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	<title>adult education &#8211; Australian Journal of Adult Learning</title>
	<atom:link href="https://ajal.net.au/tag/adult-education/feed/" rel="self" type="application/rss+xml" />
	<link>https://ajal.net.au</link>
	<description>Critical thinking and research in the field of adult learning</description>
	<lastBuildDate>Wed, 26 Apr 2017 02:29:09 +0000</lastBuildDate>
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	<item>
		<title>Just another student survey? – Point-of-contact survey feedback enhances the student experience and lets researchers gather data</title>
		<link>https://ajal.net.au/just-another-student-survey-point-of-contact-survey-feedback-enhances-the-student-experience-and-lets-researchers-gather-data/</link>
		
		<dc:creator><![CDATA[Henrik Steenberg]]></dc:creator>
		<pubDate>Wed, 26 Apr 2017 02:27:52 +0000</pubDate>
				<category><![CDATA[Higher Education]]></category>
		<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[adult education]]></category>
		<category><![CDATA[Adult Learning Australia]]></category>
		<category><![CDATA[feedback]]></category>
		<category><![CDATA[higher education]]></category>
		<category><![CDATA[immediate feedback]]></category>
		<category><![CDATA[point-of-contact feedback]]></category>
		<category><![CDATA[R-SPQ-2F.]]></category>
		<category><![CDATA[student feedback]]></category>
		<category><![CDATA[survey feedback]]></category>
		<guid isPermaLink="false">https://www.ajal.net.au/?p=4833</guid>

					<description><![CDATA[Author: Warren Lake, William Boyd, Wendy Boyd and Suzi Hellmundt Southern Cross University Edition: Volume 57, Number 1, April 2017 Summary: When student surveys are conducted within university environments, one outcome of feedback to the researcher is that it provides insight into the potential ways that curriculum can be modified and how content can be better &#8230; <p class="link-more"><a href="https://ajal.net.au/just-another-student-survey-point-of-contact-survey-feedback-enhances-the-student-experience-and-lets-researchers-gather-data/" class="more-link">Continue reading<span class="screen-reader-text"> "Just another student survey? – Point-of-contact survey feedback enhances the student experience and lets researchers gather data"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Insights into attrition from university-based enabling programs</title>
		<link>https://ajal.net.au/insights-into-attrition-from-university-based-enabling-programs/</link>
		
		<dc:creator><![CDATA[Henrik Steenberg]]></dc:creator>
		<pubDate>Wed, 26 Apr 2017 01:15:19 +0000</pubDate>
				<category><![CDATA[Higher Education]]></category>
		<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[adult education]]></category>
		<category><![CDATA[adult learners]]></category>
		<category><![CDATA[adult learning]]></category>
		<category><![CDATA[Adult Learning Australia]]></category>
		<category><![CDATA[articulation]]></category>
		<category><![CDATA[attrition]]></category>
		<category><![CDATA[barriers]]></category>
		<category><![CDATA[tertiary bridging program]]></category>
		<category><![CDATA[University-based enabling programs]]></category>
		<guid isPermaLink="false">https://www.ajal.net.au/?p=4827</guid>

					<description><![CDATA[Author: Cheryl Bookallil and Bobby Harreveld CQUniversity, Australia Edition: Volume 57, Number 1, April 2017 Summary: High attrition rates from university-based enabling programs continue to be the subject of much research and administrative effort. Understanding the factors behind decisions to withdraw from such programs is difficult since those who do not successfully complete an enabling program &#8230; <p class="link-more"><a href="https://ajal.net.au/insights-into-attrition-from-university-based-enabling-programs/" class="more-link">Continue reading<span class="screen-reader-text"> "Insights into attrition from university-based enabling programs"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Second chance education: barriers, supports and engagement strategies</title>
		<link>https://ajal.net.au/second-chance-education-barriers-supports-and-engagement-strategies/</link>
		
		<dc:creator><![CDATA[Henrik Steenberg]]></dc:creator>
		<pubDate>Wed, 26 Apr 2017 00:56:21 +0000</pubDate>
				<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[VET]]></category>
		<category><![CDATA[access and equity]]></category>
		<category><![CDATA[adult education]]></category>
		<category><![CDATA[adult learners]]></category>
		<category><![CDATA[adult learning]]></category>
		<category><![CDATA[Adult Learning Australia]]></category>
		<category><![CDATA[education]]></category>
		<category><![CDATA[second chance education]]></category>
		<category><![CDATA[Vocational pathways]]></category>
		<guid isPermaLink="false">https://www.ajal.net.au/?p=4820</guid>

