The purpose of this study was to explore the perspectives of adult education faculty toward developing and teaching online adult education courses in their master’s programs to assist in our own transition to online adult education and to offer insight to others who may be interested in doing the same. Ten participants who work in fully online programs agreed to take part in this interpretive interview research. We coded and analyzed the data using the constant comparison and thematic analysis methods. Community of Inquiry was the framework guiding this study. Data analysis led to themes describing the contexts of these programs, meaningful benefits, noteworthy challenges, and insights and recommendations for instructors new to online adult education graduate programs. Implications and conclusions drawn from the study’s findings are presented.
Grandmothers are often referred to as the spiritual learners and leaders within families and often pass their religious teachings on to their children and grandchildren. This qualitative study investigated learning and human capital development among rural African American grandmothers ( n = 10) caring for their grandchildren. The findings revealed the participants’ perception of the Black Church, an agency for learning. The findings further revealed the benefits of religious education in learning communities and how the skills the participants acquired through such engagements contributed to their human capital development, thereby indicating the wages of worship. Finally, findings indicated how the participants utilized religious teachings to support the development of the children in their care.
After attending the 21st Annual Adult Education Research Conference (AERC) African Diaspora Pre-Conference, the authors present their reflections on the significance of the pre-conference.
The novel coronavirus (COVID-19) emerged in the United States toward the close of 2019. CBOs were forced to either change their hours of operation or completely close their doors to avoid further widespread dissemination of the virus. The abrupt changes among CBOs posed some challenges for people living with HIV/AIDS (PLWHA), especially Black women living with HIV/AIDS (BWLHA). For this reason, this study aimed to explore the impact of the global pandemic on BWLHA receiving services from CBO service providers. A qualitative inquiry was used to examine the narratives of two CBOs’ service providers (i.e., Narrators 1 and 2). Hill-Collins's (1990) Black Feminist Theory was utilized to frame the research. Three approaches to narrative analysis also were employed to analyze participants' stories. Such narratives helped to underscore the trauma experienced by BWLHA. The stories also reflected feelings of loneliness, anxiety, and depression among the women. Meditation and advocacy were forms of learning provided for the women. The participation in "sister circles" was recognized as a system of support. Implications for practice suggested that CBOs' service providers develop collective trauma care plans that are comprehensive, specific to client’s needs, and informed by adult learning principles to help BWLHA navigate trauma events.
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