Research variables and conditions in adult participation in education

Course Information
TitleΠροϋποθέσεις έρευνας στη συμμετοχή ενηλίκων στην εκπαίδευση / Research variables and conditions in adult participation in education
CodeΠ3031
FacultyPhilosophy
SchoolPhilosophy and Education
Cycle / Level1st / Undergraduate
Teaching PeriodWinter/Spring
CoordinatorGeorgios Zarifis
CommonNo
StatusActive
Course ID600019743

Programme of Study: UPS School of Philosophy and Education (2011-today)

Registered students: 22
OrientationAttendance TypeSemesterYearECTS
PedagogicElected Compulsory DirectionalWinter/Spring-6

Class Information
Academic Year2020 – 2021
Class PeriodWinter
Instructors from Other Categories
Weekly Hours3
Total Hours39
Class ID
600169935
Course Type 2011-2015
Knowledge Deepening / Consolidation
Mode of Delivery
  • Face to face
Digital Course Content
Language of Instruction
  • Greek (Instruction, Examination)
Prerequisites
Required Courses
  • ΕΙΣΜ600 Methodology of Educational Research
  • ΕΙΣΠ100 Introduction to Pedagogy
  • Π1807 Continuing Education and Lifelong Learning: theory & practice
  • Π1812 Adult Participation in Education and Learning Activities: issues of Motivation and Accessibility
General Prerequisites
The main goal of this course is to highlight and analyze all those conditions and variables which relate to research on adult participation in education and training. The main question that has occupied and continues to occupy researchers in this field of study of adult education has two components and is: "Which adults and for what reasons participate in education?". Even if the answer to such a question is taken by some as a given or simple any other than that is so. For most scholars and theorists in the field, participation is more related to motivation (achievement or learning) than to some essential need for the development of the individual (whether it comes from the individual itself or comes as a result of external factors).
Learning Outcomes
KNOWLEDGE • Understand the importance of communication and the way in which it is achieved in the context of the education of formal and special groups of adults. • Know the factors that support the participation in Continuing Education programs as well as those that act as a deterrent. • Understand the needs of the reference groups, but also the communication and the development of dynamics between their members. • Understand the importance of identifying learning needs in Continuing Education programs and the issues that arise during the process of this identification. SKILLS • Analyze research findings related to the diagnosis of labor market needs, skills and qualifications forecasts and other relevant studies. • Analyze key issues related to the effectiveness of learning in Continuing Education programs (eg transfer of skills to the workplace). • Explain and interpret the general and specific learning objectives in a Continuing Education program, and the need to "open" the specific objectives taking into account the learning needs of the program participants. • Organize research projects taking into account all possible variables related to participation. • Implement research projects analyzing all possible variables related to participation. • Evaluate a research project taking into account all possible variables related to participation. abilities • Develop a critical attitude in the design of research projects related to the participation of adults in education. • Compare and compose methods of diagnosing and determining the learning needs of learners during the process of designing a research project.
General Competences
  • Apply knowledge in practice
  • Retrieve, analyse and synthesise data and information, with the use of necessary technologies
  • Make decisions
  • Work autonomously
  • Work in teams
  • Generate new research ideas
  • Design and manage projects
  • Demonstrate social, professional and ethical commitment and sensitivity to gender issues
  • Be critical and self-critical
  • Advance free, creative and causative thinking
Course Content (Syllabus)
The following are provided per teaching week: 1. Types and structure of research projects: basic structural elements and how to structure them. 2. Participatory research design: main parameters and principles. 3. Infrastructure issues in research design and the role of the researcher. 4. Learning needs and factors of participation in vocational training programs. 5. Modern approaches to learning and participation motivation and factors that influence the selection of adult participants in organized educational activities. 6. Reference groups in education and training programs and diagnosis-recording of their needs. 7. The importance of identifying variables (with exercises and examples). 8. Defining the purpose and objectives of a research project for participation (with exercises and examples). 9. Development of appropriate data collection tools for research (with exercises and examples) 10. Ways of selecting research variables (with exercises and examples). 11. Ways of analyzing research variables (with exercises and examples). 12. Development of a complete research project (with exercises and examples). 13. Issues of evaluation and review of the purpose and objectives of the research.
