScientificJournalESJ","display_name":"European Scientific Journal ESJ","profile_url":"https://euinstitute.academia.edu/EuropeanScientificJournalESJ?f_ri=20155","photo":"https://0.academia-photos.com/33384065/9874609/148656532/s65_european_scientific_journal.esj.jpeg"}],"research_interests":[{"id":3979,"name":"English language","url":"https://www.academia.edu/Documents/in/English_language?f_ri=20155","nofollow":false},{"id":20155,"name":"Adult Learners","url":"https://www.academia.edu/Documents/in/Adult_Learners?f_ri=20155","nofollow":false},{"id":52209,"name":"Kuwait","url":"https://www.academia.edu/Documents/in/Kuwait?f_ri=20155","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_38677243 coauthored" data-work_id="38677243" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/38677243/Why_arent_they_attending_class_like_they_are_supposed_to_A_review_into_students_perception_of_the_value_of_class_attendance">Why aren't they attending class like they are supposed to? A review into students' perception of the value of class attendance</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Enabling courses are designed to assist with the upskilling of non-traditional students in order to make the transition to university more seamless. Enabling educators understand that the cohort who enter via the enabling pathway are... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_38677243" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Enabling courses are designed to assist with the upskilling of non-traditional students in order to make the transition to university more seamless. Enabling educators understand that the cohort who enter via the enabling pathway are unique and require holistic support as the students develop their academic skills and their self-efficacy. Class attendance has long been regarded as a vital component of a quality education, but with the accessibility of online material and the ever-increasing opportunities to study online, the viability and value of face-to-face classes is being challenged. This paper reports the findings of a research project that sought to better understand enabling students' conceptions of the benefits of attending face-to-face, on-campus classes and the factors that influence their choices to attend. The project investigated the link between attendance, academic achievement and retention and aimed to identify a more effective alignment between the conception of expectations and the provision of a quality learning experience.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/38677243" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="1a6ce1af6e814fc26cacfebe14b6e063" rel="nofollow" data-download="{"attachment_id":58758113,"asset_id":38677243,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/58758113/download_file?st=MTczNjQwNjQ3MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="17219395" href="https://cqu.academia.edu/TrixieJames">Trixie James</a><script data-card-contents-for-user="17219395" type="text/json">{"id":17219395,"first_name":"Trixie","last_name":"James","domain_name":"cqu","page_name":"TrixieJames","display_name":"Trixie James","profile_url":"https://cqu.academia.edu/TrixieJames?f_ri=20155","photo":"https://0.academia-photos.com/17219395/10981617/149275118/s65_trixie.james.png"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-38677243">+1</span><div class="hidden js-additional-users-38677243"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/KSeary">Karen Seary</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-38677243'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-38677243').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_38677243 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="38677243"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 38677243, container: ".js-paper-rank-work_38677243", }); });</script></li><li class="js-percentile-work_38677243 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 38677243; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_38677243"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_38677243 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="38677243"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 38677243; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=38677243]").text(description); $(".js-view-count-work_38677243").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_38677243").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="38677243"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">9</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1590" href="https://www.academia.edu/Documents/in/Adult_Education">Adult Education</a>, <script data-card-contents-for-ri="1590" type="text/json">{"id":1590,"name":"Adult Education","url":"https://www.academia.edu/Documents/in/Adult_Education?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2621" href="https://www.academia.edu/Documents/in/Higher_Education">Higher Education</a>, <script data-card-contents-for-ri="2621" type="text/json">{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2812" href="https://www.academia.edu/Documents/in/Open_Access">Open Access</a>, <script data-card-contents-for-ri="2812" type="text/json">{"id":2812,"name":"Open Access","url":"https://www.academia.edu/Documents/in/Open_Access?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="17951" href="https://www.academia.edu/Documents/in/Learning_And_Teaching_In_Higher_Education">Learning And Teaching In Higher Education</a><script data-card-contents-for-ri="17951" type="text/json">{"id":17951,"name":"Learning And Teaching In Higher Education","url":"https://www.academia.edu/Documents/in/Learning_And_Teaching_In_Higher_Education?f_ri=20155","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=38677243]'), work: {"id":38677243,"title":"Why aren't they attending class like they are supposed to? A review into students' perception of the value of class attendance","created_at":"2019-03-31T16:39:35.496-07:00","url":"https://www.academia.edu/38677243/Why_arent_they_attending_class_like_they_are_supposed_to_A_review_into_students_perception_of_the_value_of_class_attendance?f_ri=20155","dom_id":"work_38677243","summary":"Enabling courses are designed to assist with the upskilling of non-traditional students in order to make the transition to university more seamless. Enabling educators understand that the cohort who enter via the enabling pathway are unique and require holistic support as the students develop their academic skills and their self-efficacy. Class attendance has long been regarded as a vital component of a quality education, but with the accessibility of online material and the ever-increasing opportunities to study online, the viability and value of face-to-face classes is being challenged. This paper reports the findings of a research project that sought to better understand enabling students' conceptions of the benefits of attending face-to-face, on-campus classes and the factors that influence their choices to attend. The project investigated the link between attendance, academic achievement and retention and aimed to identify a more effective alignment between the conception of expectations and the provision of a quality learning experience.","downloadable_attachments":[{"id":58758113,"asset_id":38677243,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":17219395,"first_name":"Trixie","last_name":"James","domain_name":"cqu","page_name":"TrixieJames","display_name":"Trixie James","profile_url":"https://cqu.academia.edu/TrixieJames?f_ri=20155","photo":"https://0.academia-photos.com/17219395/10981617/149275118/s65_trixie.james.png"},{"id":42635269,"first_name":"Karen","last_name":"Seary","domain_name":"independent","page_name":"KSeary","display_name":"Karen Seary","profile_url":"https://independent.academia.edu/KSeary?f_ri=20155","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":1590,"name":"Adult Education","url":"https://www.academia.edu/Documents/in/Adult_Education?f_ri=20155","nofollow":false},{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=20155","nofollow":false},{"id":2812,"name":"Open Access","url":"https://www.academia.edu/Documents/in/Open_Access?f_ri=20155","nofollow":false},{"id":17951,"name":"Learning And Teaching In Higher Education","url":"https://www.academia.edu/Documents/in/Learning_And_Teaching_In_Higher_Education?f_ri=20155","nofollow":false},{"id":20155,"name":"Adult Learners","url":"https://www.academia.edu/Documents/in/Adult_Learners?f_ri=20155"},{"id":23507,"name":"Adult learning","url":"https://www.academia.edu/Documents/in/Adult_learning?f_ri=20155"},{"id":81405,"name":"Student retention","url":"https://www.academia.edu/Documents/in/Student_retention?f_ri=20155"},{"id":164745,"name":"Attrition","url":"https://www.academia.edu/Documents/in/Attrition?f_ri=20155"},{"id":1019468,"name":"Teaching and Learning In Adult and Higher Education","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning_In_Adult_and_Higher_Education?f_ri=20155"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_28117018" data-work_id="28117018" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/28117018/Error_Treatment_in_Teaching_English_to_EFL_Adult_Learners_A_Study_in_Current_English_Language_Teaching_Practices_in_Native_Non_Native_Divide_Context_in_Saudi_Arabia">Error Treatment in Teaching English to EFL Adult Learners: A Study in Current English Language Teaching Practices in Native/Non-Native Divide Context in Saudi Arabia</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The purpose of this article is to investigate EFL teachers' (native and non-native) practices regarding error treatment in teaching English to adult learners in Saudi Arabia. It determines the advantages of current teaching practices in... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_28117018" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The purpose of this article is to investigate EFL teachers' (native and non-native) practices regarding error treatment in teaching English to adult learners in Saudi Arabia. It determines the advantages of current teaching practices in native/non-native divide paradigm, and finds out what care and cautions need to be taken while correcting the errors committed by EFL learners to obtain the desired results. Data were collected by the administering a five-point Likert-scale survey to 50 EFL teachers, 25 natives and 25 non-natives. T-tests for the independence or association between the attributes were run using SPSS version 14. Both qualitative and quantitative research tools were administered to get the relevant data. The qualitative tool of interviews was used and ten teachers (five natives and five non-natives) were interviewed to serve the research purpose. The qualitative and quantitative data was included to complement each other and validate the research at the same time. The results confirmed that all the EFL teachers in Saudi Arabia, regardless of whether they were natives or non-natives, were generally more severe about errors by students. The results of the study also revealed that although teachers believed that students were prone to commit errors, they asserted that students' written errors must be immediately corrected and comments must be given. However, they were in favor of not only peer feedback but also believed that grammatical errors in oral communication should not always be corrected. The results of the t-test revealed that there were no statistically significant differences in the approach to grammar errors between the native and non-native EFL teachers in Saudi Arabia. This paper intends to pave the way to create self-awareness among EFL teachers in Saudi Arabia to analyze their teaching practices while addressing the learners' errors and bring an improvement in this regard.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/28117018" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="8174c7fc8e3091cbb7dc92815c4fb0d5" rel="nofollow" data-download="{"attachment_id":48432738,"asset_id":28117018,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/48432738/download_file?st=MTczNjQwNjQ3MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="3856896" href="https://gcwus.academia.edu/DrMuhammadSabboorHussain">Dr. Muhammad Sabboor Hussain</a><script data-card-contents-for-user="3856896" type="text/json">{"id":3856896,"first_name":"Dr. Muhammad Sabboor","last_name":"Hussain","domain_name":"gcwus","page_name":"DrMuhammadSabboorHussain","display_name":"Dr. Muhammad Sabboor Hussain","profile_url":"https://gcwus.academia.edu/DrMuhammadSabboorHussain?f_ri=20155","photo":"https://0.academia-photos.com/3856896/1416904/1738760/s65_muhammad_saboor.hussain.jpg"}</script></span></span></li><li class="js-paper-rank-work_28117018 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="28117018"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 28117018, container: ".js-paper-rank-work_28117018", }); });</script></li><li class="js-percentile-work_28117018 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 28117018; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_28117018"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_28117018 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="28117018"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 28117018; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=28117018]").text(description); $(".js-view-count-work_28117018").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_28117018").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="28117018"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="20155" href="https://www.academia.edu/Documents/in/Adult_Learners">Adult Learners</a>, <script data-card-contents-for-ri="20155" type="text/json">{"id":20155,"name":"Adult Learners","url":"https://www.academia.edu/Documents/in/Adult_Learners?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1455732" href="https://www.academia.edu/Documents/in/EFL_context">EFL context</a>, <script data-card-contents-for-ri="1455732" type="text/json">{"id":1455732,"name":"EFL context","url":"https://www.academia.edu/Documents/in/EFL_context?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2498589" href="https://www.academia.edu/Documents/in/error_treatment">error treatment</a><script data-card-contents-for-ri="2498589" type="text/json">{"id":2498589,"name":"error treatment","url":"https://www.academia.edu/Documents/in/error_treatment?f_ri=20155","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=28117018]'), work: {"id":28117018,"title":"Error Treatment in Teaching English to EFL Adult Learners: A Study in Current English Language Teaching Practices in Native/Non-Native Divide Context in Saudi Arabia","created_at":"2016-08-30T02:22:52.598-07:00","url":"https://www.academia.edu/28117018/Error_Treatment_in_Teaching_English_to_EFL_Adult_Learners_A_Study_in_Current_English_Language_Teaching_Practices_in_Native_Non_Native_Divide_Context_in_Saudi_Arabia?f_ri=20155","dom_id":"work_28117018","summary":"The purpose of this article is to investigate EFL teachers' (native and non-native) practices regarding error treatment in teaching English to adult learners in Saudi Arabia. It determines the advantages of current teaching practices in native/non-native divide paradigm, and finds out what care and cautions need to be taken while correcting the errors committed by EFL learners to obtain the desired results. Data were collected by the administering a five-point Likert-scale survey to 50 EFL teachers, 25 natives and 25 non-natives. T-tests for the independence or association between the attributes were run using SPSS version 14. Both qualitative and quantitative research tools were administered to get the relevant data. The qualitative tool of interviews was used and ten teachers (five natives and five non-natives) were interviewed to serve the research purpose. The qualitative and quantitative data was included to complement each other and validate the research at the same time. The results confirmed that all the EFL teachers in Saudi Arabia, regardless of whether they were natives or non-natives, were generally more severe about errors by students. The results of the study also revealed that although teachers believed that students were prone to commit errors, they asserted that students' written errors must be immediately corrected and comments must be given. However, they were in favor of not only peer feedback but also believed that grammatical errors in oral communication should not always be corrected. The results of the t-test revealed that there were no statistically significant differences in the approach to grammar errors between the native and non-native EFL teachers in Saudi Arabia. This paper intends to pave the way to create self-awareness among EFL teachers in Saudi Arabia to analyze their teaching practices while addressing the learners' errors and bring an improvement in this regard.","downloadable_attachments":[{"id":48432738,"asset_id":28117018,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":3856896,"first_name":"Dr. Muhammad Sabboor","last_name":"Hussain","domain_name":"gcwus","page_name":"DrMuhammadSabboorHussain","display_name":"Dr. Muhammad Sabboor Hussain","profile_url":"https://gcwus.academia.edu/DrMuhammadSabboorHussain?f_ri=20155","photo":"https://0.academia-photos.com/3856896/1416904/1738760/s65_muhammad_saboor.hussain.jpg"}],"research_interests":[{"id":20155,"name":"Adult Learners","url":"https://www.academia.edu/Documents/in/Adult_Learners?f_ri=20155","nofollow":false},{"id":1455732,"name":"EFL context","url":"https://www.academia.edu/Documents/in/EFL_context?f_ri=20155","nofollow":false},{"id":2498589,"name":"error treatment","url":"https://www.academia.edu/Documents/in/error_treatment?f_ri=20155","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_23969183" data-work_id="23969183" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/23969183/Adult_Learner_Student_Engagement">Adult Learner Student Engagement</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">The purpose of this study is to gain a deeper understanding of the engagement needs of adult learners on college campuses.</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/23969183" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="8110ef6a62ecca156151491edc9e892d" rel="nofollow" data-download="{"attachment_id":44358840,"asset_id":23969183,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/44358840/download_file?st=MTczNjQwNjQ3MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="45736036" href="https://asu.academia.edu/JennaLowder">Jenna Lowder</a><script data-card-contents-for-user="45736036" type="text/json">{"id":45736036,"first_name":"Jenna","last_name":"Lowder","domain_name":"asu","page_name":"JennaLowder","display_name":"Jenna Lowder","profile_url":"https://asu.academia.edu/JennaLowder?f_ri=20155","photo":"https://0.academia-photos.com/45736036/12122714/13503053/s65_jenna.lowder.jpg"}</script></span></span></li><li class="js-paper-rank-work_23969183 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="23969183"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 23969183, container: ".js-paper-rank-work_23969183", }); });</script></li><li class="js-percentile-work_23969183 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 23969183; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_23969183"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_23969183 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="23969183"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 23969183; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=23969183]").text(description); $(".js-view-count-work_23969183").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_23969183").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="23969183"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1590" href="https://www.academia.edu/Documents/in/Adult_Education">Adult Education</a>, <script data-card-contents-for-ri="1590" type="text/json">{"id":1590,"name":"Adult Education","url":"https://www.academia.edu/Documents/in/Adult_Education?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="5588" href="https://www.academia.edu/Documents/in/Andragogy">Andragogy</a>, <script data-card-contents-for-ri="5588" type="text/json">{"id":5588,"name":"Andragogy","url":"https://www.academia.edu/Documents/in/Andragogy?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="7110" href="https://www.academia.edu/Documents/in/Student_Engagement">Student Engagement</a>, <script data-card-contents-for-ri="7110" type="text/json">{"id":7110,"name":"Student Engagement","url":"https://www.academia.edu/Documents/in/Student_Engagement?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="20155" href="https://www.academia.edu/Documents/in/Adult_Learners">Adult Learners</a><script data-card-contents-for-ri="20155" type="text/json">{"id":20155,"name":"Adult Learners","url":"https://www.academia.edu/Documents/in/Adult_Learners?f_ri=20155","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=23969183]'), work: {"id":23969183,"title":"Adult Learner Student Engagement","created_at":"2016-04-03T10:39:52.187-07:00","url":"https://www.academia.edu/23969183/Adult_Learner_Student_Engagement?f_ri=20155","dom_id":"work_23969183","summary":"The purpose of this study is to gain a deeper understanding of the engagement needs of adult learners on college campuses. ","downloadable_attachments":[{"id":44358840,"asset_id":23969183,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":45736036,"first_name":"Jenna","last_name":"Lowder","domain_name":"asu","page_name":"JennaLowder","display_name":"Jenna Lowder","profile_url":"https://asu.academia.edu/JennaLowder?f_ri=20155","photo":"https://0.academia-photos.com/45736036/12122714/13503053/s65_jenna.lowder.jpg"}],"research_interests":[{"id":1590,"name":"Adult Education","url":"https://www.academia.edu/Documents/in/Adult_Education?f_ri=20155","nofollow":false},{"id":5588,"name":"Andragogy","url":"https://www.academia.edu/Documents/in/Andragogy?f_ri=20155","nofollow":false},{"id":7110,"name":"Student Engagement","url":"https://www.academia.edu/Documents/in/Student_Engagement?f_ri=20155","nofollow":false},{"id":20155,"name":"Adult Learners","url":"https://www.academia.edu/Documents/in/Adult_Learners?f_ri=20155","nofollow":false},{"id":23507,"name":"Adult learning","url":"https://www.academia.edu/Documents/in/Adult_learning?f_ri=20155"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_8693806" data-work_id="8693806" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/8693806/Public_deliberation_as_a_teaching_andragogy_Implications_for_adult_student_learning_from_a_doctoral_higher_education_policy_course">Public deliberation as a teaching andragogy: Implications for adult student learning from a doctoral higher education policy course</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Public deliberation provides an inclusive and robust mechanism for making shared decisions in community and political settings; however, its application to teaching and learning remains underutilized . This manuscript reports on a case... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_8693806" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Public deliberation provides an inclusive and robust mechanism for making shared decisions in community and political settings; however, its application to teaching and learning remains underutilized . This manuscript reports on a case study of the use of public deliberation as a teaching andragogy in a doctoral-level course in higher education policy, which showed that public deliberation creates greater ownership of the course, fosters critical thinking and student agency, and implicates taking action. 96 clear answers or technical solutions; rather, they require thinking about issues in complex ways and broad-based action.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/8693806" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="dde87df0f965612870594d40ce3b5694" rel="nofollow" data-download="{"attachment_id":35047087,"asset_id":8693806,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/35047087/download_file?st=MTczNjQwNjQ3MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="18213147" href="https://cmich.academia.edu/EmmanuelAkanwa">Emmanuel Akanwa</a><script data-card-contents-for-user="18213147" type="text/json">{"id":18213147,"first_name":"Emmanuel","last_name":"Akanwa","domain_name":"cmich","page_name":"EmmanuelAkanwa","display_name":"Emmanuel Akanwa","profile_url":"https://cmich.academia.edu/EmmanuelAkanwa?f_ri=20155","photo":"https://0.academia-photos.com/18213147/5796521/68401486/s65_emmanuel.akanwa.jpg"}</script></span></span></li><li class="js-paper-rank-work_8693806 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="8693806"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 8693806, container: ".js-paper-rank-work_8693806", }); });</script></li><li class="js-percentile-work_8693806 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 8693806; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_8693806"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_8693806 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="8693806"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 8693806; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=8693806]").text(description); $(".js-view-count-work_8693806").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_8693806").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="8693806"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1590" href="https://www.academia.edu/Documents/in/Adult_Education">Adult Education</a>, <script data-card-contents-for-ri="1590" type="text/json">{"id":1590,"name":"Adult Education","url":"https://www.academia.edu/Documents/in/Adult_Education?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="5588" href="https://www.academia.edu/Documents/in/Andragogy">Andragogy</a>, <script data-card-contents-for-ri="5588" type="text/json">{"id":5588,"name":"Andragogy","url":"https://www.academia.edu/Documents/in/Andragogy?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="7338" href="https://www.academia.edu/Documents/in/Public_Deliberation">Public Deliberation</a>, <script data-card-contents-for-ri="7338" type="text/json">{"id":7338,"name":"Public Deliberation","url":"https://www.academia.edu/Documents/in/Public_Deliberation?