Author: Ajal

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A case study of a volunteer-based literacy class with adults with developmental disabilities

Author: Jacqueline Lynch, York University, Toronto, Canada

Edition: Volume 53, Number 2, July 2013

Summary: The purpose of this study was to examine participants’ perspectives on how a volunteer-based adult literacy class supports the learning of adults with developmental/intellectual disabilities. Interviews were conducted with four tutors, three adult learners, and two coordinators and observations of the class occurred over a 6-month period during which the author was a tutor. The focus during this time period was on health and mathematics. Three major categories were identified: class organisation (goals and structure), teaching strategies and behaviours, and class activities. Based on these findings, several recommendations are presented including the need for further integration of adult learners’ out-of-school literacy activities into the class and for increased tutor knowledge of the adult learners’ disability.

Keywords: adult education, developmental disability, volunteers, literacy, health

 

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This article is part of AJAL, Volume 53_2. The entire volume is available in .pdf for purchase here.

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Predictors of attrition and achievement in a tertiary bridging program

Author: Robert Whannell, University of New England

Edition: Volume 53, Number 2, July 2013

Summary: This study examines the attrition and achievement of a sample of 295 students in an on-campus tertiary bridging program at a regional university. A logistic regression analysis using enrolment status, age and the number of absences from scheduled classes at week three of the semester as predictor variables correctly predicted 92.8 percent of participant attrition. It was concluded that attrition is largely a phenomenon associated with younger students between 18 and 24. While the quality of academic staff support was found to be strongly positively associated with the emotional commitment and academic identity of the participant, it was also negatively associated with scheduled class absence for those participants who dropped out. Intervention to address attrition of these young students is recommended to involve the selection of appropriate academic staff and a comprehensive orientation process which allows the development of supportive peer and staff relationships. The purpose of the orientation would be to facilitate the development of a robust sense of emotional commitment to a positive academic identity prior to the completion of the initial assessment tasks.

Keywords: bridging education, attrition, emotional commitment, identity.

 

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This article is part of AJAL, Volume 53_2. The entire volume is available in .pdf for purchase here.

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Humanities education as a pathway for women in regional and rural Australia: Clemente Ballarat

Authors: Ann Gervasoni, Australian Catholic University; Jeremy Smith, University of Ballarat; Peter Howard, Australian Catholic University

Edition: Volume 53, Number 2, July 2013

Summary: This paper provides insight into the experience of Clemente humanities education for six regional and rural Australian women living around Ballarat. Each took part in an audio-taped semistructured interview which explored the impact that university study had on their lives. Their responses suggest that Clemente Ballarat was life-giving. The student insights identified the critical importance of: providing a supportive learning environment for people lacking life opportunities and routine; students feeling better and happier with themselves resultant from personal learning achievements; doing something that was about ‘me’; support from others including Learning Partners and the program’s counsellor; students appreciating their academic and inner strengths; rekindling dreams and hope; seeking ways out of poverty for their family; finding friendships and connection; appreciating the academic disciplines; improvements in well-being and mental health; and pride in achievements. Students also were apprehensive about what the future may hold after completion and graduation. These insights highlight the treasures that students found when engaged in humanities education based upon community embedded socially supported structures that enable learning. Further, these insights provide contextual outcomes for the Clemente program, which could be implemented across regional and rural Australia for people experiencing multiple disadvantages or social exclusion.

Keywords: social inclusion, equity, disadvantage, transformation, humanities education, community engagement.

 

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This article is part of AJAL, Volume 53_2. The entire volume is available in .pdf for purchase here.

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Effectively teaching diverse student groups: a reflection on teaching and learning strategies

Author: Kathryn Trees, Murdoch University

Edition: Volume 53, Number 2, July 2013

Summary: This paper discusses facilitating student collegiality within diverse student groups. It argues that diverse student groups of international, domestic, mature age and Gen Y students often have similar difficulties and strengths although they may occur for quite different reason and understanding this is useful when deciding on teaching and learning strategies. It describes several teaching and learning strategies and explains the outcomes of using these with diverse student cohorts.

Keywords: diversity, effective communication, critical reflection, teaching strategies

 

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This article is part of AJAL, Volume 53_2. The entire volume is available in .pdf for purchase here.

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A learner perspective on barriers to e-learning

Authors: Karen Becker, Cameron Newton, Sukanlaya Sawang; Queensland University of Technology

Edition: Volume 53, Number 2, July 2013

Summary: This study aims to identify and categorize barriers to e-learning adoption and the relative impact of those barriers on learners. It contributes to the understanding of learner perceptions of barriers, the different types of barriers and their relative importance. This study used a quantitative methodology grounded in previous literature. The study is based on a self-administered questionnaire conducted with employees in a rail organisation. This research demonstrates there are three key factors that represent barriers to e-learning: the nature of e-learning as a learning approach, the use of technology, and concerns about lack of time and potential interruptions when trying to complete e-learning.

Keywords: e-learning, learning barriers, learning technologies, e-learning adoption

 

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This article is part of AJAL, Volume 53_2. The entire volume is available in .pdf for purchase here.

