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	<title>Uncategorized &#8211; Australian Journal of Adult Learning</title>
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	<description>Critical thinking and research in the field of adult learning</description>
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		<title>AJAL Volume 60 / Number 2 / July 2020</title>
		<link>https://ajal.net.au/ajal-volume-60-number-2-july-2020/</link>
		
		<dc:creator><![CDATA[Henrik Steenberg]]></dc:creator>
		<pubDate>Fri, 28 Aug 2020 00:24:20 +0000</pubDate>
				<category><![CDATA[Uncategorized]]></category>
		<category><![CDATA[Adult Learning Australia]]></category>
		<category><![CDATA[Australian Journal of Adult Learning]]></category>
		<guid isPermaLink="false">https://www.ajal.net.au/?p=5901</guid>

					<description><![CDATA[This edition of AJAL is available for purchase in pdf format ALA Members can download a free copy of this edition by logging in to the member area of the ALA website here: AJAL Past Editions &#160; Share this page.]]></description>
		
		
		
			</item>
		<item>
		<title>AJAL Volume 60 / Number 1 / April 2020</title>
		<link>https://ajal.net.au/ajal-volume-60-number-1-april-2020/</link>
		
		<dc:creator><![CDATA[Henrik Steenberg]]></dc:creator>
		<pubDate>Thu, 04 Jun 2020 03:02:55 +0000</pubDate>
				<category><![CDATA[Uncategorized]]></category>
		<category><![CDATA[Adult Learning Australia]]></category>
		<category><![CDATA[Australian Journal of Adult Learning]]></category>
		<guid isPermaLink="false">https://www.ajal.net.au/?p=5765</guid>

					<description><![CDATA[This edition of AJAL is available for purchase in pdf format ALA Members can download a free copy of this edition by logging in to the member area of the ALA website here: AJAL Past Editions Share this page.]]></description>
		
		
		
			</item>
		<item>
		<title>Is society capable of learning? Beyond a metaphysical foundation</title>
		<link>https://ajal.net.au/is-society-capable-of-learning-beyond-a-metaphysical-foundation/</link>
		
		<dc:creator><![CDATA[Henrik Steenberg]]></dc:creator>
		<pubDate>Tue, 15 Nov 2016 03:58:43 +0000</pubDate>
				<category><![CDATA[Uncategorized]]></category>
		<category><![CDATA[individuals]]></category>
		<category><![CDATA[intersubjectivity; learning; learning society]]></category>
		<category><![CDATA[society]]></category>
		<guid isPermaLink="false">https://www.ajal.net.au/?p=4303</guid>

					<description><![CDATA[Author: Ya-hui Su National Kaohsiung University of Hospitality and Tourism, Taiwan Edition: Volume 56, Number 3, November 2016 Summary: There is an assumption that any contemporary society should become a learning society to maintain stability in the face of change. Although proponents and policymakers take for granted that a society has the ability to learn, can &#8230; <p class="link-more"><a href="https://ajal.net.au/is-society-capable-of-learning-beyond-a-metaphysical-foundation/" class="more-link">Continue reading<span class="screen-reader-text"> "Is society capable of learning? Beyond a metaphysical foundation"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Reasons for the slow completion of Masters and Doctoral degrees by adult learners in a South African township</title>
		<link>https://ajal.net.au/reasons-for-the-slow-completion-of-masters-and-doctoral-degrees-by-adult-learners-in-a-south-african-township/</link>
		
		<dc:creator><![CDATA[Henrik Steenberg]]></dc:creator>
		<pubDate>Tue, 15 Nov 2016 03:54:10 +0000</pubDate>
				<category><![CDATA[Uncategorized]]></category>
		<category><![CDATA[African adult learners]]></category>
		<category><![CDATA[Master’s and Doctoral degrees.]]></category>
		<category><![CDATA[Slow completion]]></category>
		<guid isPermaLink="false">https://www.ajal.net.au/?p=4297</guid>