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="20155" href="https://www.academia.edu/Documents/in/Adult_Learners">Adult Learners</a><script data-card-contents-for-ri="20155" type="text/json">{"id":20155,"name":"Adult Learners","url":"https://www.academia.edu/Documents/in/Adult_Learners?f_ri=20155","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=8693806]'), work: {"id":8693806,"title":"Public deliberation as a teaching andragogy: Implications for adult student learning from a doctoral higher education policy course","created_at":"2014-10-08T06:25:27.220-07:00","url":"https://www.academia.edu/8693806/Public_deliberation_as_a_teaching_andragogy_Implications_for_adult_student_learning_from_a_doctoral_higher_education_policy_course?f_ri=20155","dom_id":"work_8693806","summary":"Public deliberation provides an inclusive and robust mechanism for making shared decisions in community and political settings; however, its application to teaching and learning remains underutilized . This manuscript reports on a case study of the use of public deliberation as a teaching andragogy in a doctoral-level course in higher education policy, which showed that public deliberation creates greater ownership of the course, fosters critical thinking and student agency, and implicates taking action. 96 clear answers or technical solutions; rather, they require thinking about issues in complex ways and broad-based action.","downloadable_attachments":[{"id":35047087,"asset_id":8693806,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":18213147,"first_name":"Emmanuel","last_name":"Akanwa","domain_name":"cmich","page_name":"EmmanuelAkanwa","display_name":"Emmanuel Akanwa","profile_url":"https://cmich.academia.edu/EmmanuelAkanwa?f_ri=20155","photo":"https://0.academia-photos.com/18213147/5796521/68401486/s65_emmanuel.akanwa.jpg"}],"research_interests":[{"id":1590,"name":"Adult Education","url":"https://www.academia.edu/Documents/in/Adult_Education?f_ri=20155","nofollow":false},{"id":5588,"name":"Andragogy","url":"https://www.academia.edu/Documents/in/Andragogy?f_ri=20155","nofollow":false},{"id":7338,"name":"Public Deliberation","url":"https://www.academia.edu/Documents/in/Public_Deliberation?f_ri=20155","nofollow":false},{"id":20155,"name":"Adult Learners","url":"https://www.academia.edu/Documents/in/Adult_Learners?f_ri=20155","nofollow":false},{"id":25212,"name":"Higher Education Policy","url":"https://www.academia.edu/Documents/in/Higher_Education_Policy?f_ri=20155"},{"id":71027,"name":"Graduate Students","url":"https://www.academia.edu/Documents/in/Graduate_Students?f_ri=20155"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_48550064" data-work_id="48550064" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/48550064/Perceptions_of_Cell_Phone_Animations_as_an_Educational_Tool_A_Case_Study_in_Southeastern_Nigeria">Perceptions of Cell Phone Animations as an Educational Tool: A Case Study in Southeastern Nigeria</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This study was based on the use of scientific educational animations as a learning tool in three southeastern Nigerian villag es. This study was conducted to understand the reception of some specific educational animations that can be... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_48550064" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This study was based on the use of scientific educational animations as a learning tool in three southeastern Nigerian villag es. This study was conducted to understand the reception of some specific educational animations that can be watched on cell phones. We conducted a short survey regarding people's perceptions of these animat ions, clarity of the animat ions' messages, lessons lea rned based on remembering key elements from the animat ions and information usage. We also focused on other questions related to cell phones as a way of transmitting and deploying informat ion. Our study revealed that all of the participants liked the animatio ns and the vast majority of participants indicated that they could understand the basic content of the animations. Another a spect of the survey was the use of cell phones as a mode of co mmunication and transmission of educational materials. The majority of the respondents recognized that cell phones can be used as a logical technology for transmitting the animations but they also suggested, in terms of social pathways, that the animations could be deployed through farmer field schools, women associations, churches and youths. In the population surveyed, this study indicates that although cell phones are commun ication devices, th ere was a p ositive perception regarding their use as an educational tool, in trans mitting and sharing educational materials.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/48550064" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="4001029f40ce18c338e9840cce211b09" rel="nofollow" data-download="{"attachment_id":67144964,"asset_id":48550064,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/67144964/download_file?st=MTczNjQwNjQ3MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="190185834" href="https://independent.academia.edu/RNwakwasi">Rachel Nwakwasi</a><script data-card-contents-for-user="190185834" type="text/json">{"id":190185834,"first_name":"Rachel","last_name":"Nwakwasi","domain_name":"independent","page_name":"RNwakwasi","display_name":"Rachel Nwakwasi","profile_url":"https://independent.academia.edu/RNwakwasi?f_ri=20155","photo":"https://0.academia-photos.com/190185834/53353832/41479820/s65_rachel.nwakwasi.jpeg"}</script></span></span></li><li class="js-paper-rank-work_48550064 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="48550064"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 48550064, container: ".js-paper-rank-work_48550064", }); 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$(".js-view-count[data-work-id=48550064]").text(description); $(".js-view-count-work_48550064").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_48550064").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="48550064"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">20</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="1003" href="https://www.academia.edu/Documents/in/Educational_Technology">Educational Technology</a>, <script data-card-contents-for-ri="1003" type="text/json">{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1575" href="https://www.academia.edu/Documents/in/Animation">Animation</a>, <script data-card-contents-for-ri="1575" type="text/json">{"id":1575,"name":"Animation","url":"https://www.academia.edu/Documents/in/Animation?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1590" href="https://www.academia.edu/Documents/in/Adult_Education">Adult Education</a>, <script data-card-contents-for-ri="1590" type="text/json">{"id":1590,"name":"Adult Education","url":"https://www.academia.edu/Documents/in/Adult_Education?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2585" href="https://www.academia.edu/Documents/in/International_Development">International Development</a><script data-card-contents-for-ri="2585" type="text/json">{"id":2585,"name":"International Development","url":"https://www.academia.edu/Documents/in/International_Development?f_ri=20155","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=48550064]'), work: {"id":48550064,"title":"Perceptions of Cell Phone Animations as an Educational Tool: A Case Study in Southeastern Nigeria","created_at":"2021-05-04T22:57:48.176-07:00","url":"https://www.academia.edu/48550064/Perceptions_of_Cell_Phone_Animations_as_an_Educational_Tool_A_Case_Study_in_Southeastern_Nigeria?f_ri=20155","dom_id":"work_48550064","summary":"This study was based on the use of scientific educational animations as a learning tool in three southeastern Nigerian villag es. This study was conducted to understand the reception of some specific educational animations that can be watched on cell phones. We conducted a short survey regarding people's perceptions of these animat ions, clarity of the animat ions' messages, lessons lea rned based on remembering key elements from the animat ions and information usage. We also focused on other questions related to cell phones as a way of transmitting and deploying informat ion. Our study revealed that all of the participants liked the animatio ns and the vast majority of participants indicated that they could understand the basic content of the animations. Another a spect of the survey was the use of cell phones as a mode of co mmunication and transmission of educational materials. The majority of the respondents recognized that cell phones can be used as a logical technology for transmitting the animations but they also suggested, in terms of social pathways, that the animations could be deployed through farmer field schools, women associations, churches and youths. In the population surveyed, this study indicates that although cell phones are commun ication devices, th ere was a p ositive perception regarding their use as an educational tool, in trans mitting and sharing educational materials.","downloadable_attachments":[{"id":67144964,"asset_id":48550064,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":190185834,"first_name":"Rachel","last_name":"Nwakwasi","domain_name":"independent","page_name":"RNwakwasi","display_name":"Rachel Nwakwasi","profile_url":"https://independent.academia.edu/RNwakwasi?f_ri=20155","photo":"https://0.academia-photos.com/190185834/53353832/41479820/s65_rachel.nwakwasi.jpeg"}],"research_interests":[{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=20155","nofollow":false},{"id":1575,"name":"Animation","url":"https://www.academia.edu/Documents/in/Animation?f_ri=20155","nofollow":false},{"id":1590,"name":"Adult Education","url":"https://www.academia.edu/Documents/in/Adult_Education?f_ri=20155","nofollow":false},{"id":2585,"name":"International Development","url":"https://www.academia.edu/Documents/in/International_Development?f_ri=20155","nofollow":false},{"id":4394,"name":"ICT Educational design","url":"https://www.academia.edu/Documents/in/ICT_Educational_design?f_ri=20155"},{"id":4527,"name":"Africa","url":"https://www.academia.edu/Documents/in/Africa?f_ri=20155"},{"id":7585,"name":"ICT in Education","url":"https://www.academia.edu/Documents/in/ICT_in_Education?f_ri=20155"},{"id":7823,"name":"Malaria","url":"https://www.academia.edu/Documents/in/Malaria?f_ri=20155"},{"id":8202,"name":"Cell Phones","url":"https://www.academia.edu/Documents/in/Cell_Phones?f_ri=20155"},{"id":11584,"name":"ICT for Development","url":"https://www.academia.edu/Documents/in/ICT_for_Development?f_ri=20155"},{"id":20155,"name":"Adult Learners","url":"https://www.academia.edu/Documents/in/Adult_Learners?f_ri=20155"},{"id":23507,"name":"Adult learning","url":"https://www.academia.edu/Documents/in/Adult_learning?f_ri=20155"},{"id":48200,"name":"Digital Library","url":"https://www.academia.edu/Documents/in/Digital_Library?f_ri=20155"},{"id":115243,"name":"International Development Cooperation","url":"https://www.academia.edu/Documents/in/International_Development_Cooperation?f_ri=20155"},{"id":154993,"name":"International Aid and Development","url":"https://www.academia.edu/Documents/in/International_Aid_and_Development?f_ri=20155"},{"id":155123,"name":"Neem","url":"https://www.academia.edu/Documents/in/Neem?f_ri=20155"},{"id":168573,"name":"Lifelong learning and adult education","url":"https://www.academia.edu/Documents/in/Lifelong_learning_and_adult_education?f_ri=20155"},{"id":567149,"name":"Cellular Phones in Learning","url":"https://www.academia.edu/Documents/in/Cellular_Phones_in_Learning?f_ri=20155"},{"id":1215270,"name":"ICT In Teaching and Learning English Language","url":"https://www.academia.edu/Documents/in/ICT_In_Teaching_and_Learning_English_Language-1?f_ri=20155"},{"id":1774728,"name":"Agriculture in Nigeria","url":"https://www.academia.edu/Documents/in/Agriculture_in_Nigeria?f_ri=20155"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_41782412" data-work_id="41782412" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/41782412/Time_Time_Time_Perceptions_of_the_Causes_of_Mathematics_Anxiety_in_Highly_Maths_Anxious_Female_Adult_Learners">Time, Time, Time: Perceptions of the Causes of Mathematics Anxiety in Highly Maths Anxious Female Adult Learners</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Adult learners and female students report higher levels of mathematics anxiety than their peers, suggesting that female adult learners may be particularly vulnerable. This study used Bandura's triarchic reciprocal causality model as a... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_41782412" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Adult learners and female students report higher levels of mathematics anxiety than their peers, suggesting that female adult learners may be particularly vulnerable. This study used Bandura's triarchic reciprocal causality model as a foundation and interviewed five highly mathematics anxious female adult learners to understand their perceptions of the causes of their mathematics anxiety. Thematic interpretation revealed five themes from the interviews; time since last educational experience emerged as the strongest theme, with other personal and environmental factors also emerging. The findings support a social cognitive perspective of mathematics anxiety. Suggestions for pedagogical techniques with adult learners are included.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/41782412" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="dfd7448516344a7e1ba4190905b3bb8b" rel="nofollow" data-download="{"attachment_id":61936588,"asset_id":41782412,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/61936588/download_file?st=MTczNjQwNjQ3MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="28979571" href="https://unco.academia.edu/MollyJamesonCox">Molly Jameson</a><script data-card-contents-for-user="28979571" type="text/json">{"id":28979571,"first_name":"Molly","last_name":"Jameson","domain_name":"unco","page_name":"MollyJamesonCox","display_name":"Molly Jameson","profile_url":"https://unco.academia.edu/MollyJamesonCox?f_ri=20155","photo":"https://0.academia-photos.com/28979571/8247333/12440004/s65_molly.jameson_cox.jpg"}</script></span></span></li><li class="js-paper-rank-work_41782412 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="41782412"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 41782412, container: ".js-paper-rank-work_41782412", }); });</script></li><li class="js-percentile-work_41782412 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 41782412; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_41782412"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_41782412 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="41782412"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41782412; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=41782412]").text(description); $(".js-view-count-work_41782412").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_41782412").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="41782412"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="3136" href="https://www.academia.edu/Documents/in/Qualitative_methodology">Qualitative methodology</a>, <script data-card-contents-for-ri="3136" type="text/json">{"id":3136,"name":"Qualitative methodology","url":"https://www.academia.edu/Documents/in/Qualitative_methodology?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="20155" href="https://www.academia.edu/Documents/in/Adult_Learners">Adult Learners</a>, <script data-card-contents-for-ri="20155" type="text/json">{"id":20155,"name":"Adult Learners","url":"https://www.academia.edu/Documents/in/Adult_Learners?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1126433" href="https://www.academia.edu/Documents/in/Maths_Anxiety">Maths Anxiety</a><script data-card-contents-for-ri="1126433" type="text/json">{"id":1126433,"name":"Maths Anxiety","url":"https://www.academia.edu/Documents/in/Maths_Anxiety?f_ri=20155","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=41782412]'), work: {"id":41782412,"title":"Time, Time, Time: Perceptions of the Causes of Mathematics Anxiety in Highly Maths Anxious Female Adult Learners","created_at":"2020-01-29T22:20:38.666-08:00","url":"https://www.academia.edu/41782412/Time_Time_Time_Perceptions_of_the_Causes_of_Mathematics_Anxiety_in_Highly_Maths_Anxious_Female_Adult_Learners?f_ri=20155","dom_id":"work_41782412","summary":"Adult learners and female students report higher levels of mathematics anxiety than their peers, suggesting that female adult learners may be particularly vulnerable. This study used Bandura's triarchic reciprocal causality model as a foundation and interviewed five highly mathematics anxious female adult learners to understand their perceptions of the causes of their mathematics anxiety. Thematic interpretation revealed five themes from the interviews; time since last educational experience emerged as the strongest theme, with other personal and environmental factors also emerging. The findings support a social cognitive perspective of mathematics anxiety. Suggestions for pedagogical techniques with adult learners are included.","downloadable_attachments":[{"id":61936588,"asset_id":41782412,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":28979571,"first_name":"Molly","last_name":"Jameson","domain_name":"unco","page_name":"MollyJamesonCox","display_name":"Molly Jameson","profile_url":"https://unco.academia.edu/MollyJamesonCox?f_ri=20155","photo":"https://0.academia-photos.com/28979571/8247333/12440004/s65_molly.jameson_cox.jpg"}],"research_interests":[{"id":3136,"name":"Qualitative methodology","url":"https://www.academia.edu/Documents/in/Qualitative_methodology?f_ri=20155","nofollow":false},{"id":20155,"name":"Adult Learners","url":"https://www.academia.edu/Documents/in/Adult_Learners?f_ri=20155","nofollow":false},{"id":1126433,"name":"Maths Anxiety","url":"https://www.academia.edu/Documents/in/Maths_Anxiety?f_ri=20155","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_5251379" data-work_id="5251379" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/5251379/Workplace_Learners_Perceptions_Towards_a_Blended_Learning_Approach">Workplace Learners' Perceptions Towards a Blended Learning Approach</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The current paper presents the findings of a research study on learners' barriers and motivators engaged into blended programs in a workplace context. In this study, the participants were randomly assigned to one of four parallel... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_5251379" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The current paper presents the findings of a research study on learners' barriers and motivators engaged into blended programs in a workplace context. In this study, the participants were randomly assigned to one of four parallel e-learning courses, each of which was delivered using a different learning strategy. Data were collected through web-based and telephone surveys developed by the researchers. The results showed that vague instruction, time management, and insufficient feedback were the top-most barriers to blended learning. The major motivators for blended learning included content relevance, flexibility in time, and the ability to work at own pace.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/5251379" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="3f316b70ac0c2a241381cc1d5f8e30c3" rel="nofollow" data-download="{"attachment_id":32433174,"asset_id":5251379,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/32433174/download_file?st=MTczNjQwNjQ3Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="5081823" href="https://uoguelph.academia.edu/DennisYork">Dennis York</a><script data-card-contents-for-user="5081823" type="text/json">{"id":5081823,"first_name":"Dennis","last_name":"York","domain_name":"uoguelph","page_name":"DennisYork","display_name":"Dennis York","profile_url":"https://uoguelph.academia.edu/DennisYork?f_ri=20155","photo":"https://0.academia-photos.com/5081823/2219793/3128958/s65_dennis.york.png"}</script></span></span></li><li class="js-paper-rank-work_5251379 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="5251379"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 5251379, container: ".js-paper-rank-work_5251379", }); });</script></li><li class="js-percentile-work_5251379 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 5251379; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_5251379"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_5251379 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="5251379"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 5251379; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=5251379]").text(description); $(".js-view-count-work_5251379").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_5251379").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="5251379"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="20155" href="https://www.academia.edu/Documents/in/Adult_Learners">Adult Learners</a>, <script data-card-contents-for-ri="20155" type="text/json">{"id":20155,"name":"Adult Learners","url":"https://www.academia.edu/Documents/in/Adult_Learners?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="24832" href="https://www.academia.edu/Documents/in/Blended_Learning">Blended Learning</a>, <script data-card-contents-for-ri="24832" type="text/json">{"id":24832,"name":"Blended Learning","url":"https://www.academia.edu/Documents/in/Blended_Learning?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="46406" href="https://www.academia.edu/Documents/in/Motivation">Motivation</a>, <script data-card-contents-for-ri="46406" type="text/json">{"id":46406,"name":"Motivation","url":"https://www.academia.edu/Documents/in/Motivation?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="139544" href="https://www.academia.edu/Documents/in/Barriers">Barriers</a><script data-card-contents-for-ri="139544" type="text/json">{"id":139544,"name":"Barriers","url":"https://www.academia.edu/Documents/in/Barriers?f_ri=20155","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=5251379]'), work: {"id":5251379,"title":"Workplace Learners' Perceptions Towards a Blended Learning Approach","created_at":"2013-11-28T03:45:54.710-08:00","url":"https://www.academia.edu/5251379/Workplace_Learners_Perceptions_Towards_a_Blended_Learning_Approach?f_ri=20155","dom_id":"work_5251379","summary":"The current paper presents the findings of a research study on learners' barriers and motivators engaged into blended programs in a workplace context. In this study, the participants were randomly assigned to one of four parallel e-learning courses, each of which was delivered using a different learning strategy. Data were collected through web-based and telephone surveys developed by the researchers. The results showed that vague instruction, time management, and insufficient feedback were the top-most barriers to blended learning. The major motivators for blended learning included content relevance, flexibility in time, and the ability to work at own pace.","downloadable_attachments":[{"id":32433174,"asset_id":5251379,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":5081823,"first_name":"Dennis","last_name":"York","domain_name":"uoguelph","page_name":"DennisYork","display_name":"Dennis York","profile_url":"https://uoguelph.academia.edu/DennisYork?f_ri=20155","photo":"https://0.academia-photos.com/5081823/2219793/3128958/s65_dennis.york.png"}],"research_interests":[{"id":20155,"name":"Adult Learners","url":"https://www.academia.edu/Documents/in/Adult_Learners?f_ri=20155","nofollow":false},{"id":24832,"name":"Blended Learning","url":"https://www.academia.edu/Documents/in/Blended_Learning?f_ri=20155","nofollow":false},{"id":46406,"name":"Motivation","url":"https://www.academia.edu/Documents/in/Motivation?f_ri=20155","nofollow":false},{"id":139544,"name":"Barriers","url":"https://www.academia.edu/Documents/in/Barriers?f_ri=20155","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_29499197" data-work_id="29499197" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/29499197/Motivational_Profiles_of_Adult_Learners_in_Online_and_Blended_Learning">Motivational Profiles of Adult Learners in Online and Blended Learning</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Having the necessary skills to succeed in an educational program does not ensure that learners will achieve positive outcomes. Learners also need the motivation to learn in order to use their skills and engage in the learning process.... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_29499197" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Having the necessary skills to succeed in an educational program does not ensure that learners will achieve positive outcomes. Learners also need the motivation to learn in order to use their skills and engage in the learning process. This is especially true in online and blended learning (OBL) environments, which offer learners flexibility and autonomy to shape their own learning process. Since adult education in general and particularly OBL in adult education attracts a heterogeneous group of people, there is diversity amongst adult learners with regard to their motivation to learn and their reasons for choosing OBL. The purpose of this study is to examine whether motivational profiles exist amongst learners in the specific context of OBL in adult education. To achieve this objective, we conducted a survey with 180 learners in adult education. We administered the academic motivation scale questionnaire (AMS; Vallerand et al, 1992), targeting learners enrolled in an OBL program in adult education. Finally, we have performed cluster analysis of the participant scores taken from the survey. Our results indicate the presence of three motivational profiles amongst adult learners. These motivational profiles may be viewed as contributing to our understanding of how individuals participating in OBL in adult education are or are not motivated to learn. This information can be used by institutions and teachers to develop their educational curriculum to match the profiles of their learners and to take into consideration of their learners' motivation. In turn, researchers can use the results as a starting point for further research into the relationship between motivational profiles and learning outcomes. In this way, deeper understanding can be made acquired into how motivation enhances intent-to-persist and success in OBL.