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Alvarez-Blanco Lucia Castro-Lopez Adrian Cervero Antonio 《European Journal of Psychology of Education - EJPE》2023,38(3):1111-1128
ICTs have been increasingly involved in teaching–learning processes due to the potential offered by the tools as well as to the set of demands derived from the political and health situations of the social environment. In this sense, the introduction of virtual campuses as complex systems that centralize the entire technological component that complements traditional teaching processes has meant a change of paradigm with repercussions at the teaching and pedagogical level. In this context, the purpose of this study aims to analyze students’ perception of the use of virtual campus and how to enhance the quality of the educational process using intelligent systems. For this purpose, 318 students that use virtual campus have been surveyed. The results show that there are three variables that predominantly influence the quality of teaching–learning processes using virtual campuses: frequent contact with teachers through the platform, the digital competence of the student, and the adaptation of training content to the students’ prior knowledge. This information can be useful, as it allows them to establish guidelines to guide the practices of their teaching teams in technological environments, guaranteeing the suitability of the teaching–learning process and improving the evaluation processes and the assessment of their own educational work.
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The purpose of this study is to depict the historical development of American adult education planning theory. We argue that adult education planning theory represents a ‘selective tradition’ promoting a dominant ‘discourse’ that privileges ‘technical rationality’. Using discourse analysis, we demonstrate how technical rationality emerged in the professionalization movement in the 1930s to dominate planning theory discourse, how technical rational planning theory became codified by 1950, and how little it has varied since. Using relational analysis, we juxtapose this dominant tradition of technical rational planning theory with historical examples of adult education to begin expanding our notions of what could count as legitimate planning practice and theory. 相似文献
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This study explores the relationship between adult education practitioners using different styles of power and influence tactics in designing and planning programmes and organizational political contexts. Power and influence styles were identified through cluster analysis: shotgun, tactician, ingratiator, and bystander. The relationship between power and influence style and organizational political contexts was examined. 相似文献
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Ronald M. Cervero 《International Journal of Lifelong Education》2013,32(2):91-101
The popular wisdom among professionals is that the knowledge they acquire from practice is far more useful than what they acquire from more formal types of education. This observation contradicts the dominant viewpoint in society and the professional education establishment that has given legitimacy to knowledge that is formal, abstract and general while devaluing knowledge that is local, specific and based in practice. This viewpoint has strongly influenced continuing education, which has followed the model set at the preservice level in focusing on the transmission of formal, abstract knowledge. In this paper, I describe and provide evidence for three propositions that build on the importance of knowledge gained from practice. These are: (1) the goal of professional practice is wise action; (2) knowledge acquired from practice is necessary to achieve this goal; and (3) a model of learning from practice should become the centrepiece of systems of continuing education for the professions. 相似文献
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Ronald M. Cervero 《International Journal of Lifelong Education》2013,32(1-2):16-30
When this journal was first published 20 years ago, discussions about systems of continuing education were just beginning. Houle had just published his landmark book Continuing Learning in the Professions, in which he predicted that continuing education would grow in stature and size to rival pre-service professional education. The purpose of this article is to critically analyse the developments in CPE over this 20-year period. Although we have witnessed the partial realization of Houle's prediction, we are in a transitional period of building systems of continuing education. I review five trends that have greatly affected the face of CPE over the past twenty years. These are: (1) the amount of continuing education offered at the workplace dwarfs that offered by any other type of provider, and probably all other providers combined; (2) an increasing number of programmes are being offered in distance education formats by universities, professional associations and for-profit providers; (3) there are increasing collaborative arrangements among providers, especially between universities and workplace; (4) the corporatization of continuing education has increased dramatically; and (5) continuing education is being used more frequently to regulate professional practice. I end by discussing three issues currently being negotiated across the professions related to the future development of systems of continuing education. These are: (1) continuing education for what? - the struggle between updating professionals' knowledge and improving professional practice; (2) who benefits from continuing education? - the struggle between the learning agenda and the political and economic agendas of continuing education; and (3) who will provide continuing education? - the struggle for turf versus collaborative relationships. 相似文献
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Juanita Johnson‐Bailey Ronald M. Cervero 《International Journal of Lifelong Education》2013,32(6):389-399
The purpose of this research was to determine the ways in which power relations that exist in the wider social context are played out in the teaching and learning dynamics of adult education classrooms. The research design was a qualitative comparative case study of two courses taught by the authors in a university setting. Data sources included students’ evaluations, teachers’ observations, interviews with students, interviews with both teachers, and conversations with similarly situated faculty members. The themes of mastery, voice, authority and positionality found in previous research were used to organize the results. The results showed the many complex ways in which power relations based on race, class, gender, disability and sexual orientation played out across all four themes and how these dynamics directly influenced the teaching and learning process. The positionality of the teachers and learners, in particular the racial category of whiteness, emerged as a key power relationship mediating classroom dynamics. We suggest that the facilitation model of teaching does not account well for these dynamics and that further efforts are needed to better understand how societal power relations affect teaching and learning efforts and what responses adult educators can make to negotiate these issues. 相似文献
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This study examined the extent to which socially structured factors impact adults' participation in undergraduate programmes in the USA. In a collective sense, this study started with an assumption that adults' decision to participate in educational programmes does not only rely on individual psychological and their adjacent environmental attributes, but it is also, in part, influenced by socially structured contexts surrounding them. Using the state as a unit of analysis, this study analysed the relationships between socio-demographic, economic, educational and political factors and the variation of adults' participation in the undergraduate programmes. Variables from both educational and socio-demographic factors had stronger relationships with adults' participation. Some variables that states can control through policy-related actions were meaningfully associated with adults' participation. Through this sociological understanding of adult participation in higher education, this study will supplement the lack of attention to macro-level perspectives in participation research in adult education. 相似文献
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Ian C. Barrett Ronald M. Cervero Juanita Johnson-Bailey 《Journal of Career Development》2003,30(2):109-128
Consistent with the career development issues that black* people encounter, it is likely that black human resource developers face unique career development issues versus human resource developers in general. However, an exhaustive search did not find research that has focused specifically on the career development process of black human resource development professionals. Therefore, the purpose of this study was to describe the career experiences of black human resource developers. A qualitative study was conducted of 10 black human resource developers. Interviewing was the primary data collection method and the data were analyzed using the constant comparative method. The results of this study indicate that the respondents experienced similar career challenges to other black workers. Based on the results, we posit that because of racial prejudice and discrimination, black human resource developers serve as outsiders within traditional work organizations and become skilled at using bicultural strategies for managing various aspects of their lives. 相似文献
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