The role of work-related learning in the identity transformation of Canadian workers with low literacy skills

Workplaces are settings where power, knowledge and self are brought together in a complex social environment which includes various forms of struggle related to identity, agency, socio-cultural norms, political structures and functional practices. The purpose of this article is to uncover how formal and informal work-related learning processes influence the identity transformation of workers with low literacy and essential skills. Drawing on two recent Canadian data bases which serve as cases in this study, the position taken by the authors is that the organisational context can both facilitate and impede worker subjectivity. Various conditions, approaches to learning and training pathways are examined as they contribute to social cognitive and transformative learning theories.     

Predictors of Adult Education Program Satisfaction in Urban Community-Dwelling Older Adults

Lifelong learning is receiving greater attention due to population aging in modern societies. Lifelong learning benefits individuals by supporting their physical, psychological, social, and economic well-being. However, older adults generally have lower motivation for learning than younger adults, and facilitating long-term participation in learning activities is still challenging. Previous studies mainly identified negative factors such as barriers and obstacles to individuals’ initial participation in lifelong learning programs. As such, less is known about positive factors that promote long-term participation. To address this gap, data were collected from 330 older adults who participated in the Osher Lifelong Learning Institute program in an urban community in the United States. Results from proportional odds ordinal logistic regression analysis demonstrated that gender, number of household members, income, religious affiliation, self-rated health, and number of courses taken were associated with satisfaction with the program. In hopes to promote true lifelong learning, possible explanations about the findings are explored and several recommendations for existing lifelong learning programs are derived in this study.     

Revisiting Zhang’s scale of transactional distance: refinement and validation using structural equation modeling

Transactional distance has been defined as barriers to students’ engagement with learning in the online environment. This research updates Zhang’s (2003) scale of transactional distance, which quantified the extent of the barriers, in light of the massive changes in today’s web-based learning environment. The resulting revised scale of transactional distance (RSTD) is a parsimonious version with 12 elements (compared to 31 original) that measure the transactional distance between student and teacher, student and student, and student and content. The RSTD has excellent factorial validity and reliability, yields better fit statistics, and is easier and less time-consuming to apply. The transactional distance values are unique predictors of student satisfaction, which is correlated to learning and persistence (a major concern with massive open online courses). This information can form the basis for a systematic approach to improving the design of today’s contemporary open, flexible, distance education courses and thus serve as a valuable tool for researchers and educators alike.     

Four Perspectives on Flipping the Statistics Classroom: Changing Pedagogy to Enhance Student-Centered Learning

Abstract

The term “flipped” or “inverted” classroom includes a broad range of pedagogical innovations, and has recently received a significant amount of press. Although flipping an entire course might be a more extreme step than most are able to take, we discuss modular ideas for change that can be more easily implemented. This paper offers the perspective of four faculty members at different institutions who have all flipped material in statistics courses that were already highly interactive and activity-based. We share common pitfalls and core ideas that were found among diverse environments.     

“Blessed”: Musical Talent,Smartness, & Figured Identities

The purpose of this study is to explore smartness and talent as social constructs. Drawing on Holland et al.'s (1998) figured identities, this article explores the figuring of abilities by elucidating the voices of African American high school chorus students. Critical Race Theory (CRT) helps to unpack normalized language and practices that comprise intelligence, talent, and identity construction. The student participants in this study contrasted high school experiences in which they constructed musical and academic identities, describing how smart or talented they were relative to significant others around them. Findings suggest that constructions of musical talent and smartness socially positioned students along race, gender, and class lines. Interpretations of talent and intelligence may impact the curricular options made available to students, their academic identity construction, musical identity construction, and inequitable school practices.