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/29499197" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="ee8dd5df11087fb673e7ef27b2206f2b" rel="nofollow" data-download="{"attachment_id":49937975,"asset_id":29499197,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/49937975/download_file?st=MTczNjQwNjQ3Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="23595011" href="https://independent.academia.edu/SilkeVanslambrouck">Silke Vanslambrouck</a><script data-card-contents-for-user="23595011" type="text/json">{"id":23595011,"first_name":"Silke","last_name":"Vanslambrouck","domain_name":"independent","page_name":"SilkeVanslambrouck","display_name":"Silke Vanslambrouck","profile_url":"https://independent.academia.edu/SilkeVanslambrouck?f_ri=20155","photo":"https://0.academia-photos.com/23595011/6637535/7501437/s65_silke.vanslambrouck.jpg_oh_6709be10e5479b3a09c3df7c6254f5c8_oe_556c6c86___gda___1429141843_d3456054bb8280f7e5b12fe2311bf600"}</script></span></span></li><li class="js-paper-rank-work_29499197 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="29499197"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 29499197, container: ".js-paper-rank-work_29499197", }); });</script></li><li class="js-percentile-work_29499197 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 29499197; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_29499197"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_29499197 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="29499197"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 29499197; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=29499197]").text(description); $(".js-view-count-work_29499197").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_29499197").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="29499197"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="4433" href="https://www.academia.edu/Documents/in/Self-Determination_Theory">Self-Determination Theory</a>, <script data-card-contents-for-ri="4433" type="text/json">{"id":4433,"name":"Self-Determination Theory","url":"https://www.academia.edu/Documents/in/Self-Determination_Theory?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="20155" href="https://www.academia.edu/Documents/in/Adult_Learners">Adult Learners</a>, <script data-card-contents-for-ri="20155" type="text/json">{"id":20155,"name":"Adult Learners","url":"https://www.academia.edu/Documents/in/Adult_Learners?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="401463" href="https://www.academia.edu/Documents/in/Blended_and_Online_Learning">Blended and Online Learning</a>, <script data-card-contents-for-ri="401463" type="text/json">{"id":401463,"name":"Blended and Online Learning","url":"https://www.academia.edu/Documents/in/Blended_and_Online_Learning?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="631558" href="https://www.academia.edu/Documents/in/Adult_Learner_Motivation">Adult Learner Motivation</a><script data-card-contents-for-ri="631558" type="text/json">{"id":631558,"name":"Adult Learner Motivation","url":"https://www.academia.edu/Documents/in/Adult_Learner_Motivation?f_ri=20155","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=29499197]'), work: {"id":29499197,"title":"Motivational Profiles of Adult Learners in Online and Blended Learning","created_at":"2016-10-28T06:02:58.492-07:00","url":"https://www.academia.edu/29499197/Motivational_Profiles_of_Adult_Learners_in_Online_and_Blended_Learning?f_ri=20155","dom_id":"work_29499197","summary":"Having the necessary skills to succeed in an educational program does not ensure that learners will achieve positive outcomes. Learners also need the motivation to learn in order to use their skills and engage in the learning process. This is especially true in online and blended learning (OBL) environments, which offer learners flexibility and autonomy to shape their own learning process. Since adult education in general and particularly OBL in adult education attracts a heterogeneous group of people, there is diversity amongst adult learners with regard to their motivation to learn and their reasons for choosing OBL. The purpose of this study is to examine whether motivational profiles exist amongst learners in the specific context of OBL in adult education. To achieve this objective, we conducted a survey with 180 learners in adult education. We administered the academic motivation scale questionnaire (AMS; Vallerand et al, 1992), targeting learners enrolled in an OBL program in adult education. Finally, we have performed cluster analysis of the participant scores taken from the survey. Our results indicate the presence of three motivational profiles amongst adult learners. These motivational profiles may be viewed as contributing to our understanding of how individuals participating in OBL in adult education are or are not motivated to learn. This information can be used by institutions and teachers to develop their educational curriculum to match the profiles of their learners and to take into consideration of their learners' motivation. In turn, researchers can use the results as a starting point for further research into the relationship between motivational profiles and learning outcomes. In this way, deeper understanding can be made acquired into how motivation enhances intent-to-persist and success in OBL.","downloadable_attachments":[{"id":49937975,"asset_id":29499197,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":23595011,"first_name":"Silke","last_name":"Vanslambrouck","domain_name":"independent","page_name":"SilkeVanslambrouck","display_name":"Silke Vanslambrouck","profile_url":"https://independent.academia.edu/SilkeVanslambrouck?f_ri=20155","photo":"https://0.academia-photos.com/23595011/6637535/7501437/s65_silke.vanslambrouck.jpg_oh_6709be10e5479b3a09c3df7c6254f5c8_oe_556c6c86___gda___1429141843_d3456054bb8280f7e5b12fe2311bf600"}],"research_interests":[{"id":4433,"name":"Self-Determination Theory","url":"https://www.academia.edu/Documents/in/Self-Determination_Theory?f_ri=20155","nofollow":false},{"id":20155,"name":"Adult Learners","url":"https://www.academia.edu/Documents/in/Adult_Learners?f_ri=20155","nofollow":false},{"id":401463,"name":"Blended and Online Learning","url":"https://www.academia.edu/Documents/in/Blended_and_Online_Learning?f_ri=20155","nofollow":false},{"id":631558,"name":"Adult Learner Motivation","url":"https://www.academia.edu/Documents/in/Adult_Learner_Motivation?f_ri=20155","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_8957685" data-work_id="8957685" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/8957685/1_fullpaper_rungrawee_ISEP2014">1 fullpaper rungrawee ISEP2014</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">This paper discusses an illustration of a new Internationalization course syllabus design for Environment for Health, which is constructed using a needs analysis framework process. The selective course is designed for Health and Physical</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/8957685" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="7314b62253b3af9e30024d4e071235ab" rel="nofollow" data-download="{"attachment_id":35275968,"asset_id":8957685,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/35275968/download_file?st=MTczNjQwNjQ3Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="19924750" href="https://chula.academia.edu/RungraweeSamawathdana">Rungrawee Samawathdana</a><script data-card-contents-for-user="19924750" type="text/json">{"id":19924750,"first_name":"Rungrawee","last_name":"Samawathdana","domain_name":"chula","page_name":"RungraweeSamawathdana","display_name":"Rungrawee Samawathdana","profile_url":"https://chula.academia.edu/RungraweeSamawathdana?f_ri=20155","photo":"https://0.academia-photos.com/19924750/5539731/6309860/s65_rungrawee.samawathdana.jpg"}</script></span></span></li><li class="js-paper-rank-work_8957685 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="8957685"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 8957685, container: ".js-paper-rank-work_8957685", }); 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$(".js-view-count[data-work-id=8957685]").text(description); $(".js-view-count-work_8957685").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_8957685").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="8957685"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="20155" href="https://www.academia.edu/Documents/in/Adult_Learners">Adult Learners</a>, <script data-card-contents-for-ri="20155" type="text/json">{"id":20155,"name":"Adult Learners","url":"https://www.academia.edu/Documents/in/Adult_Learners?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="31686" href="https://www.academia.edu/Documents/in/Curriculum_and_Instruction">Curriculum and Instruction</a>, <script data-card-contents-for-ri="31686" type="text/json">{"id":31686,"name":"Curriculum and Instruction","url":"https://www.academia.edu/Documents/in/Curriculum_and_Instruction?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="189809" href="https://www.academia.edu/Documents/in/Internationalization_theories">Internationalization theories</a><script data-card-contents-for-ri="189809" type="text/json">{"id":189809,"name":"Internationalization theories","url":"https://www.academia.edu/Documents/in/Internationalization_theories?f_ri=20155","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=8957685]'), work: {"id":8957685,"title":"1 fullpaper rungrawee ISEP2014","created_at":"2014-10-25T11:01:59.945-07:00","url":"https://www.academia.edu/8957685/1_fullpaper_rungrawee_ISEP2014?f_ri=20155","dom_id":"work_8957685","summary":"This paper discusses an illustration of a new Internationalization course syllabus design for Environment for Health, which is constructed using a needs analysis framework process. The selective course is designed for Health and Physical","downloadable_attachments":[{"id":35275968,"asset_id":8957685,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":19924750,"first_name":"Rungrawee","last_name":"Samawathdana","domain_name":"chula","page_name":"RungraweeSamawathdana","display_name":"Rungrawee Samawathdana","profile_url":"https://chula.academia.edu/RungraweeSamawathdana?f_ri=20155","photo":"https://0.academia-photos.com/19924750/5539731/6309860/s65_rungrawee.samawathdana.jpg"}],"research_interests":[{"id":20155,"name":"Adult Learners","url":"https://www.academia.edu/Documents/in/Adult_Learners?f_ri=20155","nofollow":false},{"id":31686,"name":"Curriculum and Instruction","url":"https://www.academia.edu/Documents/in/Curriculum_and_Instruction?f_ri=20155","nofollow":false},{"id":189809,"name":"Internationalization theories","url":"https://www.academia.edu/Documents/in/Internationalization_theories?f_ri=20155","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_20389297" data-work_id="20389297" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/20389297/Connecting_reading_and_writing_using_children_s_literature_in_the_university_L2_classroom">Connecting reading and writing using children’s literature in the university L2 classroom</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This article investigates the potential benefits of using children’s literature in adult second language (L2) classrooms. A short-term, intensive university course for English reading and writing was designed incorporating children’s... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_20389297" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This article investigates the potential benefits of using children’s literature in adult second language (L2) classrooms. A short-term, intensive university course for English reading and writing was designed incorporating children’s literature into the curriculum. The author describes the course and discusses how children’s literature can be used to improve students’ linguistic, cognitive, and socio-emotional skills. Both the teacher’s and students’ perceptions and attitudes towards the use of children’s literature in such a context are addressed. The author concludes that, with adults in the L2 classroom,<br />children’s literature can be used as a model for student writing, can engage students in critical thinking, and can be a  springboard for meaningful discussions and creative composition. Finally, the author provides suggestions of how language teachers can integrate reading and writing instruction, as well as critical thinking, using children’s literature with adults in L2 classrooms.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/20389297" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="3ea92ff2c0bdce33e0c474cedcb20282" rel="nofollow" data-download="{"attachment_id":41332848,"asset_id":20389297,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/41332848/download_file?st=MTczNjQwNjQ3Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="6181297" href="https://manoa-hawaii.academia.edu/PriscilaLeal">Priscila Leal</a><script data-card-contents-for-user="6181297" type="text/json">{"id":6181297,"first_name":"Priscila","last_name":"Leal","domain_name":"manoa-hawaii","page_name":"PriscilaLeal","display_name":"Priscila Leal","profile_url":"https://manoa-hawaii.academia.edu/PriscilaLeal?f_ri=20155","photo":"https://0.academia-photos.com/6181297/2942246/14040704/s65_priscila.leal.jpg"}</script></span></span></li><li class="js-paper-rank-work_20389297 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="20389297"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 20389297, container: ".js-paper-rank-work_20389297", }); 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A short-term, intensive university course for English reading and writing was designed incorporating children’s literature into the curriculum. The author describes the course and discusses how children’s literature can be used to improve students’ linguistic, cognitive, and socio-emotional skills. Both the teacher’s and students’ perceptions and attitudes towards the use of children’s literature in such a context are addressed. The author concludes that, with adults in the L2 classroom,\nchildren’s literature can be used as a model for student writing, can engage students in critical thinking, and can be a springboard for meaningful discussions and creative composition. Finally, the author provides suggestions of how language teachers can integrate reading and writing instruction, as well as critical thinking, using children’s literature with adults in L2 classrooms.","downloadable_attachments":[{"id":41332848,"asset_id":20389297,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":6181297,"first_name":"Priscila","last_name":"Leal","domain_name":"manoa-hawaii","page_name":"PriscilaLeal","display_name":"Priscila Leal","profile_url":"https://manoa-hawaii.academia.edu/PriscilaLeal?f_ri=20155","photo":"https://0.academia-photos.com/6181297/2942246/14040704/s65_priscila.leal.jpg"}],"research_interests":[{"id":1,"name":"Creative Writing","url":"https://www.academia.edu/Documents/in/Creative_Writing?f_ri=20155","nofollow":false},{"id":2746,"name":"Children's Literature","url":"https://www.academia.edu/Documents/in/Childrens_Literature?f_ri=20155","nofollow":false},{"id":4474,"name":"Critical Thinking","url":"https://www.academia.edu/Documents/in/Critical_Thinking?f_ri=20155","nofollow":false},{"id":5794,"name":"TESOL","url":"https://www.academia.edu/Documents/in/TESOL?f_ri=20155","nofollow":false},{"id":20155,"name":"Adult Learners","url":"https://www.academia.edu/Documents/in/Adult_Learners?f_ri=20155"},{"id":483766,"name":"ESL Reading and Writing","url":"https://www.academia.edu/Documents/in/ESL_Reading_and_Writing?f_ri=20155"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_3323264" data-work_id="3323264" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/3323264/Teaching_Circle_Engaging_the_adult_learner_through_reflective_practice">Teaching Circle: Engaging the adult learner through reflective practice</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">How we learned that GPS students are unique, with a unique set of problems, requiring a unique set of solutions, that can be fostered by a unique faculty mindset…</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/3323264" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="09da09dea148c093309fd8cc71d65c03" rel="nofollow" data-download="{"attachment_id":31142285,"asset_id":3323264,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/31142285/download_file?st=MTczNjQwNjQ3Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2549161" href="https://independent.academia.edu/CorinneNicolas">Corinne Nicolas</a><script data-card-contents-for-user="2549161" type="text/json">{"id":2549161,"first_name":"Corinne","last_name":"Nicolas","domain_name":"independent","page_name":"CorinneNicolas","display_name":"Corinne Nicolas","profile_url":"https://independent.academia.edu/CorinneNicolas?f_ri=20155","photo":"https://0.academia-photos.com/2549161/794535/21228373/s65_corinne.nicolas.jpg"}</script></span></span></li><li class="js-paper-rank-work_3323264 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="3323264"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 3323264, container: ".js-paper-rank-work_3323264", }); 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$(".js-view-count[data-work-id=3323264]").text(description); $(".js-view-count-work_3323264").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_3323264").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="3323264"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="887" href="https://www.academia.edu/Documents/in/Teaching_and_Learning">Teaching and Learning</a>, <script data-card-contents-for-ri="887" type="text/json">{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3457" href="https://www.academia.edu/Documents/in/Learning_and_Teaching">Learning and Teaching</a>, <script data-card-contents-for-ri="3457" type="text/json">{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="20155" href="https://www.academia.edu/Documents/in/Adult_Learners">Adult Learners</a><script data-card-contents-for-ri="20155" type="text/json">{"id":20155,"name":"Adult Learners","url":"https://www.academia.edu/Documents/in/Adult_Learners?f_ri=20155","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=3323264]'), work: {"id":3323264,"title":"Teaching Circle: Engaging the adult learner through reflective practice","created_at":"2013-04-18T03:05:00.272-07:00","url":"https://www.academia.edu/3323264/Teaching_Circle_Engaging_the_adult_learner_through_reflective_practice?f_ri=20155","dom_id":"work_3323264","summary":"How we learned that GPS students are unique, with a unique set of problems, requiring a unique set of solutions, that can be fostered by a unique faculty mindset…","downloadable_attachments":[{"id":31142285,"asset_id":3323264,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":2549161,"first_name":"Corinne","last_name":"Nicolas","domain_name":"independent","page_name":"CorinneNicolas","display_name":"Corinne Nicolas","profile_url":"https://independent.academia.edu/CorinneNicolas?f_ri=20155","photo":"https://0.academia-photos.com/2549161/794535/21228373/s65_corinne.nicolas.jpg"}],"research_interests":[{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=20155","nofollow":false},{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=20155","nofollow":false},{"id":20155,"name":"Adult Learners","url":"https://www.academia.edu/Documents/in/Adult_Learners?f_ri=20155","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_40821689" data-work_id="40821689" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/40821689/National_Veteran_Education_Success_Tracker_A_Report_on_the_Academic_Success_of_Student_Veterans_Using_the_Post_9_11_GI_Bill">National Veteran Education Success Tracker: A Report on the Academic Success of Student Veterans Using the Post-9/11 GI Bill</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">America has helped service members transition from military to civilian life through the transformative power of education since World War II. This transition has been facilitated primarily through the GI Bill, a federal education benefit... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_40821689" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">America has helped service members transition from military to civilian life through the transformative power of education since World War II. This transition has been facilitated primarily through the GI Bill, a federal education benefit program administered by the Department of Veterans Affairs, which started in 1944. Since then, Congress enacted six versions of the GI bill to help service members afford college and earn a postsecondary certificate or degree, with the most recent expansion taking place through the Post-9/11 Veterans Educational Assistance Act of 2008—better known as the Post-9/11 GI Bill. The Post-9/11 GI Bill represented the largest expansion of education benefits since the World War II-era GI Bill, thus subjecting it to intense scrutiny as to its efficacy in producing academic outcomes on par with its predecessors. <br /><br />The National Veteran Education Success Tracker (NVEST) Project is the first comprehensive in-depth study of the academic success of the modern student veteran using the Post-9/11 GI Bill. Past research into previous versions of the GI Bill have shown academic success for veterans, however they were limited in scope, methodology, and timeliness. More recent data collection (performed after 2010) that occurred before the NVEST Project was limited by methodology, a lack of collection capability, and reliable data. The NVEST Project sought to answer two simple questions: How well do student veterans who used the Post-9/11 GI Bill between August 2009 and December 2013 perform in post-secondary education and is the Post-9/11 GI Bill worth taxpayers’ continued support? What the NVEST Project demonstrates is that today’s student veterans, using the Post-9/11 GI Bill, perform better than their peers and that federal investment in higher education through this program is producing demonstrable results. Through analyzing nearly one million individual veteran records, the NVEST Project demonstrates that student veterans using the Post-9/11 GI Bill are more likely to graduate. Student veterans prefer to attend public or nonprofit schools while seeking academically rigorous degrees in the fields of business, the health professions, science, technology, engineering, and mathematics. In the first six years, the Post-9/11 GI Bill has funded nearly 450,000 post-secondary degrees or certificates and—at current funding levels—will pay for approximately 100,000 degrees each subsequent year. <br /><br />The NVEST Project Report that follows will demonstrate the compelling public need for continued research by showcasing a review of past research, the project’s methodology, and the academic success outcomes of those using the Post-9/11 GI Bill compared to their peers.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/40821689" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="16599103639b49cc2f85a41be334c65b" rel="nofollow" data-download="{"attachment_id":61104366,"asset_id":40821689,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/61104366/download_file?st=MTczNjQwNjQ3Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="4026417" href="https://studentveterans.academia.edu/ChrisCate">Chris A Cate</a><script data-card-contents-for-user="4026417" type="text/json">{"id":4026417,"first_name":"Chris","last_name":"Cate","domain_name":"studentveterans","page_name":"ChrisCate","display_name":"Chris A Cate","profile_url":"https://studentveterans.academia.edu/ChrisCate?f_ri=20155","photo":"https://0.academia-photos.com/4026417/1532106/1861470/s65_chris.cate.jpg"}</script></span></span></li><li class="js-paper-rank-work_40821689 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="40821689"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 40821689, container: ".js-paper-rank-work_40821689", }); 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$(".js-view-count[data-work-id=40821689]").text(description); $(".js-view-count-work_40821689").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_40821689").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="40821689"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">10</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="3712" href="https://www.academia.edu/Documents/in/Military_Veterans">Military Veterans</a>, <script data-card-contents-for-ri="3712" type="text/json">{"id":3712,"name":"Military Veterans","url":"https://www.academia.edu/Documents/in/Military_Veterans?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3719" href="https://www.academia.edu/Documents/in/Combat_Veterans">Combat Veterans</a>, <script data-card-contents-for-ri="3719" type="text/json">{"id":3719,"name":"Combat Veterans","url":"https://www.academia.edu/Documents/in/Combat_Veterans?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="20155" href="https://www.academia.edu/Documents/in/Adult_Learners">Adult Learners</a>, <script data-card-contents-for-ri="20155" type="text/json">{"id":20155,"name":"Adult Learners","url":"https://www.academia.edu/Documents/in/Adult_Learners?