Exploring the dominant learning styles of adult learners in higher education

International Review of Education - In today’s complex and knowledge-driven world, the quest to pursue and acquire information and skills to enable one to be useful in society is not limited...     

Exploring connections between identity and learning

Abstract

Learning is situated in the practices of communities, such that children learn by participating in the communities they inhabit. Learning through participation in the practices of a community influences interpretation of and engagement with the social world, and has implications for the identity of the learner as a participant in a community. In this article, the connection between learning and identity will be explored from a sociocultural perspective. Children participate in many communities and must appropriately generalize learning across communities such as home and school. Research in the connection between identity and learning in schools will be reviewed because in many countries where schooling is mandatory it is an important context for this generalization. Then the paper will explore the choice of when and how to generalize across contexts and whether this choice is conscious. Lastly, the paper will propose some ways that the connection between learning and identity may complicate this generalization.     

Exploring mobile learning in the Third Space

Mobile learning is enabling educators and students to learn in ways not previously possible. The ways that portable, multi-functional mobile devices can untether the learner from formal institutional learning give scope for learning to be conceptualised in an expanded variety of places, times and ways. In this conceptual article the authors articulate this notion by using the metaphor of the Third Space to envision what can be achieved with mobile learning. They outline their use of the metaphor, consider how it extends notions of twenty-first century learning and use a previously established Mobile Pedagogical Framework to provide a context for the discussion. They conclude with implications of learning in the Third Space for teachers and students. These implications suggest that roles of teachers and students and structure of the curriculum need to change to ensure we leverage the potential of mobile learning.     

Facilitating adult learning and a researcher identity through a higher education pedagogical process

This empirical study uses auto-ethnography to describe a higher education pedagogical process that facilitated largely doctoral students in preparing their candidacy proposals through the use of specific adult learning principles. Students＇ experiences and points of view of such a learning environment were explored, including： （1） how they contributed to their peers＇ learning; （2） how their peers contributed to their own individual learning; and （3） how the learning environment impacted the process. Key factors identified as pivotal to learning to learn, include creating a learning sanctuary and trusting relationships, engaging in mutual inquiry and the co-construction of meaning, and bridging research theory and practice. These factors enabled students to expand their identities to include a researcher identity and to negotiate deep knowledge at the personal level. Throughout this article, the students＇ points of view are used to elucidate shared and diverse experiences, in addition to supporting conclusions and recommendations for practice and further study.     

Lifelong learning: Universities and adult education

This paper argues that the driving force of social change in the contemporary world is economic globalisation, which has demanded and more highly educated work force. It discusses six major changes that are occurring in traditional university education, as a result, and notes that universities have now become a site where adults learn. Universities are becoming institutions of lifelong learning. In the final section traditional adult education is reviewed, which is also becoming lifelong learning, and the education of older adults is discussed.     

Radical adult education and learning

How can we speak about radical education in these seemingly unpropitious times? I explore this question first by examining aspects of our radical heritage (self-directed learning, facilitation, democratic pedagogy, learning in hegemonic struggle, learning in social action, critical pedagogy) and then by discussing what radical learning and education mean now, in an era of capitalist triumphalism. I outline a method which helps practitioners to investigae and act on what people are actuallly learning and teaching each other in different sites—educational instititions, workplace families, communities, the mass media and social movements. Culture is ordinary: that is where we must start. (Williams, 1958a)     

Mobile learning and integration of mobile technologies in education

Mobile technologies have a huge potential to transform education provided these technologies are designed and implemented in such a way that they are relevant to the social and cultural context of learning. Clearly, the application, implementation, and design of mobile technology in the global educational context pose technological and socio-cultural challenges. Specifically, technology tools and applications that are familiar in developed nations may pose unique challenges in developing countries, so ‘one size fits all’ or ‘one technology for all contexts’ does not practically work. Therefore, the authors provide case studies focusing on the pedagogical benefits of mobile technologies when used as educational tools. Ideally, this article is intended to stimulate reflections on the subject of m-learning as well as the integration of mobile technologies in education.     

