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	<title>learning &#8211; Australian Journal of Adult Learning</title>
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	<link>https://ajal.net.au</link>
	<description>Critical thinking and research in the field of adult learning</description>
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	<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>In the same breath: Learning, adults with an intellectual disability and the Partner Assisted Learning System</title>
		<link>https://ajal.net.au/in-the-same-breath-learning-adults-with-an-intellectual-disability-and-the-partner-assisted-learning-system/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Tue, 22 Oct 2013 05:54:43 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[Non-refereed article]]></category>
		<category><![CDATA[Gawith Villa]]></category>
		<category><![CDATA[impact]]></category>
		<category><![CDATA[inclusion]]></category>
		<category><![CDATA[intellectual disability]]></category>
		<category><![CDATA[learning]]></category>
		<category><![CDATA[participatory]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=1980</guid>

					<description><![CDATA[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 &#8230; <p class="link-more"><a href="https://ajal.net.au/in-the-same-breath-learning-adults-with-an-intellectual-disability-and-the-partner-assisted-learning-system/" class="more-link">Continue reading<span class="screen-reader-text"> "In the same breath: Learning, adults with an intellectual disability and the Partner Assisted Learning System"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>The &#8216;double-edged sword&#8217; of the adult learning environment</title>
		<link>https://ajal.net.au/the-double-edged-sword-of-the-adult-learning-environment/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Tue, 15 Oct 2013 02:51:35 +0000</pubDate>
				<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[Research report]]></category>
		<category><![CDATA[VET]]></category>
		<category><![CDATA[foundation]]></category>
		<category><![CDATA[learning]]></category>
		<category><![CDATA[TAFE]]></category>
		<category><![CDATA[vocational]]></category>
		<category><![CDATA[young adult]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=1847</guid>

					<description><![CDATA[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 &#8230; <p class="link-more"><a href="https://ajal.net.au/the-double-edged-sword-of-the-adult-learning-environment/" class="more-link">Continue reading<span class="screen-reader-text"> "The &#8216;double-edged sword&#8217; of the adult learning environment"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>The role of the University of the Third Age in meeting needs of adult learners in Victoria, Australia</title>
		<link>https://ajal.net.au/the-role-of-the-university-of-the-third-age-in-meeting-needs-of-adult-learners-in-victoria-australia/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Mon, 08 Apr 2013 06:55:42 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[Non-refereed article]]></category>
		<category><![CDATA[learning]]></category>
		<category><![CDATA[lifelong learning]]></category>
		<category><![CDATA[older adults]]></category>
		<category><![CDATA[quality of life]]></category>
		<category><![CDATA[social]]></category>
		<category><![CDATA[social norms]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=1365</guid>

					<description><![CDATA[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 &#8230; <p class="link-more"><a href="https://ajal.net.au/the-role-of-the-university-of-the-third-age-in-meeting-needs-of-adult-learners-in-victoria-australia/" class="more-link">Continue reading<span class="screen-reader-text"> "The role of the University of the Third Age in meeting needs of adult learners in Victoria, Australia"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>North, south, least, best: geographical location and the thinking styles of Italian university students</title>
		<link>https://ajal.net.au/north-south-least-best-geographical-location-and-the-thinking-styles-of-italian-university-students/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Wed, 20 Mar 2013 05:47:14 +0000</pubDate>
				<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[impact]]></category>
		<category><![CDATA[isolated]]></category>
		<category><![CDATA[Italy]]></category>
		<category><![CDATA[learning]]></category>
		<category><![CDATA[north]]></category>
		<category><![CDATA[socio-economic status]]></category>
		<category><![CDATA[south]]></category>
		<category><![CDATA[thinking style]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=1124</guid>

					<description><![CDATA[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 &#8230; <p class="link-more"><a href="https://ajal.net.au/north-south-least-best-geographical-location-and-the-thinking-styles-of-italian-university-students/" class="more-link">Continue reading<span class="screen-reader-text"> "North, south, least, best: geographical location and the thinking styles of Italian university students"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Effective employment-based training models for childcare workers</title>
		<link>https://ajal.net.au/effective-employment-based-training-models-for-childcare-workers/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Tue, 19 Mar 2013 03:03:12 +0000</pubDate>
				<category><![CDATA[Higher Education]]></category>
		<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[VET]]></category>
		<category><![CDATA[childcare]]></category>
		<category><![CDATA[children]]></category>
		<category><![CDATA[competency]]></category>
		<category><![CDATA[development]]></category>
		<category><![CDATA[diploma]]></category>
		<category><![CDATA[employment-based training]]></category>
		<category><![CDATA[learning]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=966</guid>

					<description><![CDATA[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 &#8230; <p class="link-more"><a href="https://ajal.net.au/effective-employment-based-training-models-for-childcare-workers/" class="more-link">Continue reading<span class="screen-reader-text"> "Effective employment-based training models for childcare workers"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>The learning projects of rural third age women: enriching a valuable community resource</title>
		<link>https://ajal.net.au/the-learning-projects-of-rural-third-age-women-enriching-a-valuable-community-resource/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Fri, 15 Mar 2013 00:43:25 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[Higher Education]]></category>
		<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[VET]]></category>
		<category><![CDATA[change agents]]></category>
		<category><![CDATA[community]]></category>
		<category><![CDATA[development]]></category>
		<category><![CDATA[learning]]></category>
		<category><![CDATA[rural]]></category>
		<category><![CDATA[third age]]></category>
		<category><![CDATA[women]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=833</guid>

					<description><![CDATA[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, &#8230; <p class="link-more"><a href="https://ajal.net.au/the-learning-projects-of-rural-third-age-women-enriching-a-valuable-community-resource/" class="more-link">Continue reading<span class="screen-reader-text"> "The learning projects of rural third age women: enriching a valuable community resource"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Learning about health</title>
		<link>https://ajal.net.au/learning-about-health/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Mon, 17 Dec 2012 04:24:15 +0000</pubDate>
				<category><![CDATA[Uncategorized]]></category>
		<category><![CDATA[anxiety]]></category>
		<category><![CDATA[decision making]]></category>
		<category><![CDATA[health]]></category>
		<category><![CDATA[learning]]></category>
		<category><![CDATA[psycho-cognitive]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=469</guid>

					<description><![CDATA[Author/s: Susan Geertshuis and Helena Cooper-Thomas Edition: Volume 51, Number 3, November 2011 Summary: This paper examines the extent of patients’ health-related learning from a range of sources and aims to identify psycho-cognitive variables that predict learning. Using a survey design, we found that people higher in perceived health competence were lower in anxiety and &#8230; <p class="link-more"><a href="https://ajal.net.au/learning-about-health/" class="more-link">Continue reading<span class="screen-reader-text"> "Learning about health"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Older adults’ training courses</title>
		<link>https://ajal.net.au/older-adults-training-courses/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Mon, 17 Dec 2012 02:56:57 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[Higher Education]]></category>
		<category><![CDATA[VET]]></category>
		<category><![CDATA[adults]]></category>
		<category><![CDATA[cognitive]]></category>
		<category><![CDATA[health]]></category>
		<category><![CDATA[learning]]></category>
		<category><![CDATA[Older]]></category>
		<category><![CDATA[training]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=340</guid>

					<description><![CDATA[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 &#8230; <p class="link-more"><a href="https://ajal.net.au/older-adults-training-courses/" class="more-link">Continue reading<span class="screen-reader-text"> "Older adults’ training courses"</span></a></p>]]></description>
		
		
		
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