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="69338" href="https://www.academia.edu/Documents/in/Veterans_Issues">Veterans Issues</a><script data-card-contents-for-ri="69338" type="text/json">{"id":69338,"name":"Veterans Issues","url":"https://www.academia.edu/Documents/in/Veterans_Issues?f_ri=20155","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=40821689]'), work: {"id":40821689,"title":"National Veteran Education Success Tracker: A Report on the Academic Success of Student Veterans Using the Post-9/11 GI Bill","created_at":"2019-11-02T10:56:36.612-07:00","url":"https://www.academia.edu/40821689/National_Veteran_Education_Success_Tracker_A_Report_on_the_Academic_Success_of_Student_Veterans_Using_the_Post_9_11_GI_Bill?f_ri=20155","dom_id":"work_40821689","summary":"America has helped service members transition from military to civilian life through the transformative power of education since World War II. This transition has been facilitated primarily through the GI Bill, a federal education benefit program administered by the Department of Veterans Affairs, which started in 1944. Since then, Congress enacted six versions of the GI bill to help service members afford college and earn a postsecondary certificate or degree, with the most recent expansion taking place through the Post-9/11 Veterans Educational Assistance Act of 2008—better known as the Post-9/11 GI Bill. The Post-9/11 GI Bill represented the largest expansion of education benefits since the World War II-era GI Bill, thus subjecting it to intense scrutiny as to its efficacy in producing academic outcomes on par with its predecessors. \n\nThe National Veteran Education Success Tracker (NVEST) Project is the first comprehensive in-depth study of the academic success of the modern student veteran using the Post-9/11 GI Bill. Past research into previous versions of the GI Bill have shown academic success for veterans, however they were limited in scope, methodology, and timeliness. More recent data collection (performed after 2010) that occurred before the NVEST Project was limited by methodology, a lack of collection capability, and reliable data. The NVEST Project sought to answer two simple questions: How well do student veterans who used the Post-9/11 GI Bill between August 2009 and December 2013 perform in post-secondary education and is the Post-9/11 GI Bill worth taxpayers’ continued support? What the NVEST Project demonstrates is that today’s student veterans, using the Post-9/11 GI Bill, perform better than their peers and that federal investment in higher education through this program is producing demonstrable results. Through analyzing nearly one million individual veteran records, the NVEST Project demonstrates that student veterans using the Post-9/11 GI Bill are more likely to graduate. Student veterans prefer to attend public or nonprofit schools while seeking academically rigorous degrees in the fields of business, the health professions, science, technology, engineering, and mathematics. In the first six years, the Post-9/11 GI Bill has funded nearly 450,000 post-secondary degrees or certificates and—at current funding levels—will pay for approximately 100,000 degrees each subsequent year. \n\nThe NVEST Project Report that follows will demonstrate the compelling public need for continued research by showcasing a review of past research, the project’s methodology, and the academic success outcomes of those using the Post-9/11 GI Bill compared to their peers.","downloadable_attachments":[{"id":61104366,"asset_id":40821689,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":4026417,"first_name":"Chris","last_name":"Cate","domain_name":"studentveterans","page_name":"ChrisCate","display_name":"Chris A Cate","profile_url":"https://studentveterans.academia.edu/ChrisCate?f_ri=20155","photo":"https://0.academia-photos.com/4026417/1532106/1861470/s65_chris.cate.jpg"}],"research_interests":[{"id":3712,"name":"Military 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Transition","url":"https://www.academia.edu/Documents/in/Military_Civilian_Transition?f_ri=20155"},{"id":801224,"name":"Post-secondary Completion Rates","url":"https://www.academia.edu/Documents/in/Post-secondary_Completion_Rates?f_ri=20155"},{"id":1988947,"name":"GI Bill","url":"https://www.academia.edu/Documents/in/GI_Bill?f_ri=20155"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_18502425" data-work_id="18502425" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/18502425/Bar%C4%B1%C5%9F_K%C3%BClt%C3%BCr%C3%BC_ve_E%C4%9Fitimi_%C3%87al%C4%B1%C5%9Ftay%C4%B1">Barış Kültürü ve Eğitimi Çalıştayı</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item 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href="https://www.academia.edu/31375413/A_CRITICAL_ANALYSIS_ON_THE_EFFECTIVENESS_OF_THE_LEARNERS_INVOLVEMENT_IN_LEARNERS_DISCISPLINE_MANAGEMENT_IN_PRIMARY_SCHOOLS_IN_KENYA">A CRITICAL ANALYSIS ON THE EFFECTIVENESS OF THE LEARNERS INVOLVEMENT IN LEARNER'S DISCISPLINE MANAGEMENT IN PRIMARY SCHOOLS IN KENYA</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The research aimed to analyze critically the effectiveness of the learners' involvement in the learner's discipline management in primary schools in Kenya. The objectives below guided in the study development; To critically analyze the... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_31375413" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The research aimed to analyze critically the effectiveness of the learners' involvement in the learner's discipline management in primary schools in Kenya. The objectives below guided in the study development; To critically analyze the extent to which learners' involvement in the formulation of the school rules and regulations influence management of the learners discipline in schools; To critically analyze the extent to which learner's assistance in time management affect discipline management in schools in Kenya. To critically analyze the extent to which learners democratic rights to elect the children's government body influence learner's discipline management in schools; To critically analyze the learners observation of hygiene and sanitation help in discipline management in primary schools; To critically analyze to what extent do learner's involvement in planning co-curricular activities assist in learner's discipline management in primary schools. The study used qualitative research method that guided in acquiring reliable and valid information on the study. The study recommends to the government through the ministry of Education coming up with proper policies and guidelines to ensure effective involvement and engagement of learners in discipline management in primary schools.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/31375413" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="32c7a5055adff6ea002ee073a6c99bea" rel="nofollow" data-download="{"attachment_id":51752333,"asset_id":31375413,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/51752333/download_file?st=MTczNjQwNjQ3Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="29518315" href="https://open.academia.edu/OpenAccessPublishingGroup">Open Access Publishing Group</a><script data-card-contents-for-user="29518315" type="text/json">{"id":29518315,"first_name":"Open Access Publishing","last_name":"Group","domain_name":"open","page_name":"OpenAccessPublishingGroup","display_name":"Open Access Publishing Group","profile_url":"https://open.academia.edu/OpenAccessPublishingGroup?f_ri=20155","photo":"https://0.academia-photos.com/29518315/8465646/13139675/s65_open_access_publishing.group.jpg"}</script></span></span></li><li class="js-paper-rank-work_31375413 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="31375413"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 31375413, container: ".js-paper-rank-work_31375413", }); 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The objectives below guided in the study development; To critically analyze the extent to which learners' involvement in the formulation of the school rules and regulations influence management of the learners discipline in schools; To critically analyze the extent to which learner's assistance in time management affect discipline management in schools in Kenya. To critically analyze the extent to which learners democratic rights to elect the children's government body influence learner's discipline management in schools; To critically analyze the learners observation of hygiene and sanitation help in discipline management in primary schools; To critically analyze to what extent do learner's involvement in planning co-curricular activities assist in learner's discipline management in primary schools. The study used qualitative research method that guided in acquiring reliable and valid information on the study. The study recommends to the government through the ministry of Education coming up with proper policies and guidelines to ensure effective involvement and engagement of learners in discipline management in primary schools.","downloadable_attachments":[{"id":51752333,"asset_id":31375413,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":29518315,"first_name":"Open Access Publishing","last_name":"Group","domain_name":"open","page_name":"OpenAccessPublishingGroup","display_name":"Open Access Publishing Group","profile_url":"https://open.academia.edu/OpenAccessPublishingGroup?f_ri=20155","photo":"https://0.academia-photos.com/29518315/8465646/13139675/s65_open_access_publishing.group.jpg"}],"research_interests":[{"id":38,"name":"Management","url":"https://www.academia.edu/Documents/in/Management?f_ri=20155","nofollow":false},{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=20155","nofollow":false},{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=20155","nofollow":false},{"id":1241,"name":"Knowledge Management","url":"https://www.academia.edu/Documents/in/Knowledge_Management?f_ri=20155","nofollow":false},{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=20155"},{"id":2936,"name":"Didactics","url":"https://www.academia.edu/Documents/in/Didactics?f_ri=20155"},{"id":3429,"name":"Educational Research","url":"https://www.academia.edu/Documents/in/Educational_Research?f_ri=20155"},{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=20155"},{"id":6416,"name":"Human Resource Management","url":"https://www.academia.edu/Documents/in/Human_Resource_Management?f_ri=20155"},{"id":9491,"name":"Pedagogy","url":"https://www.academia.edu/Documents/in/Pedagogy?f_ri=20155"},{"id":13545,"name":"Teacher Training","url":"https://www.academia.edu/Documents/in/Teacher_Training?f_ri=20155"},{"id":18892,"name":"Kenya","url":"https://www.academia.edu/Documents/in/Kenya?f_ri=20155"},{"id":20155,"name":"Adult Learners","url":"https://www.academia.edu/Documents/in/Adult_Learners?f_ri=20155"},{"id":39525,"name":"Discipline","url":"https://www.academia.edu/Documents/in/Discipline?f_ri=20155"},{"id":51625,"name":"Educación","url":"https://www.academia.edu/Documents/in/Educaci%C3%B3n?f_ri=20155"},{"id":51694,"name":"Pedagogía","url":"https://www.academia.edu/Documents/in/Pedagog%C3%ADa?f_ri=20155"},{"id":54727,"name":"Educational Sciences","url":"https://www.academia.edu/Documents/in/Educational_Sciences?f_ri=20155"},{"id":54819,"name":"Educational science","url":"https://www.academia.edu/Documents/in/Educational_science?f_ri=20155"},{"id":84578,"name":"Educational","url":"https://www.academia.edu/Documents/in/Educational?f_ri=20155"},{"id":93811,"name":"Educação","url":"https://www.academia.edu/Documents/in/Educa%C3%A7%C3%A3o?f_ri=20155"},{"id":147412,"name":"Pedagogia","url":"https://www.academia.edu/Documents/in/Pedagogia?f_ri=20155"},{"id":156041,"name":"Discipline Problems in School","url":"https://www.academia.edu/Documents/in/Discipline_Problems_in_School?f_ri=20155"},{"id":172264,"name":"Educational studies","url":"https://www.academia.edu/Documents/in/Educational_studies?f_ri=20155"},{"id":181852,"name":"Young Learners","url":"https://www.academia.edu/Documents/in/Young_Learners?f_ri=20155"},{"id":211072,"name":"Pedagogie","url":"https://www.academia.edu/Documents/in/Pedagogie?f_ri=20155"},{"id":335006,"name":"School Discipline","url":"https://www.academia.edu/Documents/in/School_Discipline?f_ri=20155"},{"id":396700,"name":"Involvement","url":"https://www.academia.edu/Documents/in/Involvement?f_ri=20155"},{"id":469249,"name":"Education Studies","url":"https://www.academia.edu/Documents/in/Education_Studies?f_ri=20155"},{"id":508371,"name":"Curriculum and Pedagogy","url":"https://www.academia.edu/Documents/in/Curriculum_and_Pedagogy?f_ri=20155"},{"id":893417,"name":"Indiscipline","url":"https://www.academia.edu/Documents/in/Indiscipline?f_ri=20155"},{"id":982217,"name":"School Climate(Pupil and Teacher Discipline)","url":"https://www.academia.edu/Documents/in/School_Climate_Pupil_and_Teacher_Discipline_?f_ri=20155"},{"id":1031715,"name":"Educacion","url":"https://www.academia.edu/Documents/in/Educacion-2?f_ri=20155"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_31094910" data-work_id="31094910" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/31094910/Supporting_Adult_Learners_with_Refugee_Experiences_through_English_Language_Instruction">Supporting Adult Learners with Refugee Experiences through English Language Instruction</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">Canada welcomes around 24,</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/31094910" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="18cab83f6387b456583cc18fc73fb0eb" rel="nofollow" data-download="{"attachment_id":51529807,"asset_id":31094910,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/51529807/download_file?st=MTczNjQwNjQ3Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="8007257" href="https://georgebrown.academia.edu/RajKhatri">Raj Khatri</a><script data-card-contents-for-user="8007257" type="text/json">{"id":8007257,"first_name":"Raj","last_name":"Khatri","domain_name":"georgebrown","page_name":"RajKhatri","display_name":"Raj Khatri","profile_url":"https://georgebrown.academia.edu/RajKhatri?f_ri=20155","photo":"https://0.academia-photos.com/8007257/4358770/41359005/s65_raj.khatri.jpeg"}</script></span></span></li><li class="js-paper-rank-work_31094910 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="31094910"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 31094910, container: ".js-paper-rank-work_31094910", }); });</script></li><li class="js-percentile-work_31094910 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 31094910; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_31094910"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_31094910 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="31094910"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 31094910; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=31094910]").text(description); $(".js-view-count-work_31094910").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_31094910").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="31094910"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="20155" href="https://www.academia.edu/Documents/in/Adult_Learners">Adult Learners</a>, <script data-card-contents-for-ri="20155" type="text/json">{"id":20155,"name":"Adult Learners","url":"https://www.academia.edu/Documents/in/Adult_Learners?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="455429" href="https://www.academia.edu/Documents/in/Refugee_Experience">Refugee Experience</a>, <script data-card-contents-for-ri="455429" type="text/json">{"id":455429,"name":"Refugee Experience","url":"https://www.academia.edu/Documents/in/Refugee_Experience?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="827606" href="https://www.academia.edu/Documents/in/English_As_a_Second_Language_ESL_">English As a Second Language (ESL)</a>, <script data-card-contents-for-ri="827606" type="text/json">{"id":827606,"name":"English As a Second Language (ESL)","url":"https://www.academia.edu/Documents/in/English_As_a_Second_Language_ESL_?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="941914" href="https://www.academia.edu/Documents/in/English_As_An_Additional_Language">English As An Additional Language</a><script data-card-contents-for-ri="941914" type="text/json">{"id":941914,"name":"English As An Additional Language","url":"https://www.academia.edu/Documents/in/English_As_An_Additional_Language?f_ri=20155","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=31094910]'), work: {"id":31094910,"title":"Supporting Adult Learners with Refugee Experiences through English Language Instruction","created_at":"2017-01-27T07:35:11.866-08:00","url":"https://www.academia.edu/31094910/Supporting_Adult_Learners_with_Refugee_Experiences_through_English_Language_Instruction?f_ri=20155","dom_id":"work_31094910","summary":"Canada welcomes around 24,","downloadable_attachments":[{"id":51529807,"asset_id":31094910,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":8007257,"first_name":"Raj","last_name":"Khatri","domain_name":"georgebrown","page_name":"RajKhatri","display_name":"Raj Khatri","profile_url":"https://georgebrown.academia.edu/RajKhatri?f_ri=20155","photo":"https://0.academia-photos.com/8007257/4358770/41359005/s65_raj.khatri.jpeg"}],"research_interests":[{"id":20155,"name":"Adult Learners","url":"https://www.academia.edu/Documents/in/Adult_Learners?f_ri=20155","nofollow":false},{"id":455429,"name":"Refugee Experience","url":"https://www.academia.edu/Documents/in/Refugee_Experience?f_ri=20155","nofollow":false},{"id":827606,"name":"English As a Second Language (ESL)","url":"https://www.academia.edu/Documents/in/English_As_a_Second_Language_ESL_?f_ri=20155","nofollow":false},{"id":941914,"name":"English As An Additional Language","url":"https://www.academia.edu/Documents/in/English_As_An_Additional_Language?f_ri=20155","nofollow":false},{"id":2624347,"name":"Adult Refugee Learners","url":"https://www.academia.edu/Documents/in/Adult_Refugee_Learners?f_ri=20155"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_17898966" data-work_id="17898966" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/17898966/Santa_Sophia_and_Blue_Mosque_Divinty_Under_the_Domes">Santa Sophia and Blue Mosque Divinty Under the Domes</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">A visit to the St. Sophia of Istanbul is like a visit to the nearly 2000 year old history of the city itself. The church is one the finest & most famous examples of Byzantine architecture in the world. It is located in the heart of old... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_17898966" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">A visit to the St. Sophia of Istanbul is like a visit to the nearly 2000 year old history of the city itself. The church is one the finest & most famous examples of Byzantine architecture in the world. It is located in the heart of old Istanbul, next to the also famous Blue Mosque, in the Sultan Ahmet Square of Istanbul. The above photograph above shows the actual view of the Hagia Sophia Church Museum (Aya Sofya Muzesi) as it appears in Istanbul today. Four minarets have been added to Hagia Sophia, after the Ottomans captured Constantinople at 1453 and converted the building from a church into the mosque. Today, Saint Sophia is neither a Church nor a Mosque, but a museum that is open to the public. The Hagia Sophia was built as a Constantinian Church by the emperor Justinian I, between A.D. 532 and 537 and at the time, it was estimated to be the largest covered space in the world. Its architects were Isidore of Miletus and Anthemius of Tralles. It was built in only five years. On May 558, the dome of the church collapsed due to a December 557 earthquake, and though a new dome was quickly rebuilt afterwards.Hagia Sophia is a Greek phrase that means 'Holy Wisdom'. This ancient basilica was also called Saint Sophia. The Turks call it 'Aya Sofya Muzesi' (Hagia Sophia Museum) or in short, Ayasofya. After its construction ended, Hagia Sophia served as a Church for the following nine centuries, until  Constantinople was invaded and taken over by the Ottomans on the 29th of May, 1453. After this date, the Hagia Sophia was converted into a mosque.<br />Then in 1935, during the first years of the Republic of Turkey, the Mosque was secularized and made into a museum under the direction of Mustafa Kemal Ataturk, founder of the Turkish Republic.    It became a national museum, as it remains today.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/17898966" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="71c2e5a0efe49299e263cf1f776d0343" rel="nofollow" data-download="{"attachment_id":40099138,"asset_id":17898966,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/40099138/download_file?st=MTczNjQwNjQ3Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="5350040" href="https://istanbulc.academia.edu/GamzeSart">Gamze Sart</a><script data-card-contents-for-user="5350040" type="text/json">{"id":5350040,"first_name":"Gamze","last_name":"Sart","domain_name":"istanbulc","page_name":"GamzeSart","display_name":"Gamze Sart","profile_url":"https://istanbulc.academia.edu/GamzeSart?f_ri=20155","photo":"https://0.academia-photos.com/5350040/3697412/4333558/s65_gamze.sart.jpg"}</script></span></span></li><li class="js-paper-rank-work_17898966 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="17898966"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 17898966, container: ".js-paper-rank-work_17898966", }); 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The church is one the finest \u0026 most famous examples of Byzantine architecture in the world. It is located in the heart of old Istanbul, next to the also famous Blue Mosque, in the Sultan Ahmet Square of Istanbul. The above photograph above shows the actual view of the Hagia Sophia Church Museum (Aya Sofya Muzesi) as it appears in Istanbul today. Four minarets have been added to Hagia Sophia, after the Ottomans captured Constantinople at 1453 and converted the building from a church into the mosque. Today, Saint Sophia is neither a Church nor a Mosque, but a museum that is open to the public. The Hagia Sophia was built as a Constantinian Church by the emperor Justinian I, between A.D. 532 and 537 and at the time, it was estimated to be the largest covered space in the world. Its architects were Isidore of Miletus and Anthemius of Tralles. It was built in only five years. On May 558, the dome of the church collapsed due to a December 557 earthquake, and though a new dome was quickly rebuilt afterwards.Hagia Sophia is a Greek phrase that means 'Holy Wisdom'. This ancient basilica was also called Saint Sophia. The Turks call it 'Aya Sofya Muzesi' (Hagia Sophia Museum) or in short, Ayasofya. After its construction ended, Hagia Sophia served as a Church for the following nine centuries, until Constantinople was invaded and taken over by the Ottomans on the 29th of May, 1453. After this date, the Hagia Sophia was converted into a mosque.\nThen in 1935, during the first years of the Republic of Turkey, the Mosque was secularized and made into a museum under the direction of Mustafa Kemal Ataturk, founder of the Turkish Republic. 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u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_8011367" data-work_id="8011367" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/8011367/A_study_on_language_learning_strategies_of_Turkish_EFL_learners_at_a_state_university">A study on language learning strategies of Turkish EFL learners at a state university</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The present study aims to determine self-perceptions of three groups of adult EFL learners on language learning strategies and evaluate the relationship between variables such as gender and age of the learners, their level, type of the... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_8011367" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The present study aims to determine self-perceptions of three groups of adult EFL learners on language learning strategies and evaluate the relationship between variables such as gender and age of the learners, their level, type of the high schools the learners graduated, and the strategies used by the students in the foreign language learning process. In order to gather data, "Strategy Inventory for Language Learning" (SILL) questionnaire developed by Oxford was applied to 185 randomly-selected participants attending in preparatory classes at Pamukkale University from different levels ranging from elementary to intermediate levels.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/8011367" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="1c4338e0f414efd0fcebd027cb796ef9" rel="nofollow" data-download="{"attachment_id":34473954,"asset_id":8011367,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/34473954/download_file?st=MTczNjQwNjQ3Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2921596" href="https://independent.academia.edu/ErarslanAli">Ali Erarslan</a><script data-card-contents-for-user="2921596" type="text/json">{"id":2921596,"first_name":"Ali","last_name":"Erarslan","domain_name":"independent","page_name":"ErarslanAli","display_name":"Ali Erarslan","profile_url":"https://independent.academia.edu/ErarslanAli?f_ri=20155","photo":"https://0.academia-photos.com/2921596/965720/3628742/s65_ali.erarslan.jpg"}</script></span></span></li><li class="js-paper-rank-work_8011367 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="8011367"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 8011367, container: ".js-paper-rank-work_8011367", }); });</script></li><li class="js-percentile-work_8011367 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 8011367; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_8011367"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_8011367 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="8011367"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 8011367; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=8011367]").text(description); $(".js-view-count-work_8011367").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_8011367").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="8011367"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1007" href="https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language">Teaching English as a Second Language</a>, <script data-card-contents-for-ri="1007" type="text/json">{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="7709" href="https://www.academia.edu/Documents/in/Applied_Linguistics">Applied Linguistics</a>, <script data-card-contents-for-ri="7709" type="text/json">{"id":7709,"name":"Applied Linguistics","url":"https://www.academia.edu/Documents/in/Applied_Linguistics?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="20155" href="https://www.academia.edu/Documents/in/Adult_Learners">Adult Learners</a>, <script data-card-contents-for-ri="20155" type="text/json">{"id":20155,"name":"Adult Learners","url":"https://www.academia.edu/Documents/in/Adult_Learners?