Exploring students' learning challenges in environmental education

There is growing recognition of the significance of learning within debates about sustainable development. Within the field of environmental education research, however, there has been insufficient attention given to questions of learners and learning. In the light of this situation, this paper reports findings from two studies (one in England, the other in Sweden) that focused specifically on learners' experiences of and responses to environmental curricula in secondary school and higher education. Three kinds of learning challenges that can be experienced by students on environmental education courses are outlined and discussed. The main purpose of the paper is to highlight the complexity of the learning experience within environmental education and to draw attention to the need for improved research‐based understandings of environmental learning processes.     

Exploring the uses of mobile phones to support informal learning

This paper explores how a group of undergraduate students in the United Arab Emirates (UAE) use their mobile phones to perform informal learning activities related to the content of their courses outside the classroom. The paper also addresses the usefulness of informal learning activities to support students’ learning. The study adopts an exploratory case study design and uses multiple methods of data collection including questionnaires, interviews and diary entries. Main findings suggest that students performed informal learning activities mostly from home, interacting mainly with classmates. It also shows that students were in control of their informal learning activities without teachers’ input. However, it was found that students used only a limited number of applications but these were considered useful to their learning. The paper contributes to a discussion of the implications of training and instructor support to help students to take more advantage of mobile phone applications to support informal learning. Recommendations for further research are discussed.     

International education: the transformative potential of experiential learning

Academic outcomes of post-16 education can be understood in terms of their value for gaining access to university and, at a time when global educational mobility is growing, internationally recognised university entrance qualifications may be considered a form of personal capital. However, narrowly measured outcomes may not reflect the breadth of the school experience nor the extent to which this breadth contributes to the development of the young person. One curriculum which aims to prepare students in ways that extend beyond the academic is the International Baccalaureate Diploma Programme, which incorporates an experiential element at its core. Creativity, Activity, Service attaches a transformative purpose to education, where students’ experiences in each of the three strands can support personal learning that is not confined to subject areas of an academic curriculum. This paper describes the evolution of CAS in the academically rigorous Diploma Programme and presents the findings from a review of literature which contribute towards developing an understanding of the transformative potential of this component.     

Exploring the effects of project-based learning in secondary mathematics education

This mixed-method, longitudinal study investigated the benefits of project-based learning (PBL) on secondary-mathematics students' academic skill development and motivated strategies for learning (i.e., cognitive, social, and motivational). The focus of this study was academic skill development (algebra- and geometry-assessment scores) and other factors related to secondary mathematics learning, with comparable traditional high schoolers serving as the control group. In addition, the relationship between PBL and racially/ethnically and economically diverse secondary students was investigated. Results showed that at-risk and minority students benefited greatly from PBL in learning mathematics. The academic performance gap was present, but its width diminished significantly. Compared to their public school counterparts, PBL students were more intrinsically motivated, showed significantly higher critical thinking skills, and appreciated peer learning. Impact of socioeconomic status on the PBL approach needs further investigation.     

移动学习在远程开放教育的应用研究

随着网络信息技术不断发展以及智能手机出现,移动学习已经成为当今教育技术探讨的热点之一,移动学习以其实用性、方便性、不受时空限制等特点吸引着开放教育的学生。本文主要以工商管理专业开放教育的学生为研究对象,针对移动学习应用情况进行初步探讨。     

Putting the learner at the centre: Quality in adult learning and education

International Review of Education -     

Exploring criticality in management education through action learning

The field of management education has been the focus of much debate in recent times. Issues relating to the real world and a lack of relevancy in business schools have caused much of this debate. In particular, questions have been raised regarding why business schools should endeavour to bridge this relevancy gap? However, it is important to define what is meant by relevance. How we define relevance has implications for all stakeholders of management education. As a result, this raises questions about the content and process of management education. For example, how applicable are the alternative approaches to management education such as action learning. How does such an approach translate into the professional practice of educators? What are the benefits and challenges of engaging in such an approach? In particular, what impact does it have for both management educators and their students? When we question what and how we teach it has the potential to open up new questions to be explored and insights to be revealed. This paper reveals a side of management education that is ever present in the philosophy and practice of action-learning practitioners. By exploring the impact of their practice it can inform our understanding and shape future practice. Management education like all education should be open to such exploration. Such an exploration is both timely and relevant for today's educators, students, managers and ultimately society.