					<description><![CDATA[Author: Masilonyana Motseke University of South Africa Edition: Volume 56, Number 3, November 2016 Summary: The aim of the study was to investigate the reasons why adult learners took longer than required to complete their Master’s and Doctoral degrees. A questionnaire and focus group interviews were used to collect data. Twenty adult learners who registered for &#8230; <p class="link-more"><a href="https://ajal.net.au/reasons-for-the-slow-completion-of-masters-and-doctoral-degrees-by-adult-learners-in-a-south-african-township/" class="more-link">Continue reading<span class="screen-reader-text"> "Reasons for the slow completion of Masters and Doctoral degrees by adult learners in a South African township"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Group work oral participation: Examining Korean students’ adjustment process in a US university</title>
		<link>https://ajal.net.au/group-work-oral-participation-examining-korean-students-adjustment-process-in-a-us-university/</link>
		
		<dc:creator><![CDATA[Henrik Steenberg]]></dc:creator>
		<pubDate>Tue, 15 Nov 2016 03:35:25 +0000</pubDate>
				<category><![CDATA[Uncategorized]]></category>
		<category><![CDATA[cultural interaction]]></category>
		<category><![CDATA[group work]]></category>
		<category><![CDATA[Korean students]]></category>
		<category><![CDATA[sociocultural features]]></category>
		<guid isPermaLink="false">https://www.ajal.net.au/?p=4290</guid>

					<description><![CDATA[Author: Jung Yin Kim University of Illinois, Urbana-Champaign, USA Edition: Volume 56, Number 3, November 2016 Summary: This study examines, from a sociocultural perspective, the factors that explain why a group of seven Korean students attending an undergraduate business program in a US university are initially labelled as silent participants when first engaging in group work, &#8230; <p class="link-more"><a href="https://ajal.net.au/group-work-oral-participation-examining-korean-students-adjustment-process-in-a-us-university/" class="more-link">Continue reading<span class="screen-reader-text"> "Group work oral participation: Examining Korean students’ adjustment process in a US university"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Contemporary constructivist practices in higher education settings and academic motivational factors</title>
		<link>https://ajal.net.au/contemporary-constructivist-practices-in-higher-education-settings-and-academic-motivational-factors/</link>
		
		<dc:creator><![CDATA[Henrik Steenberg]]></dc:creator>
		<pubDate>Tue, 15 Nov 2016 03:25:49 +0000</pubDate>
				<category><![CDATA[Uncategorized]]></category>
		<category><![CDATA[constructivist learning; academic self-efficacy; academic motivation]]></category>
		<guid isPermaLink="false">https://www.ajal.net.au/?p=4284</guid>

					<description><![CDATA[Author: Dorit Alt Kinneret College on the Sea of Galilee, Israel Edition: Volume 56, Number 3, November 2016 Summary: This study was aimed at assessing the relationships between college students’ pre-entry factors, self-efficacy and motivation for learning, and the perceived constructivist learning in traditional lecture-based courses and seminars (SM). The study included 411 undergraduate third-year college &#8230; <p class="link-more"><a href="https://ajal.net.au/contemporary-constructivist-practices-in-higher-education-settings-and-academic-motivational-factors/" class="more-link">Continue reading<span class="screen-reader-text"> "Contemporary constructivist practices in higher education settings and academic motivational factors"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Emotional highs in adult experiential learning</title>
		<link>https://ajal.net.au/emotional-highs-in-adult-experiential-learning/</link>
		
		<dc:creator><![CDATA[Henrik Steenberg]]></dc:creator>
		<pubDate>Tue, 15 Nov 2016 03:15:19 +0000</pubDate>
				<category><![CDATA[Uncategorized]]></category>
		<category><![CDATA[adults]]></category>
		<category><![CDATA[emotional highs]]></category>
		<category><![CDATA[Experiential learning]]></category>
		<category><![CDATA[hermeneutic phenomenology]]></category>
		<category><![CDATA[positive emotions]]></category>
		<guid isPermaLink="false">https://www.ajal.net.au/?p=4272</guid>

					<description><![CDATA[Author: Sandris Zeivots University of Technology, Sydney Edition: Volume 56, Number 3, November 2016 Summary: Despite knowing that positive emotional experiences tend to be beneficial for adult learning, our incomplete understanding of the emotional system rarely allows us to incorporate emotion adequately in real learning situations. The experience of emotional highs, as observed in adult experiential &#8230; <p class="link-more"><a href="https://ajal.net.au/emotional-highs-in-adult-experiential-learning/" class="more-link">Continue reading<span class="screen-reader-text"> "Emotional highs in adult experiential learning"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>The meanings of learning as described by Polish migrant bloggers</title>
		<link>https://ajal.net.au/the-meanings-of-learning-as-described-by-polish-migrant-bloggers/</link>
		