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="50569" href="https://www.academia.edu/Documents/in/Language_Learning">Language Learning</a><script data-card-contents-for-ri="50569" type="text/json">{"id":50569,"name":"Language Learning","url":"https://www.academia.edu/Documents/in/Language_Learning?f_ri=20155","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=8011367]'), work: {"id":8011367,"title":"A study on language learning strategies of Turkish EFL learners at a state university","created_at":"2014-08-18T06:08:33.588-07:00","url":"https://www.academia.edu/8011367/A_study_on_language_learning_strategies_of_Turkish_EFL_learners_at_a_state_university?f_ri=20155","dom_id":"work_8011367","summary":"The present study aims to determine self-perceptions of three groups of adult EFL learners on language learning strategies and evaluate the relationship between variables such as gender and age of the learners, their level, type of the high schools the learners graduated, and the strategies used by the students in the foreign language learning process. In order to gather data, \"Strategy Inventory for Language Learning\" (SILL) questionnaire developed by Oxford was applied to 185 randomly-selected participants attending in preparatory classes at Pamukkale University from different levels ranging from elementary to intermediate levels.","downloadable_attachments":[{"id":34473954,"asset_id":8011367,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":2921596,"first_name":"Ali","last_name":"Erarslan","domain_name":"independent","page_name":"ErarslanAli","display_name":"Ali Erarslan","profile_url":"https://independent.academia.edu/ErarslanAli?f_ri=20155","photo":"https://0.academia-photos.com/2921596/965720/3628742/s65_ali.erarslan.jpg"}],"research_interests":[{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=20155","nofollow":false},{"id":7709,"name":"Applied Linguistics","url":"https://www.academia.edu/Documents/in/Applied_Linguistics?f_ri=20155","nofollow":false},{"id":20155,"name":"Adult Learners","url":"https://www.academia.edu/Documents/in/Adult_Learners?f_ri=20155","nofollow":false},{"id":50569,"name":"Language Learning","url":"https://www.academia.edu/Documents/in/Language_Learning?f_ri=20155","nofollow":false},{"id":228182,"name":"Learning Strategies","url":"https://www.academia.edu/Documents/in/Learning_Strategies-1?f_ri=20155"},{"id":1307977,"name":"Strategy Use","url":"https://www.academia.edu/Documents/in/Strategy_Use?f_ri=20155"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_44410756" data-work_id="44410756" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/44410756/Teaching_English_to_Adult_Learners_A_Practical_Remedial_Method">Teaching English to Adult Learners: A Practical Remedial Method</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This study explores the particularities of teaching English to adult learners. It looks at whether adult learners' comprehension of lessons is slowed down by factors of teaching style or classroom settings. The study uses a questionnaire... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_44410756" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This study explores the particularities of teaching English to adult learners. It looks at whether adult learners' comprehension of lessons is slowed down by factors of teaching style or classroom settings. The study uses a questionnaire to collect views of adult learners from the Libyan context. The questionnaire that contains 37 statements measures different aspects of teaching English. It was delivered online using Google Forms. Those aspects include teaching style, preferences of correcting mistakes, willingness of cooperation among adult learners, self-dependence and self-confidence of learners, and preferred techniques to learning grammar and vocabulary. This study also offers a remedial method that is inferred from the experience of the researchers and supported by the results of the data. The results show that adult learners have different perception towards acquiring a foreign language. They agree that they need to better their learning input. The suggested remedial process could be an answer to their needs.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/44410756" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="e89655d0095ce05e39c7ca40e78a4af5" rel="nofollow" data-download="{"attachment_id":64821881,"asset_id":44410756,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/64821881/download_file?st=MTczNjQwNjQ3Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="52285327" href="https://uot.academia.edu/hamzaethelb">hamza ethelb</a><script data-card-contents-for-user="52285327" type="text/json">{"id":52285327,"first_name":"hamza","last_name":"ethelb","domain_name":"uot","page_name":"hamzaethelb","display_name":"hamza ethelb","profile_url":"https://uot.academia.edu/hamzaethelb?f_ri=20155","photo":"https://0.academia-photos.com/52285327/26794244/30298184/s65_hamza.ethelb.jpg"}</script></span></span></li><li class="js-paper-rank-work_44410756 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="44410756"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 44410756, container: ".js-paper-rank-work_44410756", }); });</script></li><li class="js-percentile-work_44410756 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 44410756; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_44410756"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_44410756 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="44410756"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 44410756; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=44410756]").text(description); $(".js-view-count-work_44410756").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_44410756").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="44410756"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1590" href="https://www.academia.edu/Documents/in/Adult_Education">Adult Education</a>, <script data-card-contents-for-ri="1590" type="text/json">{"id":1590,"name":"Adult Education","url":"https://www.academia.edu/Documents/in/Adult_Education?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3457" href="https://www.academia.edu/Documents/in/Learning_and_Teaching">Learning and Teaching</a>, <script data-card-contents-for-ri="3457" type="text/json">{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="20155" href="https://www.academia.edu/Documents/in/Adult_Learners">Adult Learners</a>, <script data-card-contents-for-ri="20155" type="text/json">{"id":20155,"name":"Adult Learners","url":"https://www.academia.edu/Documents/in/Adult_Learners?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="46596" href="https://www.academia.edu/Documents/in/English_language_teaching">English language teaching</a><script data-card-contents-for-ri="46596" type="text/json">{"id":46596,"name":"English language teaching","url":"https://www.academia.edu/Documents/in/English_language_teaching?f_ri=20155","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=44410756]'), work: {"id":44410756,"title":"Teaching English to Adult Learners: A Practical Remedial Method","created_at":"2020-11-01T00:38:31.333-07:00","url":"https://www.academia.edu/44410756/Teaching_English_to_Adult_Learners_A_Practical_Remedial_Method?f_ri=20155","dom_id":"work_44410756","summary":"This study explores the particularities of teaching English to adult learners. It looks at whether adult learners' comprehension of lessons is slowed down by factors of teaching style or classroom settings. The study uses a questionnaire to collect views of adult learners from the Libyan context. The questionnaire that contains 37 statements measures different aspects of teaching English. It was delivered online using Google Forms. Those aspects include teaching style, preferences of correcting mistakes, willingness of cooperation among adult learners, self-dependence and self-confidence of learners, and preferred techniques to learning grammar and vocabulary. This study also offers a remedial method that is inferred from the experience of the researchers and supported by the results of the data. The results show that adult learners have different perception towards acquiring a foreign language. They agree that they need to better their learning input. The suggested remedial process could be an answer to their needs.","downloadable_attachments":[{"id":64821881,"asset_id":44410756,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":52285327,"first_name":"hamza","last_name":"ethelb","domain_name":"uot","page_name":"hamzaethelb","display_name":"hamza ethelb","profile_url":"https://uot.academia.edu/hamzaethelb?f_ri=20155","photo":"https://0.academia-photos.com/52285327/26794244/30298184/s65_hamza.ethelb.jpg"}],"research_interests":[{"id":1590,"name":"Adult Education","url":"https://www.academia.edu/Documents/in/Adult_Education?f_ri=20155","nofollow":false},{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=20155","nofollow":false},{"id":20155,"name":"Adult Learners","url":"https://www.academia.edu/Documents/in/Adult_Learners?f_ri=20155","nofollow":false},{"id":46596,"name":"English language teaching","url":"https://www.academia.edu/Documents/in/English_language_teaching?f_ri=20155","nofollow":false},{"id":181852,"name":"Young Learners","url":"https://www.academia.edu/Documents/in/Young_Learners?f_ri=20155"},{"id":205142,"name":"Adult Learning Styles","url":"https://www.academia.edu/Documents/in/Adult_Learning_Styles?f_ri=20155"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_38981068" data-work_id="38981068" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/38981068/Mobile_devices_and_apps_for_developing_language_skills_on_the_example_of_the_English_language_">Mobile devices and apps for developing language skills (on the example of the English language)</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This article presents a set of practical tasks aimed at developing 4 basic language skills: reading, listening, writing and speaking. The purpose of the study is to identify effective tasks that can be performed with the help of mobile... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_38981068" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This article presents a set of practical tasks aimed at developing 4 basic language skills: reading, listening, writing and speaking. The purpose of the study is to identify effective tasks that can be performed with the help of mobile devices and mobile Internet. Mobile devices are widely used and it can be explained by their convenience (they are always at hand and people make use of them at any time and in any place they like). We examined different types of mobile tasks and presented some of them that appeared to be the most exciting for learners. We also analyzed different mobile learning platforms that were initially designed for educational purposes and others that were created for professional purposes but can be effectively implemented into the educational process. These mobile activities are regarded as an additional source that should be implemented together with traditional methods for learners’ in and outside the classroom educational process. The experimental learning was carried out with full-time learning form within the program of Additional Vocational Education. This article also presents the results of the research and the conclusions that were made on the basis of the conducted survey after the experimental learning. The obtained results show that mobile technologies can help learners improve and maintain the level of their language proficiency and sustain their motivation. Therefore the present mobile technologies can be successfully applied by teachers and learners.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/38981068" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="c532ad17e8b698283fb632a0a2f2bc98" rel="nofollow" data-download="{"attachment_id":59086793,"asset_id":38981068,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/59086793/download_file?st=MTczNjQwNjQ3Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="25411956" href="https://nsknet.academia.edu/PublishingHouseScientificandEducationalInitiative">Publishing House L L C "Scientific and Educational Initiative"</a><script data-card-contents-for-user="25411956" type="text/json">{"id":25411956,"first_name":"Publishing House","last_name":"\"Scientific and Educational Initiative\"","domain_name":"nsknet","page_name":"PublishingHouseScientificandEducationalInitiative","display_name":"Publishing House L L C \"Scientific and Educational Initiative\"","profile_url":"https://nsknet.academia.edu/PublishingHouseScientificandEducationalInitiative?f_ri=20155","photo":"https://0.academia-photos.com/25411956/6939389/34456467/s65_journal.perspectives_of_science_and_education.jpg"}</script></span></span></li><li class="js-paper-rank-work_38981068 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="38981068"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 38981068, container: ".js-paper-rank-work_38981068", }); 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$(".js-view-count[data-work-id=38981068]").text(description); $(".js-view-count-work_38981068").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_38981068").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="38981068"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">7</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1763" href="https://www.academia.edu/Documents/in/Mobile_Learning">Mobile Learning</a>, <script data-card-contents-for-ri="1763" type="text/json">{"id":1763,"name":"Mobile Learning","url":"https://www.academia.edu/Documents/in/Mobile_Learning?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="20155" href="https://www.academia.edu/Documents/in/Adult_Learners">Adult Learners</a>, <script data-card-contents-for-ri="20155" type="text/json">{"id":20155,"name":"Adult Learners","url":"https://www.academia.edu/Documents/in/Adult_Learners?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="86085" href="https://www.academia.edu/Documents/in/Language_Skills">Language Skills</a>, <script data-card-contents-for-ri="86085" type="text/json">{"id":86085,"name":"Language Skills","url":"https://www.academia.edu/Documents/in/Language_Skills?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="154904" href="https://www.academia.edu/Documents/in/Communicative_Competence">Communicative Competence</a><script data-card-contents-for-ri="154904" type="text/json">{"id":154904,"name":"Communicative Competence","url":"https://www.academia.edu/Documents/in/Communicative_Competence?f_ri=20155","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=38981068]'), work: {"id":38981068,"title":"Mobile devices and apps for developing language skills (on the example of the English language)","created_at":"2019-04-30T06:38:08.526-07:00","url":"https://www.academia.edu/38981068/Mobile_devices_and_apps_for_developing_language_skills_on_the_example_of_the_English_language_?f_ri=20155","dom_id":"work_38981068","summary":"This article presents a set of practical tasks aimed at developing 4 basic language skills: reading, listening, writing and speaking. The purpose of the study is to identify effective tasks that can be performed with the help of mobile devices and mobile Internet. Mobile devices are widely used and it can be explained by their convenience (they are always at hand and people make use of them at any time and in any place they like). We examined different types of mobile tasks and presented some of them that appeared to be the most exciting for learners. We also analyzed different mobile learning platforms that were initially designed for educational purposes and others that were created for professional purposes but can be effectively implemented into the educational process. These mobile activities are regarded as an additional source that should be implemented together with traditional methods for learners’ in and outside the classroom educational process. The experimental learning was carried out with full-time learning form within the program of Additional Vocational Education. This article also presents the results of the research and the conclusions that were made on the basis of the conducted survey after the experimental learning. The obtained results show that mobile technologies can help learners improve and maintain the level of their language proficiency and sustain their motivation. Therefore the present mobile technologies can be successfully applied by teachers and learners. ","downloadable_attachments":[{"id":59086793,"asset_id":38981068,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":25411956,"first_name":"Publishing House","last_name":"\"Scientific and Educational Initiative\"","domain_name":"nsknet","page_name":"PublishingHouseScientificandEducationalInitiative","display_name":"Publishing House L L C \"Scientific and Educational Initiative\"","profile_url":"https://nsknet.academia.edu/PublishingHouseScientificandEducationalInitiative?f_ri=20155","photo":"https://0.academia-photos.com/25411956/6939389/34456467/s65_journal.perspectives_of_science_and_education.jpg"}],"research_interests":[{"id":1763,"name":"Mobile Learning","url":"https://www.academia.edu/Documents/in/Mobile_Learning?f_ri=20155","nofollow":false},{"id":20155,"name":"Adult Learners","url":"https://www.academia.edu/Documents/in/Adult_Learners?f_ri=20155","nofollow":false},{"id":86085,"name":"Language Skills","url":"https://www.academia.edu/Documents/in/Language_Skills?f_ri=20155","nofollow":false},{"id":154904,"name":"Communicative Competence","url":"https://www.academia.edu/Documents/in/Communicative_Competence?f_ri=20155","nofollow":false},{"id":197902,"name":"Mobile Devices","url":"https://www.academia.edu/Documents/in/Mobile_Devices?f_ri=20155"},{"id":249540,"name":"Language proficiency","url":"https://www.academia.edu/Documents/in/Language_proficiency?f_ri=20155"},{"id":2009394,"name":"Target Language","url":"https://www.academia.edu/Documents/in/Target_Language?f_ri=20155"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_35190452" data-work_id="35190452" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/35190452/AN_INVESTIGATION_INTO_THE_USE_OF_COMMUNICATIVE_STRATEGIES_AMONG_ADULT_LEARNERS_OF_ENGLISH">AN INVESTIGATION INTO THE USE OF COMMUNICATIVE STRATEGIES AMONG ADULT LEARNERS OF ENGLISH</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The aim of the present paper is to discuss the application of certain communicative strategies by adult learners of English in their learning contexts. Firstly, a review of literature devoted to taxonomies of strategies is presented.... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_35190452" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The aim of the present paper is to discuss the application of certain communicative strategies by adult learners of English in their learning contexts. Firstly, a review of literature devoted to taxonomies of strategies is presented. Particular attention is to be paid to Tarone's classification of 1976 as well as Faerch and Kasper's of 1983 as their typologies will later be used in the study conducted among adult learners in language schools in Warsaw. It is also essential to provide some background information on the methodology used to investigate language learning strategies as communicative strategies are a part of them. Additionally, different patterns in empirical research on learning strategies are in the focus of the following part of the present paper. The participants have completed a survey where they expressed their preferences regarding the repertoire of strategies. Furthermore , the respondents were exposed to six classroom situations where the use of communicative strategies was imperative. It was the author's intention to analyze which strategies are more frequent and favoured by adult learners of English. Certain correlations were finally investigated to check what variables determine the selection of communicative strategies and whether they are used efficiently.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/35190452" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="7e65e0a35bbfaa63a84785571c1844f0" rel="nofollow" data-download="{"attachment_id":55052029,"asset_id":35190452,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/55052029/download_file?st=MTczNjQwNjQ3Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="71101966" href="https://uw.academia.edu/PiotrRomanowski">Piotr Romanowski</a><script data-card-contents-for-user="71101966" type="text/json">{"id":71101966,"first_name":"Piotr","last_name":"Romanowski","domain_name":"uw","page_name":"PiotrRomanowski","display_name":"Piotr Romanowski","profile_url":"https://uw.academia.edu/PiotrRomanowski?f_ri=20155","photo":"https://0.academia-photos.com/71101966/18256068/18314032/s65_piotr.romanowski.jpg"}</script></span></span></li><li class="js-paper-rank-work_35190452 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="35190452"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 35190452, container: ".js-paper-rank-work_35190452", }); 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$(".js-view-count[data-work-id=35190452]").text(description); $(".js-view-count-work_35190452").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_35190452").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="35190452"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1008" href="https://www.academia.edu/Documents/in/Second_Language_Acquisition">Second Language Acquisition</a>, <script data-card-contents-for-ri="1008" type="text/json">{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="20155" href="https://www.academia.edu/Documents/in/Adult_Learners">Adult Learners</a>, <script data-card-contents-for-ri="20155" type="text/json">{"id":20155,"name":"Adult Learners","url":"https://www.academia.edu/Documents/in/Adult_Learners?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="126788" href="https://www.academia.edu/Documents/in/English_Language_Teaching_ELT_">English Language Teaching (ELT)</a>, <script data-card-contents-for-ri="126788" type="text/json">{"id":126788,"name":"English Language Teaching (ELT)","url":"https://www.academia.edu/Documents/in/English_Language_Teaching_ELT_?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="205142" href="https://www.academia.edu/Documents/in/Adult_Learning_Styles">Adult Learning Styles</a><script data-card-contents-for-ri="205142" type="text/json">{"id":205142,"name":"Adult Learning Styles","url":"https://www.academia.edu/Documents/in/Adult_Learning_Styles?f_ri=20155","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=35190452]'), work: {"id":35190452,"title":"AN INVESTIGATION INTO THE USE OF COMMUNICATIVE STRATEGIES AMONG ADULT LEARNERS OF ENGLISH","created_at":"2017-11-19T12:37:14.536-08:00","url":"https://www.academia.edu/35190452/AN_INVESTIGATION_INTO_THE_USE_OF_COMMUNICATIVE_STRATEGIES_AMONG_ADULT_LEARNERS_OF_ENGLISH?f_ri=20155","dom_id":"work_35190452","summary":"The aim of the present paper is to discuss the application of certain communicative strategies by adult learners of English in their learning contexts. Firstly, a review of literature devoted to taxonomies of strategies is presented. Particular attention is to be paid to Tarone's classification of 1976 as well as Faerch and Kasper's of 1983 as their typologies will later be used in the study conducted among adult learners in language schools in Warsaw. It is also essential to provide some background information on the methodology used to investigate language learning strategies as communicative strategies are a part of them. Additionally, different patterns in empirical research on learning strategies are in the focus of the following part of the present paper. The participants have completed a survey where they expressed their preferences regarding the repertoire of strategies. Furthermore , the respondents were exposed to six classroom situations where the use of communicative strategies was imperative. It was the author's intention to analyze which strategies are more frequent and favoured by adult learners of English. Certain correlations were finally investigated to check what variables determine the selection of communicative strategies and whether they are used efficiently.","downloadable_attachments":[{"id":55052029,"asset_id":35190452,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":71101966,"first_name":"Piotr","last_name":"Romanowski","domain_name":"uw","page_name":"PiotrRomanowski","display_name":"Piotr Romanowski","profile_url":"https://uw.academia.edu/PiotrRomanowski?f_ri=20155","photo":"https://0.academia-photos.com/71101966/18256068/18314032/s65_piotr.romanowski.jpg"}],"research_interests":[{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=20155","nofollow":false},{"id":20155,"name":"Adult Learners","url":"https://www.academia.edu/Documents/in/Adult_Learners?f_ri=20155","nofollow":false},{"id":126788,"name":"English Language Teaching (ELT)","url":"https://www.academia.edu/Documents/in/English_Language_Teaching_ELT_?f_ri=20155","nofollow":false},{"id":205142,"name":"Adult Learning Styles","url":"https://www.academia.edu/Documents/in/Adult_Learning_Styles?f_ri=20155","nofollow":false},{"id":519079,"name":"Communicative Strategies","url":"https://www.academia.edu/Documents/in/Communicative_Strategies?f_ri=20155"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_1564918" data-work_id="1564918" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/1564918/Garland_C_2012_We_Teach_All_Hearts_to_Break_On_the_Incompatibility_of_Education_with_Schooling_at_All_Levels_and_the_Renewed_Need_for_a_De_Schooling_of_Society_Published_in_Educational_Studies_48_1_pp_30_38_Print_ISSN_0013_1946_Online_ISSN_1532_6993">Garland, C. (2012) 'We Teach All Hearts to Break: On the Incompatibility of Education with Schooling at All Levels, and the Renewed Need for a De-Schooling of Society Published in Educational Studies, 48:1, pp.30-38 Print ISSN 0013-1946 Online ISSN 1532-6993</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">Educational Studies: A Journal of the American Educational Studies Association, Special Issue: “Anarchism… is a living force within our life…” Anarchism, Education and Alternative Possibilities <a href="http://www.tandfonline.com/toc/heds20/48/1" rel="nofollow">http://www.tandfonline.com/toc/heds20/48/1</a></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/1564918" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="6ddce5799999d3b58a969110446c03ac" rel="nofollow" data-download="{"attachment_id":13850941,"asset_id":1564918,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/13850941/download_file?st=MTczNjQwNjQ3Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="253629" href="https://kcl.academia.edu/ChristianGarland">Christian Garland</a><script data-card-contents-for-user="253629" type="text/json">{"id":253629,"first_name":"Christian","last_name":"Garland","domain_name":"kcl","page_name":"ChristianGarland","display_name":"Christian Garland","profile_url":"https://kcl.academia.edu/ChristianGarland?f_ri=20155","photo":"https://0.academia-photos.com/253629/54237/49960/s65_christian.garland.jpg"}</script></span></span></li><li class="js-paper-rank-work_1564918 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="1564918"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 1564918, container: ".js-paper-rank-work_1564918", }); 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Skills","url":"https://www.academia.edu/Documents/in/Hard_Skills?f_ri=20155"},{"id":1709320,"name":"Standardized Assessment","url":"https://www.academia.edu/Documents/in/Standardized_Assessment?f_ri=20155"},{"id":2254185,"name":"Gender and Educational Inequalities","url":"https://www.academia.edu/Documents/in/Gender_and_Educational_Inequalities?f_ri=20155"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_1991564" data-work_id="1991564" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/1991564/An_Inquiry_into_Relationships_between_Demographic_Factors_and_Teaching_Social_and_Cognitive_Presence">An Inquiry into Relationships between Demographic Factors and Teaching, Social, and Cognitive Presence</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">"One-third of all college students leave their institution after the first year. As exponential growth continues at online institutions of higher education, it is vital to uncover factors that contribute to student success and therefore... