Exploring the educational needs of adult learners: A study of three universities in Ghana

Owusu‐Agyeman, Yaw; Fourie‐Malherbe, Magda; Frick, Liezel

doi:10.1177/1477971418782997

Cited by 11 publications

(6 citation statements)

References 42 publications

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“…It should be emphasized, however, that the vast majority are directed at people from the risk group, who are subject to an exclusion (Pinto et al, 2016). Meanwhile, the desire to satisfy specific learning needs is also reported by adult learners (Owusu-Agyeman et al, 2018) and by educators wanting to develop their academic skills and use the best educational practices (Czerniawski et al, 2017).…”

Section: Discussionmentioning

confidence: 99%

Adult education needs inventory: Construction and application

2022

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BackgroundThe article presents the psychometric parameters and implementation of the adult education needs inventory (AENI) questionnaire, which is designed to measure the key competences of adult educators. It was constructed on the concept of key competences as proposed by the Council of the European Union. This model of competences is inscribed in the concept of lifelong learning and does not concentrate on the compensatory functions of the competences but merely promotes the insight of educators into their self-development. This article presents the construction process and psychometrical properties of AENI.Materials and methodsThe reliability of the test is confirmed by the inter-correlated results. The accuracy of the questionnaire was confirmed through principal component analysis (PCA). Apart from this, the accuracy of the theory was verified by a correlation between AENI and the Social Skills Profile (PROKOS), which measures the level of such social skills as assertiveness, cooperativeness, sociability, social resourcefulness, and social activeness. To check the accuracy of the theory, hypotheses were formulated which were related to both the correlated overall results (AENI and PROKOS) and the chosen scales.ResultsSix areas of need in development were distinguished: communication skills, multilingual and multicultural skills, digital skills, entrepreneurial skills, openness to science and culture, and social and civic skills. A low result on the scale indicates a need to develop a given skill because the respondent’s skills are weak. Such information is vital for employers and educators who wish to diagnose the areas that need improvement. The measures of reliability and accuracy allow us to state that the questionnaire possesses acceptable psychometrical factors. This study contains propositions for further improvement of the questionnaire and a key to interpreting the research results.ConclusionAdult education needs inventory questionnaire is a reliable research tool that can be used to assess the competences of adult educators. Also, it can be considered a voice of discussion regarding the necessity of raising the quality of education and raising the awareness of the education needs of individual adult educators and organizations that benefit from their services.

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Section: Discussionmentioning

confidence: 99%

Adult education needs inventory: Construction and application

2022

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“…Also, this research findings might be contributing to the design of separate training programmes according to the teachers' profiles and training needs, like the approach suggested by Owusu-Agyeman et al (2018) Finally, difficulties in the successful transfer of training and the integration of ICT for teaching may be caused due to the teachers' low level of perceived usefulness and satisfaction from the training programme. Hence, educators of teachers and educational/transfer training institutions should provide efficient content resources and user-friendly learning system interfaces to successfully support the integration of ICT in teaching practice (Teo et al, 2016;Tondeur, et al, 2018;Vongkulluksn et al, 2018).…”

Section: Practical Implicationsmentioning

confidence: 91%

Factors affecting teachers’ transfer of ICT training: Considering usefulness and satisfaction in a PLS-SEM transfer training model

Tzafilkou

Perifanou

Economides

2022

Journal of Adult and Continuing Education

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The success of the teachers’ trainers’ transfer of training can be affected by several factors like teaching self-efficacy, motivation to learn and transfer, and intention to transfer the gained skills and knowledge. This study seeks to analyze the structural relationships among the above-mentioned constructs by integrating the constructs of perceived usefulness and satisfaction of the ICT training programme. The analysis is conducted on quantitative data collected from 117 teacher educators participating in a national programme on “Teachers training on the use and application of digital technologies in the teaching practice” in Greece. Results of the partial least squares structural equation modeling (PLS-SEM) revealed that perceived usefulness and satisfaction of the training programme had a significant positive effect on the teachers’ self-efficacy and intention to transfer the gained ICT training knowledge and skills. Also, pre-training and post-training self-efficacy exerted a direct influence on the teachers’ intention to transfer, motivation to transfer, and motivation to learn. The potential contribution and practical implications in the field of adult education and teachers’ continuing professional development are discussed in the paper.

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Section: Positive Reinforcement and Scaffoldingmentioning

confidence: 99%

“…Some experts stated that constructivism is a philosophy, not a strategy. Even so, in many prior studies, it is regarded as an essential method for designing instructional techniques and learning activities since it leads to the achievement of desired learning outcomes and fits the needs of adult learners (Karagiorgi and Symeou, 2005;Owusu-Agyeman et al, 2018). This is because different learning strategies (scaffolding, collaborative learning, reciprocal teaching) are incorporated under constructivism which develops a complete learning system.…”

Section: Scaffoldingmentioning

confidence: 99%

Ensuring learner-centred pedagogy in an open and distance learning environment by applying scaffolding and positive reinforcement

Ahmed

Rahman

Hossain

et al. 2022

AAOUJ

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PurposeThis study was intended to ensure learner-centred pedagogy in an open and distance learning environment by applying scaffolding and positive reinforcement techniques.Design/methodology/approachThis study critically analysed the context and current instructional practice of Bangladesh Open University (BOU) via document analysis and literature review. The conceptual framework of this study was adapted from the ADDIE model, i.e. the analysis, design, development, implementation and evaluation model.FindingsThe study explored that the instructional practice of BOU was dominated by teacher-centred pedagogy. Hence, to ensure learner-centred pedagogy, the researchers developed three model lesson plans. These lesson plans infused the theoretical directives of scaffolding and positive reinforcement as well as several assessment tasks which can assess the learners’ lower-order and higher-order thinking skills. The researchers also presented possible challenges for the sound implementation of these model lesson plans and suggested pragmatic solutions accordingly.Originality/valueThis study recommended that the combined application of scaffolding and positive reinforcement would effectively ensure learner-centred pedagogy.

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Exploring the educational needs of adult learners: A study of three universities in Ghana

Cited by 11 publications

References 42 publications

Adult education needs inventory: Construction and application

Adult education needs inventory: Construction and application

Factors affecting teachers’ transfer of ICT training: Considering usefulness and satisfaction in a PLS-SEM transfer training model

Ensuring learner-centred pedagogy in an open and distance learning environment by applying scaffolding and positive reinforcement

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