		<dc:creator><![CDATA[Henrik Steenberg]]></dc:creator>
		<pubDate>Tue, 15 Nov 2016 02:53:15 +0000</pubDate>
				<category><![CDATA[Uncategorized]]></category>
		<category><![CDATA[discourse analysis]]></category>
		<category><![CDATA[Internet blogs]]></category>
		<category><![CDATA[learning]]></category>
		<category><![CDATA[migration]]></category>
		<guid isPermaLink="false">https://www.ajal.net.au/?p=4266</guid>

					<description><![CDATA[Author: Monika Popow Adam Mickiewicz University, Poland Edition: Volume 56, Number 3, November 2016 Summary: This paper addresses the meanings given to learning by Polish migrant bloggers. It presents the result of an analysis of ten blogs, written by Poles living abroad. The blogs under analysis were chosen on the basis of random sample. The analysed &#8230; <p class="link-more"><a href="https://ajal.net.au/the-meanings-of-learning-as-described-by-polish-migrant-bloggers/" class="more-link">Continue reading<span class="screen-reader-text"> "The meanings of learning as described by Polish migrant bloggers"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>A farmer becomes a social pedagogue: A psycho-societal approach</title>
		<link>https://ajal.net.au/a-farmer-becomes-a-social-pedagogue-a-psycho-societal-approach/</link>
		
		<dc:creator><![CDATA[Henrik Steenberg]]></dc:creator>
		<pubDate>Tue, 15 Nov 2016 02:35:00 +0000</pubDate>
				<category><![CDATA[Uncategorized]]></category>
		<category><![CDATA[Adult Learner]]></category>
		<category><![CDATA[becoming]]></category>
		<category><![CDATA[life history]]></category>
		<category><![CDATA[non-traditional]]></category>
		<category><![CDATA[psycho-societal approach]]></category>
		<category><![CDATA[social pedagogue]]></category>
		<guid isPermaLink="false">https://www.ajal.net.au/?p=4250</guid>

					<description><![CDATA[Author: Karsten Mellon Roskilde University, Denmark Edition: Volume 56, Number 3, November 2016 Summary: In Denmark various non-traditional students are mature-age students who already have some kind of a vocational background. When applying to do a professional degree, most of them fall outside the traditional admission requirements, which is why individual assessment of applicants is necessary &#8230; <p class="link-more"><a href="https://ajal.net.au/a-farmer-becomes-a-social-pedagogue-a-psycho-societal-approach/" class="more-link">Continue reading<span class="screen-reader-text"> "A farmer becomes a social pedagogue: A psycho-societal approach"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Older adult education: new public pedagogy in 21st Century Taiwan</title>
		<link>https://ajal.net.au/older-adult-education-new-public-pedagogy-in-21st-century-taiwan/</link>
		
		<dc:creator><![CDATA[Linda Thompson]]></dc:creator>
		<pubDate>Wed, 18 Nov 2015 06:34:01 +0000</pubDate>
				<category><![CDATA[Uncategorized]]></category>
		<category><![CDATA[lifelong learning]]></category>
		<category><![CDATA[new public pedagogy]]></category>
		<category><![CDATA[older adult education]]></category>
		<guid isPermaLink="false">https://www.ajal.net.au/?p=3815</guid>

					<description><![CDATA[Author: Ya-hui Lee, National Chung Cheng University, Taiwan Edition: Volume 55, Number 3, November 2015 Summary:  The lifelong learning concept of “never too late to learn” advocated by Confucius has gradually become rooted in the lives of Taiwanese adults and seniors. In response to the impact of population ageing and low fertility rates, numerous elementary &#8230; <p class="link-more"><a href="https://ajal.net.au/older-adult-education-new-public-pedagogy-in-21st-century-taiwan/" class="more-link">Continue reading<span class="screen-reader-text"> "Older adult education: new public pedagogy in 21st Century Taiwan"</span></a></p>]]></description>
		
		
		
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