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_1991564" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">"One-third of all college students leave their institution after the first year. As exponential growth continues at online institutions of higher education, it is vital to uncover factors that contribute to student success and therefore impact persistence and matriculation. <br /> The Community of Inquiry framework includes three presences, teaching, cognitive, and social designed to assess the educational experience of the online learner. In this study, approximately 113,000 cases from a large national fully online university were examined to determine if student characteristics, e.g., student gender, ethnicity, and age, are a factor in the level of the three presences. Multiple semester sessions were analyzed <br />across curricular areas. Results and recommendations are discussed."</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/1991564" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="922dd1c76175d42e79d69082c1f9eb66" rel="nofollow" data-download="{"attachment_id":28861120,"asset_id":1991564,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/28861120/download_file?st=MTczNjQwNjQ3Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="182071" href="https://apus.academia.edu/RobMitchell">Rob Mitchell</a><script data-card-contents-for-user="182071" type="text/json">{"id":182071,"first_name":"Rob","last_name":"Mitchell","domain_name":"apus","page_name":"RobMitchell","display_name":"Rob Mitchell","profile_url":"https://apus.academia.edu/RobMitchell?f_ri=20155","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_1991564 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="1991564"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 1991564, container: ".js-paper-rank-work_1991564", }); });</script></li><li class="js-percentile-work_1991564 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1991564; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_1991564"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_1991564 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="1991564"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1991564; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1991564]").text(description); $(".js-view-count-work_1991564").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_1991564").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="1991564"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">8</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="2621" href="https://www.academia.edu/Documents/in/Higher_Education">Higher Education</a>, <script data-card-contents-for-ri="2621" type="text/json">{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="7110" href="https://www.academia.edu/Documents/in/Student_Engagement">Student Engagement</a>, <script data-card-contents-for-ri="7110" type="text/json">{"id":7110,"name":"Student Engagement","url":"https://www.academia.edu/Documents/in/Student_Engagement?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="15869" href="https://www.academia.edu/Documents/in/Online_Learning">Online Learning</a>, <script data-card-contents-for-ri="15869" type="text/json">{"id":15869,"name":"Online Learning","url":"https://www.academia.edu/Documents/in/Online_Learning?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="20155" href="https://www.academia.edu/Documents/in/Adult_Learners">Adult Learners</a><script data-card-contents-for-ri="20155" type="text/json">{"id":20155,"name":"Adult Learners","url":"https://www.academia.edu/Documents/in/Adult_Learners?f_ri=20155","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=1991564]'), work: {"id":1991564,"title":"An Inquiry into Relationships between Demographic Factors and Teaching, Social, and Cognitive Presence","created_at":"2012-10-03T01:18:22.811-07:00","url":"https://www.academia.edu/1991564/An_Inquiry_into_Relationships_between_Demographic_Factors_and_Teaching_Social_and_Cognitive_Presence?f_ri=20155","dom_id":"work_1991564","summary":"\"One-third of all college students leave their institution after the first year. As exponential growth continues at online institutions of higher education, it is vital to uncover factors that contribute to student success and therefore impact persistence and matriculation.\r\n The Community of Inquiry framework includes three presences, teaching, cognitive, and social designed to assess the educational experience of the online learner. In this study, approximately 113,000 cases from a large national fully online university were examined to determine if student characteristics, e.g., student gender, ethnicity, and age, are a factor in the level of the three presences. Multiple semester sessions were analyzed\r\nacross curricular areas. 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As presented in the literature, the use of audiovisual media communications presuppose a new way of approaching effective teaching, which requires the educators on all educational levels and disciplines to display with competence many advanced skills and abilities. The aim of this research is to provide data that will contribute to the effective teaching utilizing audiovisual media communications in adult education. This research is a secondary research from two researches, which are qualitative and based on a quantitative method of analyzing. The primary data were collected through experiment method from adults (18 years and older), in Cyprus and Greece. The results confirm the current debate of using audiovisual media technologies within the educational process in technology-enhanced learning in education, both from the literature, and from the findings and results of various researches. This research is part of a larger, ongoing research that explores the multidisciplinary field that incorporates media, audiovisual content, and education (MACE), information and communications technologies (ICTs) in adult education (in Greece and Cyprus).</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/44310089" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="8bc2f393c208e6d728593907056807d9" rel="nofollow" data-download="{"attachment_id":64695885,"asset_id":44310089,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/64695885/download_file?st=MTczNjQwNjQ3Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="79544796" href="https://auth.academia.edu/ConstantinosNicolaou">Constantinos Nicolaou</a><script data-card-contents-for-user="79544796" type="text/json">{"id":79544796,"first_name":"Constantinos","last_name":"Nicolaou","domain_name":"auth","page_name":"ConstantinosNicolaou","display_name":"Constantinos Nicolaou","profile_url":"https://auth.academia.edu/ConstantinosNicolaou?f_ri=20155","photo":"https://0.academia-photos.com/79544796/20234012/19953780/s65_constantinos.nicolaou.jpg"}</script></span></span></li><li class="js-paper-rank-work_44310089 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="44310089"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 44310089, container: ".js-paper-rank-work_44310089", }); 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$(".js-view-count[data-work-id=44310089]").text(description); $(".js-view-count-work_44310089").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_44310089").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="44310089"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">10</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="1590" href="https://www.academia.edu/Documents/in/Adult_Education">Adult Education</a>, <script data-card-contents-for-ri="1590" type="text/json">{"id":1590,"name":"Adult Education","url":"https://www.academia.edu/Documents/in/Adult_Education?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="7585" href="https://www.academia.edu/Documents/in/ICT_in_Education">ICT in Education</a>, <script data-card-contents-for-ri="7585" type="text/json">{"id":7585,"name":"ICT in Education","url":"https://www.academia.edu/Documents/in/ICT_in_Education?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="12932" href="https://www.academia.edu/Documents/in/Teaching_Methodology">Teaching Methodology</a>, <script data-card-contents-for-ri="12932" type="text/json">{"id":12932,"name":"Teaching Methodology","url":"https://www.academia.edu/Documents/in/Teaching_Methodology?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="20155" href="https://www.academia.edu/Documents/in/Adult_Learners">Adult Learners</a><script data-card-contents-for-ri="20155" type="text/json">{"id":20155,"name":"Adult Learners","url":"https://www.academia.edu/Documents/in/Adult_Learners?f_ri=20155","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=44310089]'), work: {"id":44310089,"title":"Audiovisual Media Communications in Adult Education: The case of Cyprus and Greece of Adults as Adult Learners","created_at":"2020-10-16T06:49:13.872-07:00","url":"https://www.academia.edu/44310089/Audiovisual_Media_Communications_in_Adult_Education_The_case_of_Cyprus_and_Greece_of_Adults_as_Adult_Learners?f_ri=20155","dom_id":"work_44310089","summary":"Nowadays, audiovisual media technologies and audiovisual content (audiovisual media communications) play an important role in our physical/psychological health, education, and lifelong learning, causing the redefinition of the teaching methodology. As presented in the literature, the use of audiovisual media communications presuppose a new way of approaching effective teaching, which requires the educators on all educational levels and disciplines to display with competence many advanced skills and abilities. The aim of this research is to provide data that will contribute to the effective teaching utilizing audiovisual media communications in adult education. This research is a secondary research from two researches, which are qualitative and based on a quantitative method of analyzing. The primary data were collected through experiment method from adults (18 years and older), in Cyprus and Greece. The results confirm the current debate of using audiovisual media technologies within the educational process in technology-enhanced learning in education, both from the literature, and from the findings and results of various researches. This research is part of a larger, ongoing research that explores the multidisciplinary field that incorporates media, audiovisual content, and education (MACE), information and communications technologies (ICTs) in adult education (in Greece and Cyprus).","downloadable_attachments":[{"id":64695885,"asset_id":44310089,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":79544796,"first_name":"Constantinos","last_name":"Nicolaou","domain_name":"auth","page_name":"ConstantinosNicolaou","display_name":"Constantinos Nicolaou","profile_url":"https://auth.academia.edu/ConstantinosNicolaou?f_ri=20155","photo":"https://0.academia-photos.com/79544796/20234012/19953780/s65_constantinos.nicolaou.jpg"}],"research_interests":[{"id":1590,"name":"Adult Education","url":"https://www.academia.edu/Documents/in/Adult_Education?f_ri=20155","nofollow":false},{"id":7585,"name":"ICT in Education","url":"https://www.academia.edu/Documents/in/ICT_in_Education?f_ri=20155","nofollow":false},{"id":12932,"name":"Teaching Methodology","url":"https://www.academia.edu/Documents/in/Teaching_Methodology?f_ri=20155","nofollow":false},{"id":20155,"name":"Adult Learners","url":"https://www.academia.edu/Documents/in/Adult_Learners?f_ri=20155","nofollow":false},{"id":50590,"name":"Adult Educators","url":"https://www.academia.edu/Documents/in/Adult_Educators?f_ri=20155"},{"id":69256,"name":"Generations","url":"https://www.academia.edu/Documents/in/Generations?f_ri=20155"},{"id":83703,"name":"Audiovisual","url":"https://www.academia.edu/Documents/in/Audiovisual?f_ri=20155"},{"id":232363,"name":"Lesson Plan","url":"https://www.academia.edu/Documents/in/Lesson_Plan?f_ri=20155"},{"id":239911,"name":"Audiovisual communication","url":"https://www.academia.edu/Documents/in/Audiovisual_communication?f_ri=20155"},{"id":274431,"name":"TV Series","url":"https://www.academia.edu/Documents/in/TV_Series?f_ri=20155"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_24806042" data-work_id="24806042" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/24806042/Okul_Y%C3%B6neticileri_ve_%C3%96%C4%9Fretmenlerin_Empati_E%C4%9Fitimiyle_%C3%9Cst_bili%C5%9F_ve_Fark%C4%B1ndal%C4%B1klar%C4%B1n%C4%B1n_De%C4%9Fi%C5%9Fimi">Okul Yöneticileri ve Öğretmenlerin Empati Eğitimiyle Üst-biliş ve Farkındalıklarının Değişimi</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Bu araştırma, sürdürebilir okul kültürü ve ekosistemi için, okul yöneticilerinin ve öğretmenlerinin farkındalık ve üst bilişlerini artırmak üzere yapılmış Empati Projesi ile ilgili görüşleri almak için gerçekleştirilmiştir. Araştırma 2015... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_24806042" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Bu araştırma, sürdürebilir okul kültürü ve ekosistemi için, okul yöneticilerinin ve öğretmenlerinin farkındalık ve üst bilişlerini artırmak üzere yapılmış Empati Projesi ile ilgili görüşleri almak için gerçekleştirilmiştir. Araştırma 2015 yılında İstanbul’da yer alan üç lisenin 6 yöneticisi ve 38 öğretmeninin gönüllü katılımı ile gerçekleştirilmiştir. Katılımcılar üç hafta boyunca 24 saatlik farkındalık ve üst biliş odaklı empati eğitimi aldıktan sonra Empati Projesinin kendilerine fayda sağlaması amacıyla 5 soruya cevap vermişlerdir. Nitel araştırma prensipleri çerçevesinde katılımcılardan veriler, açık uçlu anketler toplanmıştır. Daha sonra veriler NVivo kullanılarak ayrıştırılmış ve en fazla kullanılan temalar ve ikincil alt temalar çıkartılmıştır. Araştırmaya katılan okul yöneticileri ve öğretmenlerin görüşlerine göre  farkındalık ve üst biliş odaklı empati eğitiminin verimli ve etkili olabilmesi için öğrenci ve öğretmen işbirliğinin artırılmasının önemi ortaya konmuştur. Bu paralelde bu konu ile ilgili uygulamaların artırılmasının sağlanmasıdır. Farkındalık arttıkça okul içinde yer alan kişilerin olumlu anlamda değiştiğini göstermektedir. Kazanımlar ile ilgili olarak katılımcıların kişisel gelişimleri, deneyim ve beceri edinme imkanlarının arttığı tespit edilmiştir. Ayrıca yaşamlarının tamamını kapsayacak şekilde çatışma çözme becerileri, problem çözme becerileri, iletişim ve en önemlisi de farkındalık ve üst biliş odaklı empati becerilerini geliştirmeleridir. Asıl önemli olan bir diğer konu ise önyargılarla baş etme becerilerini artırırlarken yaratıcı düşünme becerilerini de geliştirmeleridir. Bu sayede  başarı ve mutluluk getiren  alışkanlıklar sağlamaktadır. Bu tür bir durumda sürdürebilir gelişim gösteren bir okul kültürü ve ekosisteminin oluşturulabileceğini mümkün kılmaktadır.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/24806042" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="fffb8955205b2e49aabd29b402a572cd" rel="nofollow" data-download="{"attachment_id":45167746,"asset_id":24806042,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/45167746/download_file?st=MTczNjQwNjQ3Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="5350040" href="https://istanbulc.academia.edu/GamzeSart">Gamze Sart</a><script data-card-contents-for-user="5350040" type="text/json">{"id":5350040,"first_name":"Gamze","last_name":"Sart","domain_name":"istanbulc","page_name":"GamzeSart","display_name":"Gamze Sart","profile_url":"https://istanbulc.academia.edu/GamzeSart?f_ri=20155","photo":"https://0.academia-photos.com/5350040/3697412/4333558/s65_gamze.sart.jpg"}</script></span></span></li><li class="js-paper-rank-work_24806042 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="24806042"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 24806042, container: ".js-paper-rank-work_24806042", }); });</script></li><li class="js-percentile-work_24806042 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 24806042; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_24806042"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_24806042 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="24806042"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 24806042; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=24806042]").text(description); $(".js-view-count-work_24806042").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_24806042").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="24806042"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">257</a>  </div><span class="InlineList-item-text u-textTruncate u-pl11x"><a class="InlineList-item-text" data-has-card-for-ri="1" href="https://www.academia.edu/Documents/in/Creative_Writing">Creative Writing</a>, <script data-card-contents-for-ri="1" type="text/json">{"id":1,"name":"Creative Writing","url":"https://www.academia.edu/Documents/in/Creative_Writing?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="38" href="https://www.academia.edu/Documents/in/Management">Management</a>, <script data-card-contents-for-ri="38" type="text/json">{"id":38,"name":"Management","url":"https://www.academia.edu/Documents/in/Management?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="39" href="https://www.academia.edu/Documents/in/Marketing">Marketing</a>, <script data-card-contents-for-ri="39" type="text/json">{"id":39,"name":"Marketing","url":"https://www.academia.edu/Documents/in/Marketing?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="221" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a><script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=20155","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=24806042]'), work: {"id":24806042,"title":"Okul Yöneticileri ve Öğretmenlerin Empati Eğitimiyle Üst-biliş ve Farkındalıklarının Değişimi","created_at":"2016-04-27T06:27:41.343-07:00","url":"https://www.academia.edu/24806042/Okul_Y%C3%B6neticileri_ve_%C3%96%C4%9Fretmenlerin_Empati_E%C4%9Fitimiyle_%C3%9Cst_bili%C5%9F_ve_Fark%C4%B1ndal%C4%B1klar%C4%B1n%C4%B1n_De%C4%9Fi%C5%9Fimi?f_ri=20155","dom_id":"work_24806042","summary":"Bu araştırma, sürdürebilir okul kültürü ve ekosistemi için, okul yöneticilerinin ve öğretmenlerinin farkındalık ve üst bilişlerini artırmak üzere yapılmış Empati Projesi ile ilgili görüşleri almak için gerçekleştirilmiştir. Araştırma 2015 yılında İstanbul’da yer alan üç lisenin 6 yöneticisi ve 38 öğretmeninin gönüllü katılımı ile gerçekleştirilmiştir. Katılımcılar üç hafta boyunca 24 saatlik farkındalık ve üst biliş odaklı empati eğitimi aldıktan sonra Empati Projesinin kendilerine fayda sağlaması amacıyla 5 soruya cevap vermişlerdir. Nitel araştırma prensipleri çerçevesinde katılımcılardan veriler, açık uçlu anketler toplanmıştır. Daha sonra veriler NVivo kullanılarak ayrıştırılmış ve en fazla kullanılan temalar ve ikincil alt temalar çıkartılmıştır. Araştırmaya katılan okul yöneticileri ve öğretmenlerin görüşlerine göre farkındalık ve üst biliş odaklı empati eğitiminin verimli ve etkili olabilmesi için öğrenci ve öğretmen işbirliğinin artırılmasının önemi ortaya konmuştur. Bu paralelde bu konu ile ilgili uygulamaların artırılmasının sağlanmasıdır. Farkındalık arttıkça okul içinde yer alan kişilerin olumlu anlamda değiştiğini göstermektedir. Kazanımlar ile ilgili olarak katılımcıların kişisel gelişimleri, deneyim ve beceri edinme imkanlarının arttığı tespit edilmiştir. Ayrıca yaşamlarının tamamını kapsayacak şekilde çatışma çözme becerileri, problem çözme becerileri, iletişim ve en önemlisi de farkındalık ve üst biliş odaklı empati becerilerini geliştirmeleridir. Asıl önemli olan bir diğer konu ise önyargılarla baş etme becerilerini artırırlarken yaratıcı düşünme becerilerini de geliştirmeleridir. Bu sayede başarı ve mutluluk getiren alışkanlıklar sağlamaktadır. Bu tür bir durumda sürdürebilir gelişim gösteren bir okul kültürü ve ekosisteminin oluşturulabileceğini mümkün kılmaktadır.","downloadable_attachments":[{"id":45167746,"asset_id":24806042,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":5350040,"first_name":"Gamze","last_name":"Sart","domain_name":"istanbulc","page_name":"GamzeSart","display_name":"Gamze Sart","profile_url":"https://istanbulc.academia.edu/GamzeSart?f_ri=20155","photo":"https://0.academia-photos.com/5350040/3697412/4333558/s65_gamze.sart.jpg"}],"research_interests":[{"id":1,"name":"Creative 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(2022) Future Proofing Our Courses, The Classroom of 2028 and Beyond. Research Centre for Applied Sport, Physical Activity and Performance, University of Central Lancashire. 31st March.</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Q: How do we attract more students and then keep them? The idea for this session is to explore learning and delivery styles as much as anything…. Someone commented on the fact that having an ‘expert’ stand up and talk for an hour in... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_76091928" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Q: How do we attract more students and then keep them? <br />The idea for this session is to explore learning and delivery styles as much as anything….<br /><br />Someone commented on the fact that having an ‘expert’ stand up and talk for an hour in front of students about a particular topic is probably not the delivery style of the future, so,<br /><br />Q: How do we change to ensure the students are educated, but provide a learning experience that will keep them wanting to learn?</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/76091928" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="24fe6f66dc75f90fe9aed6c2c4d0d78d" rel="nofollow" data-download="{"attachment_id":83770214,"asset_id":76091928,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/83770214/download_file?st=MTczNjQwNjQ3Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="4131983" href="https://uclan.academia.edu/ClivePalmer">Clive Palmer (National Teaching Fellow)</a><script data-card-contents-for-user="4131983" type="text/json">{"id":4131983,"first_name":"Clive","last_name":"Palmer (National Teaching Fellow)","domain_name":"uclan","page_name":"ClivePalmer","display_name":"Clive Palmer (National Teaching Fellow)","profile_url":"https://uclan.academia.edu/ClivePalmer?f_ri=20155","photo":"https://0.academia-photos.com/4131983/1609764/34406840/s65_clive.palmer_national_teaching_fellow_.jpg"}</script></span></span></li><li class="js-paper-rank-work_76091928 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="76091928"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 76091928, container: ".js-paper-rank-work_76091928", }); 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A... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_43780405" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This systematic review investigated the contexts, critiques, and challenges of using heutagogy (Hase & Kenyon, 2000), an emerging instructional approach that emphasizes the self-determination of learners, to develop lifelong learners. A total of 33 peer-reviewed publications published between 2000 and 2019 were aggregated and synthesized, and findings explored the role that technology played in supporting the heutagogical approach and learning environments and contexts that have used heutagogy. The review concludes with the critiques and challenges of the heutagogical approach.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/43780405" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="43671d911f158d478f46ae6e8e7fbb09" rel="nofollow" data-download="{"attachment_id":64094936,"asset_id":43780405,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/64094936/download_file?st=MTczNjQwNjQ3Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="49401501" href="https://florida.academia.edu/RobMoore">Robert L Moore</a><script data-card-contents-for-user="49401501" type="text/json">{"id":49401501,"first_name":"Robert","last_name":"Moore","domain_name":"florida","page_name":"RobMoore","display_name":"Robert L Moore","profile_url":"https://florida.academia.edu/RobMoore?f_ri=20155","photo":"https://0.academia-photos.com/49401501/29963865/48036642/s65_robert.moore.jpg"}</script></span></span></li><li class="js-paper-rank-work_43780405 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="43780405"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 43780405, container: ".js-paper-rank-work_43780405", }); });</script></li><li class="js-percentile-work_43780405 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 43780405; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_43780405"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_43780405 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="43780405"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 43780405; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=43780405]").text(description); $(".js-view-count-work_43780405").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_43780405").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="43780405"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">12</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="2469" href="https://www.academia.edu/Documents/in/Lifelong_Learning">Lifelong Learning</a>, <script data-card-contents-for-ri="2469" type="text/json">{"id":2469,"name":"Lifelong Learning","url":"https://www.academia.edu/Documents/in/Lifelong_Learning?