Tag: learning

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The meanings of learning as described by Polish migrant bloggers

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 material was categorised by recurring themes, which included: learning in Poland, language acquisition, formal education, learning about the new culture, discovering the social norms of the host society and seeing immigration as an all-round learning experience. Four types of meanings given by authors were distinguished: migration as learning experience, learning as effort which deserves a reward, learning as a change, and learning as adapting to multiculturalism. The meanings were analysed according to the principles of critical discourse analysis. The paper discusses how the meanings given by authors are linked to a broad socio-cultural context. It analyses also the impact of learning into identity creation processes.

Keywords: migration, Internet blogs, learning, discourse analysis

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This article is part of AJAL, Volume 56_3. The entire volume is available in .pdf for purchase here.

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In the same breath: Learning, adults with an intellectual disability and the Partner Assisted Learning System

Author: Judy Buckingham, Doctoral candidate, Deakin University

Edition: Volume 45, Number 2, July 2005

Summary:  Since adults with an intellectual disability are accessing not only adult education but the workforce and recreation centres as part of government policies towards greater inclusion, it should be in the interest of educators and workplace trainers to understand more about this particular impairment and its impact on learning. This article considers both intellectual disability, and learning and then describes how these concepts were used to develop the Partner Assisted Learning System – this being the end product of a three year research and development project instigated by Deakin University and Gawith Villa Inc to look for ways to incorporate participatory learning into the everyday experiences of people with an intellectual disability in adult education, recreation and the workplace.

Keywords: intellectual disability, inclusion, impact, learning, Gawith Villa, participatory

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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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The role of the University of the Third Age in meeting needs of adult learners in Victoria, Australia

Author/s: Roger Harris

Edition: Volume 48, Number 3, November 2008

Summary: Many older adults are interested in learning long past the age dictated by social norms. Some want to learn simply for the joy of learning, others because of the social contacts made by joining a community of learners, and still others want to learn so that they have a purpose in life. The University of the Third Age (U3A) is one of several models for lifelong education after retirement which have been developed worldwide. This article reports on a survey which explored the experiences of U3A members of two selected U3As in Victoria, Australia. The findings indicated that respondents were satisfied with their U3A experiences which had contributed in various areas of their lives leading to personal, mental, social and physical enhancement. It emerged that U3A is an important means of enhancing the quality of life for older adults through the provision of lifelong education.

Keywords: older adults, social norms, learning, social, lifelong learning, quality of life

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North, south, least, best: geographical location and the thinking styles of Italian university students

Author/s: Francesco Sofo, Michelle Berzins, Cinzia Colapinto and Salvatore Ammirato

Edition: Volume 49, Number 2, July 2009

Summary: There are economic and socio-cultural differences that characterise the north and south of Italy. A stereotype is that university students from rural southern Italy are more disadvantaged and isolated than those from the urban north. Past research has hypothesised that differences in socio-economic status impact on student learning, which is a factor of thinking style. This study set out to explore if university students from a northern and a southern Italian university report markedly different thinking style preferences. Samples of 170 students from the University of Calabria and 263 students from the University of Milan were surveyed using Sofo’s (2005) Thinking Style Inventory. If economic and socio‑cultural differences impact on preferred ways of thinking of university students, the impacts may very well be mediated through various pedagogical or informational methods and communication technology. The results of the study did not produce all the expected differences.

Keywords: Italy, north, south, isolated, socio-economic status, learning, impact, thinking style

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This article is part of AJAL, Volume 49_2. The entire volume is available in .pdf for purchase here.

 

 

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Effective employment-based training models for childcare workers

Author/s: Sarojni Choy and Sandra Haukka

Edition: Volume 50, Number 1, April 2010

Summary: Childcare workers play a significant role in the learning and development of children in their care. This has major implications for the training of workers. Under new reforms of the childcare industry, the Australian government now requires all workers to obtain qualifications from a vocational education and training provider (e.g. Technical and Further Education) or university. Effective models of employment-based training are critical to provide training to highly competent workers. This paper presents findings from a study that examined current and emerging models of employment-based training in the childcare sector, particularly at the Diploma level. Semi-structured interviews were conducted with a sample of 16 participants who represented childcare directors, employers and workers located in childcare services in urban, regional and remote locations in the State of Queensland. The study proposes a ‘best-fit’ employment-based training approach that is characterised by a compendium of five models instead of a ‘one size fits all’. Issues with successful implementation of employment-based training models are also discussed.

Keywords: childcare, learning, development, children, competency, employment-based training, diploma

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This article is part of AJAL, Volume 50_1. The entire volume is available in .pdf for purchase here.

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The learning projects of rural third age women: enriching a valuable community resource

Author/s: Glenna Lear

Edition: Volume 51, Number 4, Special edition, December 2011

Summary: As a third age PhD candidate with a passion for learning, I wanted to explore the learning of other rural third age women who live on the Lower Eyre Peninsula (LEP) of South Australia. This reflects the methodological stance of heuristic inquiry, which requires the researcher to have a passionate interest in the phenomena under investigation, and in this case includes my tacit knowledge as a third age learner and long-term resident of the region. I deliberately chose six very influential women over 50 years of age who have transformed their rural communities into vibrant ‘can do’ societies better able to cope with the economic, environmental and social changes of the last two decades. I wanted to know how they adjusted to the lifestyle changes in their middle years, after their children left home, their third age, how they adapted to the social and economic changes in rural life, and what they learned as community change agents and leaders of community organisations, boards and community development committees.

My research methodology gave them the opportunity to reflect on their autobiographies as co-researchers during our two informal conversations about their learning. I discovered that, at different stages in their lives, these midlife women intuitively realised that they needed to do something for themselves in the wider world, independent of the farm and their family, which required them to learn and change. They are passionate lifelong and lifewide learners, continually searching for something that challenges, excites and extends them. This paper discusses their lifewide learning and personal development in community activities and formal educational institutions, which has been personally rewarding and enormously beneficial for community viability and wellbeing. Although the numbers are low and the women come from a small remote region of South Australia, there are similar women of action in almost every community, both rural and urban, who continue to make a difference.

Keywords: rural, third age, women, community, change agents, development, learning

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This article is part of AJAL, Volume 51_4_Special Edition. The entire volume is available in .pdf for purchase here.

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Older adults’ training courses

Author/s: Karin du Plessis, Kaarin J. Anstey, Arianne Schlumpp

Edition: Volume 51, Number 1, April 2011

Summary: Demographic trends indicate that older adults live longer and maintain active lifestyles. The majority are educated and many enjoy the stimulation that ongoing learning opportunities present. In order for these older adults to benefit from learning opportunities, circumstances specific to these individuals (e.g. age-related decline) need to be considered. The current paper reviews cognitive literature to establish older adults’ ability to learn. This is followed by a discussion of training programs as well as suggestions for course design specifically focused on older adults.

Keywords: Older, adults, learning, health, cognitive, training

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This article is part of AJAL, Volume 51_1. The entire volume is available in .pdf for purchase here.