But, <i>is</i> it Adult Education? Disciplinary Boundaries of Adult Education and Higher Education

Hill, Lilian H.; Rogers-Shaw, Carol; Carr‐Chellman, Davin

doi:10.1177/10451595231159430

Cited by 4 publications

(3 citation statements)

References 7 publications

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“…They used life experiences to aid collaboration for problem-based learning projects while increasing their cognitive knowledge about another culture. Furthermore, adult learners value how they can apply what they learn to their lives and society (Hill et al, 2023). Adult learners who participated in this COIL course navigated the complexities of interacting with individuals from another culture in an educational setting, which is a transferable skill that can benefit them in their current or future careers.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Fostering Intercultural Effectiveness and Cultural Humility in Adult Learners Through Collaborative Online International Learning

Anderson¹,

2023

Adult Learning

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Collaborative Online International Learning (COIL) is a simulated global exchange experience that utilizes technology to bridge the gap between classrooms worldwide. Past research suggests that COIL may be useful in facilitating intercultural communication effectiveness and cultural humility for adult learners. As such, this quantitative study sought to examine the effects of a COIL experience that connected adult learners in the United States and Brazil on their intercultural effectiveness and cultural humility. Two instruments were used to collect data, including the Cultural Humility Scale and Intercultural Effectiveness Scale before and after the COIL experience. Data analyses revealed statistically significant increases in participants’ intercultural effectiveness and cultural humility following the COIL experience. These findings provided insights into the effects of COIL on the intercultural effectiveness and cultural humility of adult learners. They also informed andragogical practices for cultivating attitudes, skills, and behaviors for intercultural interactions among adult learners in educational and other professional settings. However, further research on the outcomes of COIL is beneficial.

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Section: Conclusion and Discussionmentioning

confidence: 99%

Fostering Intercultural Effectiveness and Cultural Humility in Adult Learners Through Collaborative Online International Learning

Anderson¹,

2023

Adult Learning

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“…However, whether the AE sector promotes or impedes learning (Singh & Ehlers, 2024) is debatable and requires further evidence. While most researchers representing AE and adult learning tend to include all forms of adult learning across contexts and disciplines, disciplinary boundaries within education itself can be difficult to permeate (for instance, see Hill et al, 2023). In fact, this tendency of being all inclusive has been counterproductive for the disciplinary development of AE (Rubenson & Elfert, 2019).…”

Section: From Confintea III To Confintea Vii: Towards the Right To Li...mentioning

confidence: 99%

Beyond Education

Singh

2024

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The paper aims at mapping the macro level transitions in global policies from adult education to lifelong learning, and hence the move beyond educational sectors towards lifelong learning ecosystems. Ehlers’ Box Model and policy frameworks are used to analyse policy documents from international organisations to highlight two transitions: first, from educational sectors to lifelong learning ecosystems; and second, from the sector of adult education to adult learning and education within the framework of lifelong learning. The paper argues that the transitions are inevitable due to resource considerations and provide enormous opportunities for learners, but these opportunities are not reflected in participation. The stakeholders engaged with adult education could therefore either facilitate the transitions, shape the emerging possibilities positively, and voice the concerns of the unheard learners, or resist the transition and perish due to lack of relevance, and thereby resources, in the long run.

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“…Questions arising from this new educational reality concern the interactions between adult students and tertiary educational institutions for their smooth integration and optimal response to HE, and how advisors should adapt and respond to these new challenges. Adult education and HE are interconnected but distinct fields, each with its own established boundaries that uphold disciplinary uniqueness, values, and epistemologies (Hill et al, 2023). These boundaries not only define professional identity but also foster disciplinary cohesion.…”

Section: Introductionmentioning

confidence: 99%

The role of counseling for non-traditional students in formal higher education: a scoping review

Stamou,

Tsoli,

Babalis

2024

Front. Educ.

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IntroductionSince the mid-20th century, the number of adult students enrolled in formal higher education (HE) programs has significantly increased. The profile of non-traditional students differs significantly from that of traditional students in terms of their characteristics, learning methods, obstacles and challenges, motivations for learning, and conditions for effective learning. Unlike traditional students, adult students often balance family, work, and educational responsibilities, necessitating a more nuanced approach to support and guidance. However, most HE institutions primarily serve the needs of traditional student populations, which results in limited support available to adult students. This scoping review aimed to explore and map the existing literature on the role of adult (or non-traditional) students counseling in the context of formal HE.MethodsWe focused on literature related to academic advising for non-traditional students in formal HE, restricting our search to both empirical and non-empirical articles published in peer-reviewed journals between 2010 and 2022. Employing Arksey and O’Malley’s scoping review method and the PRISMA-ScR Checklist, we searched four databases (EBSCOhost, Crossref, Semantic Scholar, and ERIC), supplemented by a manual search.ResultsOf the 1,330 articles identified and screened, 25 studies met the eligibility criteria. Our review included 17 empirical and eight non-empirical studies, with the majority conducted in the USA (21 of 25). Thematic analysis revealed five key research areas (or themes): academic advising practices, perceptions of advising, technology, and advising, advising models, and academic success. The most common research theme, advising practices for adult (undergraduate and doctoral) students, constituted 52% of the studies (n = 13).DiscussionDrawing from our analysis, we discuss current trends and future development in advising non-traditional students within formal HE settings. The added value of academic advising for adult students is explored, and any potential gaps in research literature knowledge are identified.

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But, is it Adult Education? Disciplinary Boundaries of Adult Education and Higher Education

Cited by 4 publications

References 7 publications

Fostering Intercultural Effectiveness and Cultural Humility in Adult Learners Through Collaborative Online International Learning

Fostering Intercultural Effectiveness and Cultural Humility in Adult Learners Through Collaborative Online International Learning

Beyond Education

The role of counseling for non-traditional students in formal higher education: a scoping review

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