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="4433" href="https://www.academia.edu/Documents/in/Self-Determination_Theory">Self-Determination Theory</a>, <script data-card-contents-for-ri="4433" type="text/json">{"id":4433,"name":"Self-Determination Theory","url":"https://www.academia.edu/Documents/in/Self-Determination_Theory?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="15869" href="https://www.academia.edu/Documents/in/Online_Learning">Online Learning</a>, <script data-card-contents-for-ri="15869" type="text/json">{"id":15869,"name":"Online Learning","url":"https://www.academia.edu/Documents/in/Online_Learning?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="20155" href="https://www.academia.edu/Documents/in/Adult_Learners">Adult Learners</a><script data-card-contents-for-ri="20155" type="text/json">{"id":20155,"name":"Adult Learners","url":"https://www.academia.edu/Documents/in/Adult_Learners?f_ri=20155","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=43780405]'), work: {"id":43780405,"title":"Developing lifelong learning with heutagogy: contexts, critiques, and challenges","created_at":"2020-08-04T07:33:53.199-07:00","url":"https://www.academia.edu/43780405/Developing_lifelong_learning_with_heutagogy_contexts_critiques_and_challenges?f_ri=20155","dom_id":"work_43780405","summary":"This systematic review investigated the contexts, critiques, and challenges of using heutagogy (Hase \u0026 Kenyon, 2000), an emerging instructional approach that emphasizes the self-determination of learners, to develop lifelong learners. A total of 33 peer-reviewed publications published between 2000 and 2019 were aggregated and synthesized, and findings explored the role that technology played in supporting the heutagogical approach and learning environments and contexts that have used heutagogy. The review concludes with the critiques and challenges of the heutagogical approach.","downloadable_attachments":[{"id":64094936,"asset_id":43780405,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":49401501,"first_name":"Robert","last_name":"Moore","domain_name":"florida","page_name":"RobMoore","display_name":"Robert L Moore","profile_url":"https://florida.academia.edu/RobMoore?f_ri=20155","photo":"https://0.academia-photos.com/49401501/29963865/48036642/s65_robert.moore.jpg"}],"research_interests":[{"id":2469,"name":"Lifelong Learning","url":"https://www.academia.edu/Documents/in/Lifelong_Learning?f_ri=20155","nofollow":false},{"id":4433,"name":"Self-Determination Theory","url":"https://www.academia.edu/Documents/in/Self-Determination_Theory?f_ri=20155","nofollow":false},{"id":15869,"name":"Online Learning","url":"https://www.academia.edu/Documents/in/Online_Learning?f_ri=20155","nofollow":false},{"id":20155,"name":"Adult Learners","url":"https://www.academia.edu/Documents/in/Adult_Learners?f_ri=20155","nofollow":false},{"id":39063,"name":"Heutagogy","url":"https://www.academia.edu/Documents/in/Heutagogy?f_ri=20155"},{"id":80031,"name":"Online Teaching and Learning","url":"https://www.academia.edu/Documents/in/Online_Teaching_and_Learning?f_ri=20155"},{"id":152606,"name":"Adult Learning Assumptions","url":"https://www.academia.edu/Documents/in/Adult_Learning_Assumptions?f_ri=20155"},{"id":168573,"name":"Lifelong learning and adult education","url":"https://www.academia.edu/Documents/in/Lifelong_learning_and_adult_education?f_ri=20155"},{"id":192660,"name":"Self Determination","url":"https://www.academia.edu/Documents/in/Self_Determination?f_ri=20155"},{"id":476226,"name":"Self-Determined Learning","url":"https://www.academia.edu/Documents/in/Self-Determined_Learning?f_ri=20155"},{"id":649616,"name":"Pedagogy, andragogy \u0026 heutagogy","url":"https://www.academia.edu/Documents/in/Pedagogy_andragogy_and_heutagogy?f_ri=20155"},{"id":663069,"name":"Self-Regulation In Online Learning Environments","url":"https://www.academia.edu/Documents/in/Self-Regulation_In_Online_Learning_Environments?f_ri=20155"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_11241502" data-work_id="11241502" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/11241502/Technology_and_Adult_Students_In_Higher_Education_A_Review_of_the_Literature">Technology and Adult Students In Higher Education: A Review of the Literature</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Adult learners are becoming more common in institutions of higher education. These learners often bring with them experiences and expectations that can significantly affect their educational needs, progress and activity in the... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_11241502" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Adult learners are becoming more common in institutions of higher education.  These learners often bring with them experiences and expectations that can significantly affect their educational needs, progress and activity in the classroom.  A review of the literature suggests instructors in higher educational settings need to review their current teaching methodologies in light of the increase in enrollment of these types of students.  Specifically, pedagogical, or instructor-centered, approaches tend to be less effective in meeting the needs of adult learners. Additionally, faculty must change their perceptions about the presence and utilization of instructional technologies in meeting student needs, especially those of adults.  Instructors must consider how technology can influence the development and application of andragogy in the classroom to assist adult learners.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/11241502" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="f28ba4e4f677e5f171baed05d521d10f" rel="nofollow" data-download="{"attachment_id":37233529,"asset_id":11241502,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/37233529/download_file?st=MTczNjQwNjQ3Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="73409" href="https://idahostate.academia.edu/ClaynLambert">Clayn Lambert</a><script data-card-contents-for-user="73409" type="text/json">{"id":73409,"first_name":"Clayn","last_name":"Lambert","domain_name":"idahostate","page_name":"ClaynLambert","display_name":"Clayn Lambert","profile_url":"https://idahostate.academia.edu/ClaynLambert?f_ri=20155","photo":"https://0.academia-photos.com/73409/74423066/62919183/s65_clayn.lambert.jpeg"}</script></span></span></li><li class="js-paper-rank-work_11241502 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="11241502"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 11241502, container: ".js-paper-rank-work_11241502", }); });</script></li><li class="js-percentile-work_11241502 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 11241502; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_11241502"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_11241502 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="11241502"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 11241502; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=11241502]").text(description); $(".js-view-count-work_11241502").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_11241502").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="11241502"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="2621" href="https://www.academia.edu/Documents/in/Higher_Education">Higher Education</a>, <script data-card-contents-for-ri="2621" type="text/json">{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="5588" href="https://www.academia.edu/Documents/in/Andragogy">Andragogy</a>, <script data-card-contents-for-ri="5588" type="text/json">{"id":5588,"name":"Andragogy","url":"https://www.academia.edu/Documents/in/Andragogy?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="20155" href="https://www.academia.edu/Documents/in/Adult_Learners">Adult Learners</a>, <script data-card-contents-for-ri="20155" type="text/json">{"id":20155,"name":"Adult Learners","url":"https://www.academia.edu/Documents/in/Adult_Learners?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="53426" href="https://www.academia.edu/Documents/in/Technology_Integration_in_Schools">Technology Integration in Schools</a><script data-card-contents-for-ri="53426" type="text/json">{"id":53426,"name":"Technology Integration in Schools","url":"https://www.academia.edu/Documents/in/Technology_Integration_in_Schools?f_ri=20155","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=11241502]'), work: {"id":11241502,"title":"Technology and Adult Students In Higher Education: A Review of the Literature","created_at":"2015-03-03T15:03:03.369-08:00","url":"https://www.academia.edu/11241502/Technology_and_Adult_Students_In_Higher_Education_A_Review_of_the_Literature?f_ri=20155","dom_id":"work_11241502","summary":"Adult learners are becoming more common in institutions of higher education. These learners often bring with them experiences and expectations that can significantly affect their educational needs, progress and activity in the classroom. A review of the literature suggests instructors in higher educational settings need to review their current teaching methodologies in light of the increase in enrollment of these types of students. Specifically, pedagogical, or instructor-centered, approaches tend to be less effective in meeting the needs of adult learners. Additionally, faculty must change their perceptions about the presence and utilization of instructional technologies in meeting student needs, especially those of adults. Instructors must consider how technology can influence the development and application of andragogy in the classroom to assist adult learners.","downloadable_attachments":[{"id":37233529,"asset_id":11241502,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":73409,"first_name":"Clayn","last_name":"Lambert","domain_name":"idahostate","page_name":"ClaynLambert","display_name":"Clayn Lambert","profile_url":"https://idahostate.academia.edu/ClaynLambert?f_ri=20155","photo":"https://0.academia-photos.com/73409/74423066/62919183/s65_clayn.lambert.jpeg"}],"research_interests":[{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=20155","nofollow":false},{"id":5588,"name":"Andragogy","url":"https://www.academia.edu/Documents/in/Andragogy?f_ri=20155","nofollow":false},{"id":20155,"name":"Adult Learners","url":"https://www.academia.edu/Documents/in/Adult_Learners?f_ri=20155","nofollow":false},{"id":53426,"name":"Technology Integration in Schools","url":"https://www.academia.edu/Documents/in/Technology_Integration_in_Schools?f_ri=20155","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_1066857" data-work_id="1066857" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/1066857/Learners_on_Their_Own_Terms_Learning_Brokerage_Mainstream_Transformation_and_Social_Exclusion">Learners on Their Own Terms? Learning Brokerage, Mainstream Transformation and Social Exclusion</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Lifelong learning has not succeeded in countering social exclusion. In the UK there remains a deep divide between those formally involved in learning and those seen as positioned on the margins. Learning brokerage has been posited as one... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_1066857" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Lifelong learning has not succeeded in countering social exclusion. In the UK there remains a deep divide between those formally involved in learning and those seen as positioned on the margins. Learning brokerage has been posited as one route out of this impasse, but the concept remains little understood or researched. This paper presents findings from a major new research project, drawing on a broad range of qualitative data. It develops a conceptual framework for learning brokerage, and analyses how it operates in different, inter-related contexts. Learning brokerage is analysed as a process involving a network of organisations and individuals mediat- ing between learners, potential learners and learning providers. Potentially, it allows for curricula, pedagogy and support that has proved successful with educa- tionally marginalised groups at a voluntary and community sector level to be transmitted to mainstream educational institutions. The paper argues that a key part of this process is recognising and working with exclusion, both as a manifestation of structural inequality and as a self-determining choice for some communities. It focuses on case studies conducted with young black men and homeless people, two groups seen as highly excluded, discussing how brokerage effectively handles this duality of exclusion. It argues that they should not be normalised to be ‘included’ in learning but, rather, they have a right to learning opportunities on their own terms. It concludes that brokerage can help deliver such learning in the mainstream, but it is a slow, painstaking process, often blocked by institutions themselves.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/1066857" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="2ee9e6f77ce677ff9d4d3b056d40f8e9" rel="nofollow" data-download="{"attachment_id":6529517,"asset_id":1066857,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/6529517/download_file?st=MTczNjQwNjQ3Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="912658" href="https://staffs.academia.edu/KatyVigurs">Katy Vigurs</a><script data-card-contents-for-user="912658" type="text/json">{"id":912658,"first_name":"Katy","last_name":"Vigurs","domain_name":"staffs","page_name":"KatyVigurs","display_name":"Katy Vigurs","profile_url":"https://staffs.academia.edu/KatyVigurs?f_ri=20155","photo":"https://0.academia-photos.com/912658/338618/11830470/s65_katy.vigurs.jpg"}</script></span></span></li><li class="js-paper-rank-work_1066857 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="1066857"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 1066857, container: ".js-paper-rank-work_1066857", }); });</script></li><li class="js-percentile-work_1066857 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1066857; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_1066857"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_1066857 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="1066857"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1066857; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1066857]").text(description); $(".js-view-count-work_1066857").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_1066857").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="1066857"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">9</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1590" href="https://www.academia.edu/Documents/in/Adult_Education">Adult Education</a>, <script data-card-contents-for-ri="1590" type="text/json">{"id":1590,"name":"Adult Education","url":"https://www.academia.edu/Documents/in/Adult_Education?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2469" href="https://www.academia.edu/Documents/in/Lifelong_Learning">Lifelong Learning</a>, <script data-card-contents-for-ri="2469" type="text/json">{"id":2469,"name":"Lifelong Learning","url":"https://www.academia.edu/Documents/in/Lifelong_Learning?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3429" href="https://www.academia.edu/Documents/in/Educational_Research">Educational Research</a>, <script data-card-contents-for-ri="3429" type="text/json">{"id":3429,"name":"Educational Research","url":"https://www.academia.edu/Documents/in/Educational_Research?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="13430" href="https://www.academia.edu/Documents/in/Social_Exclusion">Social Exclusion</a><script data-card-contents-for-ri="13430" type="text/json">{"id":13430,"name":"Social Exclusion","url":"https://www.academia.edu/Documents/in/Social_Exclusion?f_ri=20155","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=1066857]'), work: {"id":1066857,"title":"Learners on Their Own Terms? Learning Brokerage, Mainstream Transformation and Social Exclusion","created_at":"2011-11-05T01:20:30.066-07:00","url":"https://www.academia.edu/1066857/Learners_on_Their_Own_Terms_Learning_Brokerage_Mainstream_Transformation_and_Social_Exclusion?f_ri=20155","dom_id":"work_1066857","summary":"Lifelong learning has not succeeded in countering social exclusion. In the UK there remains a deep divide between those formally involved in learning and those seen as positioned on the margins. Learning brokerage has been posited as one route out of this impasse, but the concept remains little understood or researched. This paper presents findings from a major new research project, drawing on a broad range of qualitative data. It develops a conceptual framework for learning brokerage, and analyses how it operates in different, inter-related contexts. Learning brokerage is analysed as a process involving a network of organisations and individuals mediat- ing between learners, potential learners and learning providers. Potentially, it allows for curricula, pedagogy and support that has proved successful with educa- tionally marginalised groups at a voluntary and community sector level to be transmitted to mainstream educational institutions. The paper argues that a key part of this process is recognising and working with exclusion, both as a manifestation of structural inequality and as a self-determining choice for some communities. It focuses on case studies conducted with young black men and homeless people, two groups seen as highly excluded, discussing how brokerage effectively handles this duality of exclusion. It argues that they should not be normalised to be ‘included’ in learning but, rather, they have a right to learning opportunities on their own terms. It concludes that brokerage can help deliver such learning in the mainstream, but it is a slow, painstaking process, often blocked by institutions themselves.","downloadable_attachments":[{"id":6529517,"asset_id":1066857,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":912658,"first_name":"Katy","last_name":"Vigurs","domain_name":"staffs","page_name":"KatyVigurs","display_name":"Katy Vigurs","profile_url":"https://staffs.academia.edu/KatyVigurs?f_ri=20155","photo":"https://0.academia-photos.com/912658/338618/11830470/s65_katy.vigurs.jpg"}],"research_interests":[{"id":1590,"name":"Adult Education","url":"https://www.academia.edu/Documents/in/Adult_Education?f_ri=20155","nofollow":false},{"id":2469,"name":"Lifelong Learning","url":"https://www.academia.edu/Documents/in/Lifelong_Learning?f_ri=20155","nofollow":false},{"id":3429,"name":"Educational Research","url":"https://www.academia.edu/Documents/in/Educational_Research?f_ri=20155","nofollow":false},{"id":13430,"name":"Social Exclusion","url":"https://www.academia.edu/Documents/in/Social_Exclusion?f_ri=20155","nofollow":false},{"id":17771,"name":"Adult and Continuing Education","url":"https://www.academia.edu/Documents/in/Adult_and_Continuing_Education?f_ri=20155"},{"id":20155,"name":"Adult Learners","url":"https://www.academia.edu/Documents/in/Adult_Learners?f_ri=20155"},{"id":33488,"name":"Increasing and Widening Participation","url":"https://www.academia.edu/Documents/in/Increasing_and_Widening_Participation?f_ri=20155"},{"id":34142,"name":"Learner Engagement","url":"https://www.academia.edu/Documents/in/Learner_Engagement?f_ri=20155"},{"id":81915,"name":"Adult Learner Participation","url":"https://www.academia.edu/Documents/in/Adult_Learner_Participation?f_ri=20155"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_10910872 coauthored" data-work_id="10910872" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/10910872/Resilience_in_language_learners_and_the_relationship_to_storytelling">Resilience in language learners and the relationship to storytelling</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">International students, who study a foreign language abroad, experience more adversities than their domestic peers. The social challenges they face include problems with immigration status, isolation, difficulty speaking a new language,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_10910872" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">International students, who study a foreign language abroad, experience more adversities than their domestic peers. The social challenges they face include problems with immigration status, isolation, difficulty speaking a new language, and learning unfamiliar customs. There is limited research focused on the coping strategies of these individuals. A growing body of research suggests storytelling may provide an important role in promoting resilience, defined as an individual's ability to bounce back or recover from stress. The study investigated possible relationships between experiencing storytelling as a child and adult resilience. The sample consisted of 21 international college students studying Chinese or English. Students were examined with a survey, a narrative interview, and the brief resilience scale. Data were analyzed quantitatively and qualitatively. The quantitative results produced significant correlations between resilience scores and the survey scores for adults who reported using storytelling in their own teaching of a second language to peers and children. Qualitative results identified five protective factors for resilience:</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/10910872" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="e2764530fa5d66a8d71e5cf12b15b30a" rel="nofollow" data-download="{"attachment_id":36686830,"asset_id":10910872,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/36686830/download_file?st=MTczNjQwNjQ3Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="26471987" href="https://independent.academia.edu/NileStanley">Nile Stanley</a><script data-card-contents-for-user="26471987" type="text/json">{"id":26471987,"first_name":"Nile","last_name":"Stanley","domain_name":"independent","page_name":"NileStanley","display_name":"Nile Stanley","profile_url":"https://independent.academia.edu/NileStanley?f_ri=20155","photo":"/images/s65_no_pic.png"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-10910872">+2</span><div class="hidden js-additional-users-10910872"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://snnu.academia.edu/YonghuiWang">Yonghui Wang</a></span></div><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/KateNguyen10">Kate Nguyen</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-10910872'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-10910872').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_10910872 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="10910872"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 10910872, container: ".js-paper-rank-work_10910872", }); });</script></li><li class="js-percentile-work_10910872 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 10910872; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_10910872"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_10910872 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="10910872"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 10910872; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=10910872]").text(description); $(".js-view-count-work_10910872").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_10910872").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="10910872"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">10</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="221" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="248" href="https://www.academia.edu/Documents/in/Social_Psychology">Social Psychology</a>, <script data-card-contents-for-ri="248" type="text/json">{"id":248,"name":"Social Psychology","url":"https://www.academia.edu/Documents/in/Social_Psychology?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="252" href="https://www.academia.edu/Documents/in/Developmental_Psychology">Developmental Psychology</a>, <script data-card-contents-for-ri="252" type="text/json">{"id":252,"name":"Developmental Psychology","url":"https://www.academia.edu/Documents/in/Developmental_Psychology?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1590" href="https://www.academia.edu/Documents/in/Adult_Education">Adult Education</a><script data-card-contents-for-ri="1590" type="text/json">{"id":1590,"name":"Adult Education","url":"https://www.academia.edu/Documents/in/Adult_Education?f_ri=20155","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=10910872]'), work: {"id":10910872,"title":"Resilience in language learners and the relationship to storytelling","created_at":"2015-02-18T14:59:45.660-08:00","url":"https://www.academia.edu/10910872/Resilience_in_language_learners_and_the_relationship_to_storytelling?f_ri=20155","dom_id":"work_10910872","summary":"International students, who study a foreign language abroad, experience more adversities than their domestic peers. The social challenges they face include problems with immigration status, isolation, difficulty speaking a new language, and learning unfamiliar customs. There is limited research focused on the coping strategies of these individuals. A growing body of research suggests storytelling may provide an important role in promoting resilience, defined as an individual's ability to bounce back or recover from stress. The study investigated possible relationships between experiencing storytelling as a child and adult resilience. The sample consisted of 21 international college students studying Chinese or English. Students were examined with a survey, a narrative interview, and the brief resilience scale. Data were analyzed quantitatively and qualitatively. The quantitative results produced significant correlations between resilience scores and the survey scores for adults who reported using storytelling in their own teaching of a second language to peers and children. Qualitative results identified five protective factors for resilience:","downloadable_attachments":[{"id":36686830,"asset_id":10910872,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":26471987,"first_name":"Nile","last_name":"Stanley","domain_name":"independent","page_name":"NileStanley","display_name":"Nile Stanley","profile_url":"https://independent.academia.edu/NileStanley?f_ri=20155","photo":"/images/s65_no_pic.png"},{"id":26665992,"first_name":"Yonghui","last_name":"Wang","domain_name":"snnu","page_name":"YonghuiWang","display_name":"Yonghui Wang","profile_url":"https://snnu.academia.edu/YonghuiWang?f_ri=20155","photo":"/images/s65_no_pic.png"},{"id":26564737,"first_name":"Kate","last_name":"Nguyen","domain_name":"independent","page_name":"KateNguyen10","display_name":"Kate Nguyen","profile_url":"https://independent.academia.edu/KateNguyen10?f_ri=20155","photo":"https://0.academia-photos.com/26564737/7488514/8412813/s65_kate.nguyen.jpg"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=20155","nofollow":false},{"id":248,"name":"Social Psychology","url":"https://www.academia.edu/Documents/in/Social_Psychology?f_ri=20155","nofollow":false},{"id":252,"name":"Developmental Psychology","url":"https://www.academia.edu/Documents/in/Developmental_Psychology?f_ri=20155","nofollow":false},{"id":1590,"name":"Adult Education","url":"https://www.academia.edu/Documents/in/Adult_Education?f_ri=20155","nofollow":false},{"id":3332,"name":"Resilience","url":"https://www.academia.edu/Documents/in/Resilience?f_ri=20155"},{"id":3398,"name":"Educational Psychology","url":"https://www.academia.edu/Documents/in/Educational_Psychology?f_ri=20155"},{"id":6492,"name":"Storytelling","url":"https://www.academia.edu/Documents/in/Storytelling?f_ri=20155"},{"id":20155,"name":"Adult Learners","url":"https://www.academia.edu/Documents/in/Adult_Learners?f_ri=20155"},{"id":86911,"name":"Retention","url":"https://www.academia.edu/Documents/in/Retention?f_ri=20155"},{"id":155322,"name":"Foreign Language Acquisition","url":"https://www.academia.edu/Documents/in/Foreign_Language_Acquisition?f_ri=20155"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_77126425" data-work_id="77126425" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/77126425/Andragogy_the_Adult_Learning_Theory">Andragogy the Adult Learning Theory</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Indian Adult Education Association has published two books-Adult and Lifelong Learning: Selected Articles (Edited by Dr.V.Mohankumar) and Skilling India: Initiatives and Outcomes (Authored byV.Mohankumar and B.Sanjay). Both the books are... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_77126425" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Indian Adult Education Association has published two books-Adult and Lifelong Learning: Selected Articles (Edited by Dr.V.Mohankumar) and Skilling India: Initiatives and Outcomes (Authored byV.Mohankumar and B.Sanjay). Both the books are for sales and price is Rs.300/-per copy. The discount given is 20% and hence, each book costs Rs.240/-only.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/77126425" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="2dc4c21d2efe292587d1c4203fe1ee29" rel="nofollow" data-download="{"attachment_id":84596485,"asset_id":77126425,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/84596485/download_file?st=MTczNjQwNjQ3Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="26569391" href="https://jamiamilliaislamia.academia.edu/ShikhaKapoor">Dr. Shikha Kapur</a><script data-card-contents-for-user="26569391" type="text/json">{"id":26569391,"first_name":"Dr. Shikha","last_name":"Kapur","domain_name":"jamiamilliaislamia","page_name":"ShikhaKapoor","display_name":"Dr. Shikha Kapur","profile_url":"https://jamiamilliaislamia.academia.edu/ShikhaKapoor?f_ri=20155","photo":"https://0.academia-photos.com/26569391/10996209/12271599/s65_shikha.kapoor.jpg"}</script></span></span></li><li class="js-paper-rank-work_77126425 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="77126425"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 77126425, container: ".js-paper-rank-work_77126425", }); });</script></li><li class="js-percentile-work_77126425 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 77126425; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_77126425"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_77126425 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="77126425"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 77126425; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=77126425]").text(description); $(".js-view-count-work_77126425").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_77126425").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="77126425"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">9</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="887" href="https://www.academia.edu/Documents/in/Teaching_and_Learning">Teaching and Learning</a>, <script data-card-contents-for-ri="887" type="text/json">{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1590" href="https://www.academia.edu/Documents/in/Adult_Education">Adult Education</a>, <script data-card-contents-for-ri="1590" type="text/json">{"id":1590,"name":"Adult Education","url":"https://www.academia.edu/Documents/in/Adult_Education?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2469" href="https://www.academia.edu/Documents/in/Lifelong_Learning">Lifelong Learning</a>, <script data-card-contents-for-ri="2469" type="text/json">{"id":2469,"name":"Lifelong Learning","url":"https://www.academia.edu/Documents/in/Lifelong_Learning?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="5588" href="https://www.academia.edu/Documents/in/Andragogy">Andragogy</a><script data-card-contents-for-ri="5588" type="text/json">{"id":5588,"name":"Andragogy","url":"https://www.academia.edu/Documents/in/Andragogy?f_ri=20155","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=77126425]'), work: {"id":77126425,"title":"Andragogy the Adult Learning Theory","created_at":"2022-04-20T19:16:39.220-07:00","url":"https://www.academia.edu/77126425/Andragogy_the_Adult_Learning_Theory?f_ri=20155","dom_id":"work_77126425","summary":"Indian Adult Education Association has published two books-Adult and Lifelong Learning: Selected Articles (Edited by Dr.V.Mohankumar) and Skilling India: Initiatives and Outcomes (Authored byV.Mohankumar and B.Sanjay). Both the books are for sales and price is Rs.300/-per copy. The discount given is 20% and hence, each book costs Rs.240/-only.","downloadable_attachments":[{"id":84596485,"asset_id":77126425,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":26569391,"first_name":"Dr. Shikha","last_name":"Kapur","domain_name":"jamiamilliaislamia","page_name":"ShikhaKapoor","display_name":"Dr. Shikha Kapur","profile_url":"https://jamiamilliaislamia.academia.edu/ShikhaKapoor?f_ri=20155","photo":"https://0.academia-photos.com/26569391/10996209/12271599/s65_shikha.kapoor.jpg"}],"research_interests":[{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=20155","nofollow":false},{"id":1590,"name":"Adult Education","url":"https://www.academia.edu/Documents/in/Adult_Education?f_ri=20155","nofollow":false},{"id":2469,"name":"Lifelong Learning","url":"https://www.academia.edu/Documents/in/Lifelong_Learning?f_ri=20155","nofollow":false},{"id":5588,"name":"Andragogy","url":"https://www.academia.edu/Documents/in/Andragogy?f_ri=20155","nofollow":false},{"id":9491,"name":"Pedagogy","url":"https://www.academia.edu/Documents/in/Pedagogy?f_ri=20155"},{"id":20155,"name":"Adult Learners","url":"https://www.academia.edu/Documents/in/Adult_Learners?f_ri=20155"},{"id":23507,"name":"Adult learning","url":"https://www.academia.edu/Documents/in/Adult_learning?f_ri=20155"},{"id":64933,"name":"Child","url":"https://www.academia.edu/Documents/in/Child?f_ri=20155"},{"id":1001469,"name":"Facilitator","url":"https://www.academia.edu/Documents/in/Facilitator?f_ri=20155"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_3468445 coauthored" data-work_id="3468445" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/3468445/Challenging_the_European_Area_of_Lifelong_Learning_a_critical_response">Challenging the ‘European Area of Lifelong Learning’: a critical response</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">""This is an edited volume with Maria Gravani (Open University of Cyprus) in the Springer Lifelong Learning Book Series (Series Editors: Aspin, David N., Chapman, Judith). The volume contains 25 chapters from 35 contributors from all... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_3468445" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">""This is an edited volume with Maria Gravani (Open University of Cyprus) in the Springer Lifelong Learning Book Series (Series Editors: Aspin, David N., Chapman, Judith). The volume contains 25 chapters from 35 contributors from all around Europe. <br />-Analyzes the implementation of the Memorandum for Lifelong Learning from a wide range across the European Union <br />-Helps understanding and interpreting the different dimensions of lifelong learning <br />-Brings forward new aspects of lifelong learning that are critically positioned towards European policy trends <br />The book critically reflects on the context in which lifelong learning policies and practices are organized in Europe with contributions of researchers and policy makers in the field. Through a critical lens the book reinterprets the core content of the messages that are conveyed by the European Commission in the “Memorandum for Lifelong Learning”, the most important policy document in the area, which after a decade from its publication still remains the vehicle for all current developments in lifelong learning in Europe. With references to research findings, proposed actions, and applications to immediate practice that have an added value for Europeans –but which either do not appear to correspond directly to what is stipulated by the European Commission, or are completely ignored as part of the lifelong learning process– the book offers an analytic and systematic outlook of the main challenges in creating the ‘European Area of Lifelong Learning’. In times as decisive as the ones we are going through today (both in social and economic terms), a critical perspective of the practices and policies adopted by the EU Member States is essential. The book follows the same structure as the Memorandum in order to debate and critically approach in separate sections the core issues that Europe faces today in relation to the idea of making a ‘European area of Lifelong Learning’. <br /> <br />Contents: <br /> <br />Introduction, Maria Gravani & George K. Zarifis <br /> <br />Part I: Lifelong learning and new basic skills for all. <br />The Skills - a Chimera of Modern European Adult Education, Katarina Popović | Computer Literacy among the Generations: How can Older Adults Participate in Digital Society? Bernhard Schmidt-Hertha & Claudia Strobel | Basic Skills for Becoming a Citizen, Emilio Lucio-Villegas | ‘New Basic Skills’, Non-Basic Skills, Knowledge Practices and Judgment: Tensions between the Needs of Basic Literacy, of Vocational Education and Training, and of Higher and Professional Learning, Martin Gough. <br /> <br />Part II: Lifelong learning and more investment in human resources. <br />Incentives and Disincentives to Invest in Human Resources, Marcella Milana | An Inconsistent Policy: Lifelong Learning and Adult Education Policy towards Competitive Advantage, Paula Guimarães & Fátima Antunes | Vocational Education – the Tension between Educational Flexibility and Predictability, Eva Andersson & Gun-Britt Wärvik | Lifelong Learning and Employability, Andreas Fejes | Human Capital and Human Activity in Lifelong Learning, <br />Despina Tsakiris. <br /> <br />Part III: Lifelong learning, innovative teaching and learning, and rethinking guidance and counselling. <br />Re-representing Education’s Image and Status: In the ‘Interest’ of Pedagogical Innovation, Stephen O’Brien | Teaching Methods and Professional Teaching in Adult Education: Questioning the Memorandum's Understanding of Professional Teaching, Regina Egetenmeyer & Patrick Bettinger | From “Innovation” to “Quality”: The Topic of Professionalization for adult Learning Staff in Selected European Policy Documents, Simona Sava | Being an Adult Learner and Learning through Life, Larissa Jõgi | Perspectives on Guidance and Counselling as Strategic Tools to Improve Lifelong Learning in Portugal, Maria Paula Paixão, José Tomás da Silva & Albertina L. Oliveira. <br /> <br />Part IV: Lifelong learning and valuing learning. <br />Contradicting Values in the Policy Discourse on Lifelong Learning, Nils Bernhardsson | Quality in Adult Learning: EU policies and Shifting Paradigms? Bert-Jan Buiskool & Simon Broek | The Adoption of an International Education Policy Agenda at National Level: Conceptual and Governance Issues, Alexandra Ioannidou | Vocational Learning: Shifting Relationships between Education and Working Life, Erik Kats & Jaap van Lakerveld | Evaluating Learning and the Work of a Researcher in the Era of Lifelong Learning, Κristiina Brunila | What About the Learner-Search for Identity and Meaning in Autobiographic Methods, Laura Formenti & Michaela Castiglioni. <br /> <br />Part V: Lifelong learning and bringing learning closer to home. <br />“Bringing Learning Closer to Home”: Understanding ‘outreach work’ as a mobilization strategy to increase participation in adult learning, Barry Hake | Lifelong Learning and Schools as Community Learning Centres: Key Aspects of a National Curriculum Draft Policy Framework for Malta, Peter Mayo | The Rise and Fall and Rise again of Learning Cities, Lynette Jordan, Norman Longworth & Michael Osborne | Collective Dimensions in Lifelong Education and Learning: Political and Pedagogical Reflections, Françoise F. Laot | Reinstating the invisible: a proposed framework for European Learning Collectives, George K. Zarifis & Maria Gravani. <br /> <br />Index""</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/3468445" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="95a2d0b49a061bfe5a79ab7a0476db80" rel="nofollow" data-download="{"attachment_id":40948064,"asset_id":3468445,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/40948064/download_file?st=MTczNjQwNjQ3Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="22229" href="https://auth.academia.edu/GeorgeKZarifis">George K. # Zarifis</a><script data-card-contents-for-user="22229" type="text/json">{"id":22229,"first_name":"George K.","last_name":"Zarifis","domain_name":"auth","page_name":"GeorgeKZarifis","display_name":"George K. # Zarifis","profile_url":"https://auth.academia.edu/GeorgeKZarifis?f_ri=20155","photo":"https://0.academia-photos.com/22229/7429/19786199/s65_george_k..zarifis.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-3468445">+1</span><div class="hidden js-additional-users-3468445"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://ouc.academia.edu/MariaNGravani">Maria N Gravani</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-3468445'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-3468445').html(); 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container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_3468445 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="3468445"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 3468445; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=3468445]").text(description); $(".js-view-count-work_3468445").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_3468445").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="3468445"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">50</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="8" href="https://www.academia.edu/Documents/in/Critical_Theory">Critical Theory</a>, <script data-card-contents-for-ri="8" type="text/json">{"id":8,"name":"Critical Theory","url":"https://www.academia.edu/Documents/in/Critical_Theory?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1180" href="https://www.academia.edu/Documents/in/Human_Resource_Development">Human Resource Development</a>, <script data-card-contents-for-ri="1180" type="text/json">{"id":1180,"name":"Human Resource Development","url":"https://www.academia.edu/Documents/in/Human_Resource_Development?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1451" href="https://www.academia.edu/Documents/in/Quality_Management">Quality Management</a>, <script data-card-contents-for-ri="1451" type="text/json">{"id":1451,"name":"Quality Management","url":"https://www.academia.edu/Documents/in/Quality_Management?f_ri=20155","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1590" href="https://www.academia.edu/Documents/in/Adult_Education">Adult Education</a><script data-card-contents-for-ri="1590" type="text/json">{"id":1590,"name":"Adult Education","url":"https://www.academia.edu/Documents/in/Adult_Education?f_ri=20155","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=3468445]'), work: {"id":3468445,"title":"Challenging the ‘European Area of Lifelong Learning’: a critical response","created_at":"2013-05-05T10:49:06.771-07:00","url":"https://www.academia.edu/3468445/Challenging_the_European_Area_of_Lifelong_Learning_a_critical_response?f_ri=20155","dom_id":"work_3468445","summary":"\"\"This is an edited volume with Maria Gravani (Open University of Cyprus) in the Springer Lifelong Learning Book Series (Series Editors: Aspin, David N., Chapman, Judith). The volume contains 25 chapters from 35 contributors from all around Europe. \r\n-Analyzes the implementation of the Memorandum for Lifelong Learning from a wide range across the European Union\r\n-Helps understanding and interpreting the different dimensions of lifelong learning\r\n-Brings forward new aspects of lifelong learning that are critically positioned towards European policy trends\r\nThe book critically reflects on the context in which lifelong learning policies and practices are organized in Europe with contributions of researchers and policy makers in the field. Through a critical lens the book reinterprets the core content of the messages that are conveyed by the European Commission in the “Memorandum for Lifelong Learning”, the most important policy document in the area, which after a decade from its publication still remains the vehicle for all current developments in lifelong learning in Europe. With references to research findings, proposed actions, and applications to immediate practice that have an added value for Europeans –but which either do not appear to correspond directly to what is stipulated by the European Commission, or are completely ignored as part of the lifelong learning process– the book offers an analytic and systematic outlook of the main challenges in creating the ‘European Area of Lifelong Learning’. In times as decisive as the ones we are going through today (both in social and economic terms), a critical perspective of the practices and policies adopted by the EU Member States is essential. The book follows the same structure as the Memorandum in order to debate and critically approach in separate sections the core issues that Europe faces today in relation to the idea of making a ‘European area of Lifelong Learning’. \r\n\r\nContents: \r\n\r\nIntroduction, Maria Gravani \u0026 George K. Zarifis \r\n\r\nPart I: Lifelong learning and new basic skills for all.\r\nThe Skills - a Chimera of Modern European Adult Education, Katarina Popović | Computer Literacy among the Generations: How can Older Adults Participate in Digital Society? Bernhard Schmidt-Hertha \u0026 Claudia Strobel | Basic Skills for Becoming a Citizen, Emilio Lucio-Villegas | ‘New Basic Skills’, Non-Basic Skills, Knowledge Practices and Judgment: Tensions between the Needs of Basic Literacy, of Vocational Education and Training, and of Higher and Professional Learning, Martin Gough.\r\n\r\nPart II: Lifelong learning and more investment in human resources.\r\nIncentives and Disincentives to Invest in Human Resources, Marcella Milana | An Inconsistent Policy: Lifelong Learning and Adult Education Policy towards Competitive Advantage, Paula Guimarães \u0026 Fátima Antunes | Vocational Education – the Tension between Educational Flexibility and Predictability, Eva Andersson \u0026 Gun-Britt Wärvik | Lifelong Learning and Employability, Andreas Fejes | Human Capital and Human Activity in Lifelong Learning, \r\nDespina Tsakiris.\r\n\r\nPart III: Lifelong learning, innovative teaching and learning, and rethinking guidance and counselling. \r\nRe-representing Education’s Image and Status: In the ‘Interest’ of Pedagogical Innovation, Stephen O’Brien | Teaching Methods and Professional Teaching in Adult Education: Questioning the Memorandum's Understanding of Professional Teaching, Regina Egetenmeyer \u0026 Patrick Bettinger | From “Innovation” to “Quality”: The Topic of Professionalization for adult Learning Staff in Selected European Policy Documents, Simona Sava | Being an Adult Learner and Learning through Life, Larissa Jõgi | Perspectives on Guidance and Counselling as Strategic Tools to Improve Lifelong Learning in Portugal, Maria Paula Paixão, José Tomás da Silva \u0026 Albertina L. Oliveira.\r\n\r\nPart IV: Lifelong learning and valuing learning.\r\nContradicting Values in the Policy Discourse on Lifelong Learning, Nils Bernhardsson | Quality in Adult Learning: EU policies and Shifting Paradigms? Bert-Jan Buiskool \u0026 Simon Broek | The Adoption of an International Education Policy Agenda at National Level: Conceptual and Governance Issues, Alexandra Ioannidou | Vocational Learning: Shifting Relationships between Education and Working Life, Erik Kats \u0026 Jaap van Lakerveld | Evaluating Learning and the Work of a Researcher in the Era of Lifelong Learning, Κristiina Brunila | What About the Learner-Search for Identity and Meaning in Autobiographic Methods, Laura Formenti \u0026 Michaela Castiglioni.\r\n\r\nPart V: Lifelong learning and bringing learning closer to home.\r\n“Bringing Learning Closer to Home”: Understanding ‘outreach work’ as a mobilization strategy to increase participation in adult learning, Barry Hake | Lifelong Learning and Schools as Community Learning Centres: Key Aspects of a National Curriculum Draft Policy Framework for Malta, Peter Mayo | The Rise and Fall and Rise again of Learning Cities, Lynette Jordan, Norman Longworth \u0026 Michael Osborne | Collective Dimensions in Lifelong Education and Learning: Political and Pedagogical Reflections, Françoise F. Laot | Reinstating the invisible: a proposed framework for European Learning Collectives, George K. Zarifis \u0026 Maria Gravani. \r\n\r\nIndex\"\"","downloadable_attachments":[{"id":40948064,"asset_id":3468445,"asset_type":"Work","always_allow_download":false},{"id":40948094,"asset_id":3468445,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":22229,"first_name":"George K.","last_name":"Zarifis","domain_name":"auth","page_name":"GeorgeKZarifis","display_name":"George K. # Zarifis","profile_url":"https://auth.academia.edu/GeorgeKZarifis?f_ri=20155","photo":"https://0.academia-photos.com/22229/7429/19786199/s65_george_k..zarifis.jpg"},{"id":183792,"first_name":"Maria N","last_name":"Gravani","domain_name":"ouc","page_name":"MariaNGravani","display_name":"Maria N Gravani","profile_url":"https://ouc.academia.edu/MariaNGravani?f_ri=20155","photo":"https://0.academia-photos.com/183792/792115/5496650/s65_maria_n.gravani.jpg"}],"research_interests":[{"id":8,"name":"Critical 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})();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_72360218" data-work_id="72360218" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/72360218/Developing_an_online_learning_community_A_model_for_enhancing_lecturer_and_student_learning_experiences">Developing an online learning community: A model for enhancing lecturer and student learning experiences</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This paper reports on a study aimed to better understand teaching and learning in an online learning environment through the development of a learning community to facilitate successful learning experiences. To achieve this aim, a... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_72360218" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This paper reports on a study aimed to better understand teaching and learning in an online learning environment through the development of a learning community to facilitate successful learning experiences. To achieve this aim, a qualitative interpretive methodology was adopted to case study an online lecturer and his 14 students’ experiences in a semester long fully online asynchronous graduate course in a New Zealand tertiary institution. Based on the findings, a model for understanding and developing an online learning community for adult tertiary learners is proposed. In accord with sociocultural views of learning and practices, the model depicts successful online learning as a mediated, situated, distributed, goal-directed and participatory activity within a socially and culturally determined learning community. The model informs our understanding of appropriate conditions for the development of online learning communities and has implications for the design and facilitation o...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/72360218" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="dc746cb8e6ce2efdff8b0fbb522653a0" rel="nofollow" data-download="{"attachment_id":83926127,"asset_id":72360218,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/83926127/download_file?st=MTczNjQwNjQ3Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2249887" href="https://independent.academia.edu/ElaineKhoo">Elaine Khoo</a><script data-card-contents-for-user="2249887" type="text/json">{"id":2249887,"first_name":"Elaine","last_name":"Khoo","domain_name":"independent","page_name":"ElaineKhoo","display_name":"Elaine Khoo","profile_url":"https://independent.academia.edu/ElaineKhoo?f_ri=20155","photo":"https://0.academia-photos.com/2249887/717344/890873/s65_elaine.khoo.jpg"}</script></span></span></li><li class="js-paper-rank-work_72360218 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="72360218"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 72360218, container: ".js-paper-rank-work_72360218", }); 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To achieve this aim, a qualitative interpretive methodology was adopted to case study an online lecturer and his 14 students’ experiences in a semester long fully online asynchronous graduate course in a New Zealand tertiary institution. Based on the findings, a model for understanding and developing an online learning community for adult tertiary learners is proposed. In accord with sociocultural views of learning and practices, the model depicts successful online learning as a mediated, situated, distributed, goal-directed and participatory activity within a socially and culturally determined learning community. 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