Keywords
adult education, adult vocational training, participation, research, variables
Educational Material Types
  • Notes
  • Slide presentations
  • Multimedia
  • Interactive excersises
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Laboratory Teaching
  • Use of ICT in Communication with Students
  • Use of ICT in Student Assessment
Description
Interactive Whiteboard. Computers. Power point Video Moodle The educational material also includes: • Original scientific bibliography (of the trade) in Greek and English, adapted, if and where needed, to the needs of the adult learner with a Study Guide. The Study Guide will be written during the previous academic year. • Self-assessment exercises, instructional videos, presentations that will be developed by the teacher during the academic year. • Additional educational material, for further study that will be posted on the website of the teacher. • Specially designed educational material to fill gaps in the literature and adapted to the needs of the program.
Course Organization
ActivitiesWorkloadECTSIndividualTeamworkErasmus
Seminars502
Fieldwork301.2
Tutorial200.8
Project301.2
Written assigments271.1
Exams30.1
Total1606.4
Student Assessment
Description
The language of evaluation is Greek. The evaluation is comprehensive / conclusive based on the written work in the course. The topic and content of the written work should be included in one of the 13 thematic categories examined during the course (based on the content of the course presented above). The final form of the work must be a typed and printed or digital text that does not exceed 30 pages (ie 8,000 words together with the bibliography and without appendices or sources which must be submitted separately or attached to the work ), with 1½ line spacing, 2.5 cm page margins and font size 12. Handwriting is not accepted. The evaluation criteria of the written work are accessible to students at the website http://www.gkzarifis.com/postgraduatecourses.htm and are the following: Criterion 1: Content of ideas (5 credits) • The student understands the wording of the question perfectly and fully meets the requirements of the work (5.0 - 4.0). • The student adequately understands the wording of the question and responds satisfactorily to the requirements of the work (3.9 - 2.5). • The student does not adequately understand the wording of the question and only partially meets the requirements of the thesis (2.4 - 1.0). • The student does not understand the wording of the question at all and does not meet the requirements of the work (0.9 - 0.0). Criterion 2: Structure (1.5 points) • The student fully understands and applies perfectly the rules of building an academic thesis (1.5 - 1.2). • The student generally understands and applies to a large extent the rules of building an academic thesis (1.2 - 1.0). • The work presents obvious and significant shortcomings in the application of the building rules of an academic work (0.9 - 0.5). The work presents elementary and fundamental shortcomings in understanding and applying the building blocks of an academic work (0.4 - 0.0). Criterion 3: Presentation & linguistic expression (1.5 points) • The student fully understands and applies perfectly the rules of presentation of an academic work (1.5 - 1.0). • The student generally understands and applies to a large extent the rules of presentation of an academic work (0.9 - 0.5). • The thesis presents obvious and significant defects in the application of the rules of presentation of an academic thesis (0.4 - 0.0). Criterion 4: Research (2 credits) • The work presents very clear indications of personal research (2.0 - 1.5). • The paper presents sufficient evidence of personal research (1.4 - 1.0). • The thesis shows little or no evidence of personal research (0.9 - 0.0).
