Catálogo de publicaciones - revistas

<jats:p> This evocative autoethnography is an exploration of learning and perseverance during a particularly dark time in my personal and professional life. In a period of just over 3 years, my spouse and I dealt with the need for several surgeries, the Covid-19-Delta pandemic and subsequent isolation, social unrest, an insurrection in the U.S., and the tragic death of our son. Then, the D.Ed. program in which I teach was closed. Through this writing, I attempt to make meaning from these events and to share what I have learned. </jats:p>

<jats:p> Like other workplaces, bullying occurs in academia. Additionally, women report more frequent and severe forms of bullying than men. The purpose of this qualitative study was to unearth women academics’ learning because of being bullied. We discuss the learning context and explore the learning that occurred. Understanding these factors can augment the literature on bullying in academia. As a result of being bullied, women fundamentally changed their perceptions of themselves, others, their respective institutions, and their priorities. This study reveals how women can gain skills and have negative and positive changes in worldview. We offer practical suggestions for faculty, administrators, and institutions to promote learning from the experience of being bullied. </jats:p>

<jats:p> Environmental injustice is often an intersection of economic, social, and environmental disparities. Addressing the inequities borne by communities overburdened with such disparities requires local learning opportunities. Exploring how and what participants learn during community education projects can help inform and improve practice, which was the focus of this study. This study reports on a larger community environmental education project involving participatory action research, which involved community residents in Chicago learning to monitor local air quality using low-cost air sensors. The experiences of 14 volunteer air monitors were collected using focus group interviews and analyzed using Braun and Clarke’s (2006) approach to thematic analysis. Participant learning focused on new and existing skills related to science/technology, interpersonal communication, and local environment. Volunteers built skills in using low-cost air sensors, taught other community members about air monitoring and local air quality, and devised strategies for improving community air quality and health. This exploration of the experiences of community residents learning to use low-cost air monitors has three applications to community education practice related to addressing inequity: utilizing community members as educators, developing community capacity to engage with science, and normalizing equitable processes. The study’s findings mark a contribution by the field of adult and community education to both Critical Science Agency and low-cost air monitoring literature, in addition to the Education for Sustainability literature by addressing the lack of focus on sustainability and equity by highlighting a community-based PAR project focused on developing local capacity of marginalized communities to address air quality issues. </jats:p>

<jats:p> 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. </jats:p>

<jats:p> 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. </jats:p>

<jats:p> 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. </jats:p>

<jats:p> 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. </jats:p>

<jats:p> 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. </jats:p>

<jats:p> Additional research is needed to improve adult numeracy instruction, training for instructors, and our understanding of the feasibility and impact of innovations in these areas. The Adult Numeracy in the Digital Era (ANDE) project, funded by the Institute of Education Sciences (IES) at the U.S. Department of Education, seeks to develop and test an innovative, technology-enabled approach for improving adult numeracy and digital literacy instruction. We began this project guided by principles of user-centered design, specifically the principle of knowing the user’s wants and needs. We conducted a “field scan” of adult numeracy and digital literacy, by interviewing researchers, instructors, students; conducting classroom observations; and reviewing literature. We detail our key findings within two emergent themes: (1) extensive variability in learner backgrounds and readiness, instructors’ experiences, standards alignment, course structures, and classroom contexts; and (2) diversity of learner goals and the actions they and their instructors took as they worked together within the course and local policy contexts. We also identify three design principles to guide course development, suggesting that adult numeracy courses should be: aligned and relevant; interactive and participatory; and relationship-centered. These principles guided the design of our adult numeracy course, and we offer questions that current instructors can consider as they design their own adult numeracy lessons. </jats:p>