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Ziegenfuss, Donna; Furse, Cynthia; Sykes, Eliot; Buendía, Edward – International Journal of Teaching and Learning in Higher Education, 2019
The purpose of this study was to evaluate the design and implementation of an international faculty development MOOC about flipped teaching. Qualitative and quantitative data, such as traditional MOOC analytics, interviews, and Concerns-Based Adoption Model (CBAM) survey data, were collected as participants learned how to flip instruction. This…
Descriptors: Large Group Instruction, Online Courses, Adult Education, Faculty Development
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Durham, Lisa; Kim, Soonhyang – TESOL Journal, 2019
Faith-based adult English as a second language (ESL) programs provide beneficial services to the underserved adult English language learner (ELL) population in the United States (Chao & Mantero, 2014). However, these programs face a critical training dilemma, often lacking qualified volunteer instructors and the time or resources to train…
Descriptors: Volunteers, Adult Education, English (Second Language), Second Language Learning
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Mavropoulos, Azarias A.; Sipitanou, Aikaterini K.; Pampouri, Anastasia A. – International Review of Research in Open and Distributed Learning, 2019
This article presents the implementation and the evaluation of the blended learning program "Training of Lifelong Learning Adult Trainers," which was organized by the Center of Training and Lifelong Learning of the Aristotle University of Thessaloniki in Greece, during the last two years (2016-2017). The aim of the training program was…
Descriptors: Foreign Countries, Blended Learning, Adult Educators, Lifelong Learning
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Williams, Peter E.; Wall, Natalie; Fish, Wade W. – International Review of Research in Open and Distributed Learning, 2019
Adult professionals enroll in online graduate programs and rely on social support and on their ability to self-regulate to be successful. The literature on academic self-regulation among emerging adults (traditional college age) is ample, but we do not know how social support interacts with academic self-regulation among adult graduate students at…
Descriptors: Adult Students, Social Support Groups, Doctoral Programs, Online Courses
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Owusu-Agyeman, Yaw; Fourie-Malherbe, Magda – Studies in Continuing Education, 2019
Adults who enrol in higher education institutions (HEIs) often have contributions that could serve in enhancing the planning and implementation of their programmes. Importantly, while terms such as active learner engagement and knowledge co-creation dominate adult learning discussions, there are unanswered questions pertaining to how adult…
Descriptors: Adult Learning, Higher Education, Learner Engagement, Structural Equation Models
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Blieck, Yves; Ooghe, Ilse; Zhu, Chang; Depryck, Koen; Struyven, Katrien; Pynoo, Bram; Van Laer, Hilde – Studies in Continuing Education, 2019
Quality models for online and blended learning (OBL) have mainly been developed in higher education. The literature indicates that these models are often conceptualised from the providers' perspective. What is important for the quality of OBL from the students' perspective has recently received increased attention in the literature. Consensus…
Descriptors: Adult Education, Electronic Learning, Blended Learning, Educational Quality
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Lee, Sunghoe – British Journal of Sociology of Education, 2019
This biographical case study explores how two South Korean middle-aged married women have managed their career and their family commitments over the period of 9 years after their mature higher education. In doing this, this study focuses on the role of agency with reference to the structure of gender throughout these women's experiences.…
Descriptors: Foreign Countries, Females, Adults, Spouses
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Baker, Zoe – British Journal of Sociology of Education, 2019
The purpose of this paper is to critically evaluate Archer's reflexive modalities in relation to Further Education (FE) students' higher education (HE) decision-making and choices. To do this, it draws on data from a qualitative, longitudinal narrative inquiry that explored how socioeconomically under-represented FE students made their HE…
Descriptors: Adult Students, College Choice, Disproportionate Representation, Individual Power
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MacLellan, Justin; Callary, Bettina; Young, Bradley W. – Canadian Journal for the Study of Adult Education, 2019
The art of teaching students has parallels with coaching athletes (Jones, 2007). Research has indicated that adult athletes, termed masters athletes (MAs), feel that coaches should orient their approaches differently when working with them as opposed to younger athletes (Callary, Rathwell, & Young, 2015; Ferrari, Bloom, Gilbert, & Caron,…
Descriptors: Educational Principles, Coaching (Performance), Athletic Coaches, Athletes
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Zhu, Yidan – Canadian Journal for the Study of Adult Education, 2019
Participatory action research (PAR), as a research methodology, challenges conventional, positivist, and scientific approaches. Recent adult education studies on PAR have explored how to develop PAR to enhance research practice and further the "democratizing aims of adult education" (Joyappa & Martin, 1996). Historically, as a part…
Descriptors: Action Research, Participatory Research, Adult Education, Empowerment
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Tisdell, Elizabeth J.; Riley, Timothy D. – New Directions for Adult and Continuing Education, 2019
This chapter provides an overview and critique of the mindfulness and meditation literature in popular culture, adult education and health care, and provides discussion based on both experience and the literature for teaching and learning for well-being.
Descriptors: Relaxation Training, Adult Education, Lifelong Learning, Well Being
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Sun, Qi – New Directions for Adult and Continuing Education, 2019
This chapter presents mindfulness relaxation activities used in a first-year seminar, discusses Eastern ancient meditation methods as alternative Western contemplative inquiry, and suggests teaching practices in adult and higher education for holistic education and well-being.
Descriptors: Metacognition, First Year Seminars, Western Civilization, Teaching Methods
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Velott, Diana; Sprow Forté, Karin – New Directions for Adult and Continuing Education, 2019
This chapter discusses how to relate mindfulness with the concept of cultural humility to teach with greater attention to health equity issues in adult education and public health teaching contexts.
Descriptors: Metacognition, Adult Education, Public Health, Cultural Awareness
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Formenti, Laura – New Directions for Adult and Continuing Education, 2019
This chapter describes a practice of philosophical meditation as a way to transformation in an Italian context. It makes use of poetic and autoethnographic writing to highlight some features of the method, and offers suggestion for adult education practice.
Descriptors: Poetry, Ethnography, Writing (Composition), Transformative Learning
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Doyle, James F.; Tisdell, Elizabeth J.; Palmer, Charles – New Directions for Adult and Continuing Education, 2019
This chapter discusses ways of engaging the plant-human connection and exchange by learning about bonsai and then engaging and meditating on the tree to eventually cultivate the experience of bonsai as meditation.
Descriptors: Metacognition, Adult Learning, Plants (Botany), Forestry
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