					<description><![CDATA[Author: Harry Savelsberg, Sylvia Pignata, Pauline Weckert University of South Australia Edition: Volume 57, Number 1, April 2017 Summary: Second chance education programs are now a well-established presence in institutions seeking to provide access and equity pathways for socio-economically disadvantaged groups. This paper focusses on the strategies used to support positive engagement in second chance equity &#8230; <p class="link-more"><a href="https://ajal.net.au/second-chance-education-barriers-supports-and-engagement-strategies/" class="more-link">Continue reading<span class="screen-reader-text"> "Second chance education: barriers, supports and engagement strategies"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Second chance learning in Neighbourhood Houses in Victoria</title>
		<link>https://ajal.net.au/second-chance-learning-in-neighbourhood-houses-in-victoria/</link>
		
		<dc:creator><![CDATA[Henrik Steenberg]]></dc:creator>
		<pubDate>Mon, 24 Apr 2017 06:39:54 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[adult education]]></category>
		<category><![CDATA[Adult Learning Australia]]></category>
		<category><![CDATA[formal learning]]></category>
		<category><![CDATA[informal learning]]></category>
		<category><![CDATA[neighbourhood houses]]></category>
		<category><![CDATA[training reform]]></category>
		<category><![CDATA[VET]]></category>
		<guid isPermaLink="false">https://www.ajal.net.au/?p=4800</guid>

					<description><![CDATA[Author: Tracey Ollis, Karen Starr, Cheryl Ryan, Jennifer Angwin and Ursula Harrison Deakin University Edition: Volume 57, Number 1, April 2017 Summary: Neighbourhood Houses in Victoria are significant sites of formal and informal education for adult learners. Intrinsically connected to local communities they play an important role in decreasing social isolation and building social inclusion. The &#8230; <p class="link-more"><a href="https://ajal.net.au/second-chance-learning-in-neighbourhood-houses-in-victoria/" class="more-link">Continue reading<span class="screen-reader-text"> "Second chance learning in Neighbourhood Houses in Victoria"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Expectations and reality: What you want is not always what you get</title>
		<link>https://ajal.net.au/expectations-and-reality-what-you-want-is-not-always-what-you-get/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Wed, 09 Jul 2014 03:06:07 +0000</pubDate>
				<category><![CDATA[Higher Education]]></category>
		<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[adult education]]></category>
		<category><![CDATA[behaviour]]></category>
		<category><![CDATA[expectations]]></category>
		<category><![CDATA[Gen Y]]></category>
		<category><![CDATA[grades]]></category>
		<category><![CDATA[optimism]]></category>
		<category><![CDATA[undergraduate students]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=2483</guid>

					<description><![CDATA[Authors: Arlene Garces-Ozanne and Trudy Sullivan, University of Otago Summary:  A total of 196 first year Principles of Economics I students participated in a study examining how students’ expectations about their course and grades are related to the grades they actually receive. We empirically test whether there is a significant difference between the students’ grade &#8230; <p class="link-more"><a href="https://ajal.net.au/expectations-and-reality-what-you-want-is-not-always-what-you-get/" class="more-link">Continue reading<span class="screen-reader-text"> "Expectations and reality: What you want is not always what you get"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>How a personal development program enhances social connection and mobilises women in the community</title>
		<link>https://ajal.net.au/how-a-personal-development-program-enhances-social-connection-and-mobilises-women-in-the-community/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Wed, 09 Jul 2014 02:12:37 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[adult education]]></category>
		<category><![CDATA[adult learning]]></category>
		<category><![CDATA[community]]></category>
		<category><![CDATA[empowerment]]></category>
		<category><![CDATA[evaluation]]></category>
		<category><![CDATA[personal development]]></category>
		<category><![CDATA[self-esteem]]></category>
		<category><![CDATA[women]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=2475</guid>

