Scoping Reviews: Expanding Methodological Approaches to Literature Reviews in Adult EducationSamuel, Anita
2023 Adult Learning
doi: 10.1177/10451595231201346
Literature reviews map the research landscape in a topic area, identify gaps that new research can address, or frame a future research project. Literature reviews inform research and are integral to developing evidence-based policies. In adult education, systematic, critical, integrative, and historical reviews have been conducted. Scoping reviews, however, have yet to be widely adopted, although they can provide adult educators with a systematic process for reviewing a heterogeneous body of literature in adult education. This article explores why scoping reviews are a good fit for adult education and presents a systematic approach to conducting scoping reviews. The paper presents an expanded nine-step scoping review process that begins with the conception of an idea and ends with writing a manuscript for publication. The article discusses best practices, highlights challenges, and provides suggestions to help adult education researchers avoid common pitfalls when conducting scoping reviews.
Using a Student-Developed Case Study Activity for Online Discussion Guided by a Three-Tier Case Method ModelLin, Xi
2023 Adult Learning
doi: 10.1177/10451595231151732
This qualitative study examines student learning experiences toward a student-developed case study activity for online discussion guided by a three-tier case method model. Forty-five students were recruited from four online adult education courses. Analysis of students’ feedback shows that this activity leads to students’ positive learning experiences, including provoking critical thinking towards the discussion topic and providing unique resources for adult educators. The student-developed case study activity also helps establish a supportive peer relationship and engages students through analyzing a variety of student-developed cases, as well as interacting with the instructor and exchanging ideas with peers. This study furthermore indicates the potential usefulness of the proposed model as a guide for case study activities in the field of adult education and beyond.
The Innovative Use of Technological Tools (the ABCs and Ps) to Help Adult Learners Decrease Transactional Distance and Increase Learning PresenceHowell, Scott L.; Johnson, Michael C.; Hansen, Jana C.
2023 Adult Learning
doi: 10.1177/10451595221149768
One of the pedagogical benefits that emerged from the pandemic period for adult learners was that teachers, in addition to supporting institutions, were more willing to consider and introduce technological innovations to the learning experience. For 2 years, teachers and institutions had no choice. Unanticipatedly, some of these innovative strategies also engaged and empowered otherwise hesitant instructors and marginalized adult learners. This article briefly introduces categories of instructional technology tools that emerged from this period to help democratize adult learning—giving all adults opportunities to be heard, manage anxiety and introverted tendencies, to work with others, and to inform learning decisions for instructor and student alike, etc. These practices are briefly contextualized and referenced within the field using both Michael Moore’s Theory of Transactional Distance and Garrison, Anderson and Archer’s Community of Inquiry theoretical framework. The four categories of instructional technology tools featured in this article include: (1) Annotation (social) tools; (2) Backchanneling tools; (3) Collaboration tools; and (4) Polling (student response systems) tools.
Fostering Intercultural Effectiveness and Cultural Humility in Adult Learners Through Collaborative Online International LearningAnderson, Amy M.; Or, Justina
2023 Adult Learning
doi: 10.1177/10451595231182447
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.
Exploring the Role of ChatGPT as a Facilitator for Motivating Self-Directed Learning Among Adult LearnersLin, Xi
2023 Adult Learning
doi: 10.1177/10451595231184928
This study explores the potential of ChatGPT as a virtual tutor to facilitate self-directed learning (SDL) among adult learners in asynchronous online contexts. Although SDL has been identified as a critical skill, factors such as the lack of skills to find resources and the absence of a supportive learning environment could impede adult learners’ ability to engage in SDL. By harnessing the power of AI, ChatGPT can assist adult learners in setting learning goals, locating available resources, designing personalized learning plans, monitoring their performance, and reflecting on their learning experiences, ultimately leading to the effective completion of SDL. This study also discusses several existing limitations and challenges, including the need for instructors to provide guidance on creating prompts to use ChatGPT effectively, the possibility of learners becoming reliant on ChatGPT, the significance of institutions to provide policies of proper use of ChatGPT, and the necessary for AI developers to continuously improve the algorithms and data used by the system to minimize the likelihood of providing incorrect and irrelevant information. Additionally, some questions are raised regarding the balance between the use of ChatGPT and engagement with human instructors to ensure optimal learning outcomes. This study aims to enlighten adult educators and practitioners towards the integration of ChatGPT in asynchronous online learning to facilitate adult learning.
Fundamentals of Digital Health Literacy: A Scoping Review of Identifying Core Competencies to Use in PracticeKim, Junghwan; Livingston, Miranda A.; Jin, Bora; Watts, Miriam; Hwang, Jihee
2023 Adult Learning
doi: 10.1177/10451595231178298
This review study aims to understand the concept of adults’ digital health literacy (DHL), a recently emerging significant concept but still confused. For this, we seek to find the core competencies of digital health literacy by comparing those of existing relevant literacy concepts (i.e., health literacy and digital literacy). We identified seven core competencies of DHL across analytical, context-specific, and socioecological aspects: (a) traditional literacy, (b) information literacy, (c) media literacy, (d) health-related literacy, (e) technology literacy, (f) scientific literacy, and (g) socioecological nature. We also found the shared core aspects among DHL and digital and health literacies. The findings of this study contributed not only to grasping the concept of digital health literacy better but also to providing a fundamental basis for programs to enhance the DHL of adults. This article concludes with discussions about the findings and practical and academic implications.
“It is not Working for Them but with Them”: Adult Educators Roles With Community Groups in Transforming CommunitiesBiney, Isaac Kofi
2023 Adult Learning
doi: 10.1177/10451595231201361
This paper reflects on Freire’s discourse on liberating education and adult educators’ educational roles with community groups in transforming communities. Mineral-rich communities in Ghana are in danger of losing water bodies, rich arable lands, and forest vegetation cover through “galamsey,” which refers to the gathering of rich mineral resources illegally for sale. Yet the fourth Industrial Revolution Age positions adult educators strategically in making learning the needed skill among community groups to improve communities. This qualitative study adopted a convenience sampling procedure to select and interview eight graduate students in a higher education institution (HEI) in Ghana. Data were analyzed using thematic and narrative approaches. The results indicate that adult educators’ educational roles are empowering, yet they should employ more dialogical, story-telling, and conversational approaches; and must listen to community members’ views on community development programs. The study concludes that adult educators drive community development programs via inclusiveness and networks to make communities sustainable.
A Correlational Study on Reflective Capacity and Ethical Engagement in Adult Learners of Health ProfessionsOr, Justina; Golba, Elizabeth
2023 Adult Learning
doi: 10.1177/10451595231178279
Because professional ethical engagement is essential to the delivery of high-quality healthcare services, health professions education programs must have effective instructional practices to train future healthcare providers of various disciplines to practice ethically. As research has found reflection to be an effective instructional practice for educating adult learners and teaching professional ethics, promoting health professions students’ tendency to reflect by boosting their reflective capacity may be helpful. Therefore, the study sought to examine the relationships between reflective capacity and professional ethical engagement to offer quantitative evidence for the significance of reflection in professional ethical engagement among health professions students. Correlational analyses revealed a strong, positive relationship between reflective capacity and professional ethical engagement in health professions students. Reflective capacity, specifically reflection-on-action and self-appraisal, could predict professional ethical engagement in health professions students. These findings provided insights into the reflective capacity and professional ethical engagement in health professions students. However, further research on the relationship between reflective capacity and professional ethical engagement in adult learners of health professions is needed.