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Using grass roots community programs as an anti-extremism strategy

Author: Robyn Broadbent, Victoria University

Edition: Volume 53, Number 2, July 2013

Summary: In recent times the Australian Government has become increasingly concerned with the challenge to the dominant culture by humanitarian immigrants entering the country.  As a part of a complex strategy, emerging from the events of 9/11 and the perceived changing face of multiculturalism in Australia, the Attorney-General Robert McClelland announced in 2011 more than $1.1 million in funding for projects to mentor and support young people to stay disengaged from intolerant and radical ideologies.The grants have been awarded under the Building Community resilience – Youth Mentoring Grants Program (2010) and are  designed to promote a tolerant, safe and inclusive society.

As a result of that funding a northern suburbs Council Youth Services in Victoria established a project to work with young people 12-17 years who have been identified by Victoria Police, the education sector, and welfare agencies as individuals who have or are exhibiting signs of fostering hatred and intolerance either through the spoken word, written messages, graffiti, the media, or the internet, that live within this local government area. This paper discusses the results of the evaluation of a multicultural leadership program that was delivered using an adult learning framework in which 16 young people attended and how such programs can continue to build the capacity of communities to build scaffolds of support that ensure the inclusion of young people and not their marginalization.

Keywords: Young people, extremism, racism, community program

 

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This article is part of AJAL, Volume 53_2. The entire volume is available in .pdf for purchase here.

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The twenty-first century university and the concept of lifelong learning

Author: Sasa Milic: University of Montenegro

Edition: Volume 53, Number 1, April 2013

Summary:

In recent years, major universities and governmental and nongovernmental organizations around the world have been engaged in discussions about implementing the principles of lifelong learning as fundamental principles of individual education. Until about a decade ago, adult education in Montenegro (whose development resembled that of adult education in the other republics of the former Yugoslavia) was characterized by the founding of workers’ or people’s universities; establishment of training centers at major companies and factories; and continued professional training, which included part-time enrollment in traditional universities. In other words, adult education was treated as an integral part of the formal education system but was not included in the state budget for education. Over the course of the last ten years, Montenegro has lost its old system of adult education, but it is still quite far from establishing a new one. Tellingly, no strategic document pertaining to adult education in the country recognizes the University of Montenegro as having a major role  in lifelong learning. This essay problematizes the place and role of the university within the system of adult education and offers a comparative analysis of the development of the concept of lifelong learning at the university level in Europe.

Keywords: lifelong learning, adult education, expanding accessibility, different learning styles, social partnership, social justice.

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This article is part of AJAL, Volume 53_1. The entire volume is available in .pdf for purchase here.

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Learning and guidance for older workers in Europe

Authors: Pamela M.Clayton: University of Glasgow, Scotland; Silvana Greco: University of Milan, Italy; Maria Jose Lopez Sanchez: University Miguel Hernandez of Elche, Alicante, Spain.

Edition: Volume 53, Number 1, April 2013

Summary: Despite still widespread unemployment in Europe, there is a growing shortage of labour, due to the ageing of the population and discrimination against old people both in and out of employment. Following the long history of human rights legislation, such discrimination is now outlawed but many third-agers have become discouraged or do not know how to make their careers more secure. Vocational guidance, therefore, is needed in order to reintegrate them into the labour force and manage their careers effectively.

Keywords: ageing, population, human rights, career, guidance

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This article is part of AJAL, Volume 53_1. The entire volume is available in .pdf for purchase here.

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The ‘double-edged sword’ of the adult learning environment

Authors: Sara Murray and Jane Mitchell: Charles Sturt University

Edition: Volume 53, Number 1, April 2013

Summary: The vocational education and training sector plays a critical role in the provision of educational opportunities for young adults who have left school prior to completing a qualification. Some research has found that a major factor that supports student re-engagement in formal education is the ‘adult learning environment’ that characterises institutions such as TAFE. Other studies have questioned the suitability of the adult learning environment for some students. This study explores how students and teachers in five foundation TAFE courses view the adult learning environment and how they respond to this environment. The paper argues that the adult learning environment can in some instances be a ‘double-edged sword’, in that it can both enhance and limit student engagement.

Keywords: vocational, VET, TAFE, young adult, learning, foundation

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This article is part of AJAL, Volume 53_1. The entire volume is available in .pdf for purchase here.

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Time, money, leisure and guilt – the gendered challenges of higher education for mature-age students

Author: Cathy Stone: Open Universities Australia and The University of Newcastle, Australia

Edition: Volume 53, Number 1, April 2013

Summary: Two qualitative research projects examined the impact of university study on two cohorts of mature-age students at a regional university in Australia. All the students interviewed had entered university via non-traditional pathways and had faced significant hurdles in gaining university entrance and continuing with their studies. The influence of gender on their experiences of managing home, family and work responsibilities in combination with their responsibilities as students is examined. Issues such as lack of time and money, self-sacrifice and guilt emerged strongly from the stories of these students as they struggled to manage their multiple responsibilities. The gendered nature of these struggles is explored.

Keywords: university, mature-age, regional, non-traditional, pathway, student, hurdle

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This article is part of AJAL, Volume 53_1. The entire volume is available in .pdf for purchase here.