					<description><![CDATA[Authors: Nandila Spry, Hillsong City Care and Southern Cross University: Teresa Marchant, Griffith University Summary:  Gender equity and the empowerment of women is a significant international issue. Successful adult education programs are vital to enhance women’s situation. Lessons learned from a personal development program provided for thousands of women are analysed. The program is conducted by &#8230; <p class="link-more"><a href="https://ajal.net.au/how-a-personal-development-program-enhances-social-connection-and-mobilises-women-in-the-community/" class="more-link">Continue reading<span class="screen-reader-text"> "How a personal development program enhances social connection and mobilises women in the community"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>What’s politics got to do with it? ‘Power’ as a ‘threshold’ concept for undergraduate business students</title>
		<link>https://ajal.net.au/whats-politics-got-to-do-with-it-power-as-a-threshold-concept-for-undergraduate-business-students/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Sun, 06 Apr 2014 23:59:35 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[Higher Education]]></category>
		<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[adult education]]></category>
		<category><![CDATA[business]]></category>
		<category><![CDATA[Politics]]></category>
		<category><![CDATA[power]]></category>
		<category><![CDATA[threshold concept]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=2239</guid>

					<description><![CDATA[Author: Paul D. Williams, Griffith University Summary:  Politics courses embedded in business and commerce degree programs have soared in number in recent years. Yet how business students, often compulsorily enrolled in politics courses, learn key politics concepts is an under-researched area. The purpose of this article is to determine where the teaching and learning of political &#8230; <p class="link-more"><a href="https://ajal.net.au/whats-politics-got-to-do-with-it-power-as-a-threshold-concept-for-undergraduate-business-students/" class="more-link">Continue reading<span class="screen-reader-text"> "What’s politics got to do with it? ‘Power’ as a ‘threshold’ concept for undergraduate business students"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Basic concepts of the educational science sub-discipline of adult education</title>
		<link>https://ajal.net.au/basic-concepts-of-the-educational-science-sub-discipline-of-adult-education/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Thu, 24 Oct 2013 03:07:34 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[Non-refereed article]]></category>
		<category><![CDATA[action]]></category>
		<category><![CDATA[adult education]]></category>
		<category><![CDATA[behavior]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=2021</guid>

					<description><![CDATA[Author: Kaethe Schneider, Frederch-Schiller University, Jena, Thuringia, Germany Edition: Volume 45, Number 3, November 2005 Summary: In this study, a conceptual system is outlined for the educational science sub-discipline of adult education. Adults’ attending instruction or not attending instruction is conceptually specified. Focusing as it does on a cardinal event of adult education, this represents a first &#8230; <p class="link-more"><a href="https://ajal.net.au/basic-concepts-of-the-educational-science-sub-discipline-of-adult-education/" class="more-link">Continue reading<span class="screen-reader-text"> "Basic concepts of the educational science sub-discipline of adult education"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Issues in using self-evaluations in adult education and training</title>
		<link>https://ajal.net.au/issues-in-using-self-evaluations-in-adult-education-and-training/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Thu, 24 Oct 2013 01:01:16 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[VET]]></category>
		<category><![CDATA[adult education]]></category>
		<category><![CDATA[social-cognitive]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=2004</guid>

					<description><![CDATA[Author: James A Athanasou, Faculty of Education, University of Technology, Sydney Edition: Volume 45, Number 3, November 2005 Summary:  This paper focuses on two key aspects of self-evaluation in adult education and training through the perspective of (a) a social-cognitive framework which is used to categorise those factors that enhance self-efficacy and self-evaluation, and (b) the accuracy &#8230; <p class="link-more"><a href="https://ajal.net.au/issues-in-using-self-evaluations-in-adult-education-and-training/" class="more-link">Continue reading<span class="screen-reader-text"> "Issues in using self-evaluations in adult education and training"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>A case study of a volunteer-based literacy class with adults with developmental disabilities</title>
		<link>https://ajal.net.au/a-case-study-of-a-volunteer-based-literacy-class-with-adults-with-developmental-disabilities/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Tue, 15 Oct 2013 06:32:11 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[adult education]]></category>
		<category><![CDATA[developmental disability]]></category>
		<category><![CDATA[health]]></category>
		<category><![CDATA[literacy]]></category>
		<category><![CDATA[volunteers]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=1897</guid>

					<description><![CDATA[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 &#8230; <p class="link-more"><a href="https://ajal.net.au/a-case-study-of-a-volunteer-based-literacy-class-with-adults-with-developmental-disabilities/" class="more-link">Continue reading<span class="screen-reader-text"> "A case study of a volunteer-based literacy class with adults with developmental disabilities"</span></a></p>]]></description>
		
		
		
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