Student Assessment methods
  • Written Exam with Multiple Choice Questions (Formative)
  • Written Exam with Short Answer Questions (Formative)
  • Written Assignment (Summative)
  • Written Exam with Problem Solving (Summative)
  • Report (Formative, Summative)
Bibliography
Course Bibliography (Eudoxus)
Παπαδημητρίου, Α. (2020). Η συμμετοχή ενηλίκων στην Εκπάιδευση, Γράφημα: Θεσσαλονίκη. ΙSΒΝ: 9786185271800
Additional bibliography for study
Asseraf, G.; Dossou, F. (2003). Guidelines for the development of common certificates and other reference tools. Sustainable professionalisation: European pilot project. Bligh D.R., (1972): What’s the use of lectures? Honiton: D.A. &. B. Bligh. Blunden R., (1997): «Praxis in vocational education and training: being and becoming a person» στο International Journal of Lifelong Education, V16, n4, Jul-Aug.1997. σελ: 277-289. Blunt A., Yang B., (2002): «Factor structure of the adult attitudes toward adult and continuing education scale and its capacity to predict participation behaviour: Evidence for adoption of a revised scale», στο Adult Education Quarterly, V52, n4. σελ: 299-314. Bramley P., (1991): Evaluating training effectiveness. Translating theory into practice, London: The McGraw- Hill Book Company Series. Brookfield (1898) «Teaching Roles and Teaching styles» στο Titmus, C. (ed.) Lifelong Education for Adults: An International Handbook, Oxford: Pergamon. (1989: 208-212). Brookfield, S. (1988) “Training Educators of Adults”, London and New York: Routledge. Brookfield, S. (1989) “Facilitating Adult Learning”, στο S.B. Merriam: M. Cunningham, (eds) Handbook at Adult and Continuing Education, San Francisco: Jossey Bass. σελ: 201-210. Brookfield, S. (1989) “Teaching Roles and Teaching styles”, στο Titmus, C. (ed.) Lifelong Education for Adults: An International Handbook, Oxford: Pergamon. σελ: 208-212. Brookfield, S. D. (1985) (ed.) Self-Directed Learning: From Theory to Practice στο New Directions in Continuing Education, no. 25. San Francisco: Jossey-Bass. Brookfield, S. D. (1986) Understanding and Facilitating Adult Learning, San Francisco: Jossey-Bass. Brookfield, S. D. (1987) Developing Critical Thinkers: Challenging Adults to Explore Alternative Ways of Thinking and Acting, San Francisco: Jossey-Bass. Cartwright, D. and Zander A., (1968): Group Dynamics: research and theory. 3rd. Edition. London. Tavistock Publications. Cedefop (2008a). The shift to learning outcomes: conceptual, political and practical developments in Europe. Luxembourg: Publications Office. Διαθέσιμο στο διαδίκτυο: http://www.cedefop.europa.eu/EN/Files/4079_en.pdf [τελευταία πρόσβαση στις 30.6.2013]. Cedefop (2008b). Validation of non-formal and informal learning in Europe: a snapshot 2007. Luxembourg: Publications Office. Διαθέσιμο στο διαδίκτυο: http://www.cedefop.europa.eu/EN/Files/4073_en.pdf [τελευταία πρόσβαση στις 30.6.2013]. Cedefop (2010). Briefing note - Learning to change: vocational education and training reform 2002-10. Luxembourg: Publications Office of the European Union. Ανακτήθηκε Νοέμβριος 21, 2012, από http://www.cedefop.europa.eu/EN/Files/9042_en.pdf Cedefop (2010): Κίνητρα για παροχή συνεχιζόμενης κατάρτισης από τις επιχειρήσεις -ώρα για αναθεώρηση; Λουξεμβούργο: Υπηρεσία Εκδόσεων. Cedefop (2011): Τι να περιμένουμε όσον αφορά στις δεξιότητες στην ευρωπαϊκή αγορά εργασίας; Ενημερωτικό Σημείωμα. Φεβρουάριος 2011. 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Υπουργείο Εργασίας, Κοινωνικής Ασφάλισης και Πρόνοιας (2013): Σχέδιο δράσης για την απασχόληση των νέων. -Συναφή επιστημονικά περιοδικά: ⎼ Adult Education Quarterly: A Journal of Research and Theory ⎼ Adult Learner: The Irish Journal of Adult and Community Education ⎼ Adult Learning ⎼ Canadian Journal of University Continuing Education ⎼ Continuing Higher Education Review ⎼ Curriculum Inquiry Curriculum Journal ⎼ Education & Training ⎼ European Education European Educational Research Journal European Journal of Education ⎼ European Journal of Higher Education European Journal of Open, Distance and E-Learning European Journal of Psychology of Education European Journal of Special Needs Education European Journal of Teacher Education ⎼ European Journal of Teacher Education European Journal of Training and Development ⎼ International Journal for Educational and Vocational Guidance ⎼ International Journal of Learning and Change ⎼ International Journal of Lifelong Education ⎼ International Journal of Training and Development International Journal of Training Research ⎼ Journal of Adult and Continuing Education ⎼ Journal of Continuing Higher Education ⎼ Journal of Research and Practice for Adult Literacy, Secondary, and Basic Education ⎼ Journal of Vocational Behavior Journal of Vocational Education and Training Journal of Workplace Learning ⎼ New Directions for Adult and Continuing Education ⎼ New Horizons in Adult Education & Human Resource Development ⎼ Studies in Continuing Education ⎼ Studies in the Education of Adults ⎼ Vocations and Learning
Last Update
21-07-2020