Reciprocity and Older Learners

Chené, Adèle; Sigouin, Rachel

doi:10.1080/0360127970230305

Cited by 11 publications

(5 citation statements)

References 5 publications

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“…This means that when members of any community have a low level of self-efficacy, it is difficult for the community to survive. However, [25] believe that, despite this, given emotional support, members with low self-efficacy will gain more confidence and the desire to participate.…”

Section: Factors Influencing the Level Of Participation In Online Communitiesmentioning

confidence: 99%

Students’ Identities and its Relationships with their Engagement in an Online Learning Community

Khalid

2019

Int. J. Emerg. Technol. Learn.

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Abstract—Communities of practice’ approaches have been proven to be effective in enhancing students’ learning as well as helping them to cultivate inter-personal skills, especially within the higher education system. An important development in relation to participation in communities of practice is members’ identities. This study was conducted with the aim of understanding students’ identities in relation to their participation in an online community and how the dimensions of their identities correlated to each other. The research par-ticipants were 123 first-year students who were involved in collaborative sharing activities via an online community, using Weebly. Data was collected using a set of questionnaires that discussed four main dimen-sions of identities: personal, professional, as learners, and as members of communities. Data was analysed using SPSS version 22. The overall findings offer a detailed description of students’ identities. A high posi-tive correlation was found between students’ prior knowledge and their motivation, commitment and beliefs with regard to the benefits of online communities. The only dimension of students’ identities that lacked cor-relation with other dimensions was students’ openness. The findings highlight the importance of understand-ing different aspects of identities and how this helps to enhance engagement in online communities. The findings are significant in terms of establishing a deeper understanding on learning process within a social learning theory.

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Section: Factors Influencing the Level Of Participation In Online Communitiesmentioning

confidence: 99%

Students’ Identities and its Relationships with their Engagement in an Online Learning Community

Khalid

2019

Int. J. Emerg. Technol. Learn.

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“…Whereas teachers in the original CA model benefit mostly from interactions that target their teaching or pedagogy Hannafin, 2006, 2008), the teachers in the SCP model are novice scientists who benefit from learning new pedagogy as well as science content brought by the fellows. Through reciprocal interactions such as modeling, planning, and sharing ideas, fellows transfer their knowledge to the teachers (Zahorik, 1987;Chene and Sigouin, 1997;Kohler et al, 1999;Clement and Vandenberghe, 2000). Across the years of participation, the teachers' comfort of the subject matter matures to the point that she is able to incorporate more inquiry-based science into her lessons and can teach the content in more depth.…”

Section: Discussionmentioning

confidence: 99%

The Vanderbilt Scientist in the Classroom Partnership: A Novel Collaborative Apprenticeship Model for Situated Professional Development

Ufnar

Lee

Shepherd

2018

JSTEM

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“…With older adults, enjoyment in life, self-confidence, selfconcept, general satisfaction in life, and better coping abilities were also identified as benefits of learning (Villar et al, 2010). In the same vein, Chené and Sigouin (1997) identified improved selfimage, self-healing from a personal loss, discovering one's own potential, and a positive image of aging as psychological benefits of learning. Chené (1994) also highlighted important agential benefits of learning resulting from new friendships, like reciprocity, family spirit, and a sense of belonging.…”

Section: Theoretical Background and Literature Reviewmentioning

confidence: 95%

Putting educational gerontology principles to the test: a quantitative confirmation of the empowering benefits of liberal arts courses

Hachem

Manninen

2020

Educational Gerontology

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The humanist and critical principles of educational gerontology attribute different goals to education in later life. Self-Actualization is the goal of humanist educational gerontology, while empowerment, emancipation, and social change are the goals of critical educational gerontology. Liberal arts education is dominant in later-life learning. Both the humanist and the critical philosophies of learning in older age claim that this type of education is not empowering. Empowerment is a contested concept that has been defined through a set of constructs ranging from psychological capacities to attitudes and behaviors. In terms of capital, empowerment translates into gains in identity and social capital, operationalized in the variables agency and social and civic participation, respectively. The present study investigated the empowering potential of liberal arts courses using the BeLL survey data of 7,338 adult learners. Through a series of ANOVAs and a regression model, we found that age, gender, educational attainment, the number of courses, and changes in agency are significantly associated with changes in social and civic participation. We concluded that liberal arts education does empower adult learners, especially older adults, women, and individuals with lower educational attainment. Given that goal-related claims in the principles of educational gerontology have been empirically challenged, we recommend a new statement of principles that takes into account the latest developments in the field, as well as learners' agential capacities and the structural inequalities they face. Adult education is offered in a wide variety of settings, which have differing aims and content. Adult education for under-63-year-olds is predominantly vocational, yet non-vocational non-formal educational activities are also offered (Manninen, 2017). Here, UNESCO distinguishes between three types of adult education: literacy and basic skills; continuing education and professional development (vocational skills); and liberal, popular, and community education, with an emphasis on active citizenship skills (UIL, 2019). Older adult education is a fast-growing subfield in adult education (Formosa, 2000) that mainly provides the latter type education, consisting of liberal arts and other non-vocational courses (Findsen & Formosa, 2011). Liberal arts are often defined as the opposite of vocational adult education (Manninen, 2017), a type of learning aimed at self-fulfillment achieved through courses in arts, modern languages, philosophy, crafts, sports, and sciences (Rogers, 1996). In relation to the principles of educational gerontology, liberal arts courses pose an interesting puzzle. Educational gerontology embeds two philosophical strands, which provide polarized perceptions of older adult learning. From a critical perspective (Formosa, 2011; Glendenning & Battersby,

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Reciprocity and Older Learners

Cited by 11 publications

References 5 publications

Students’ Identities and its Relationships with their Engagement in an Online Learning Community

Students’ Identities and its Relationships with their Engagement in an Online Learning Community

The Vanderbilt Scientist in the Classroom Partnership: A Novel Collaborative Apprenticeship Model for Situated Professional Development

Putting educational gerontology principles to the test: a quantitative confirmation of the empowering benefits of liberal arts courses

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