Adult Participation in Education and Learning Activities: issues of Motivation and Accessibility

Course Information
TitleΠΑΡΑΓΟΝΤΕΣ ΣΥΜΜΕΤΟΧΗΣ ΕΝΗΛΙΚΩΝ ΣΤΗΝ ΕΚΠΑΙΔΕΥΣΗ: ΖΗΤΗΜΑΤΑ ΚΙΝΗΤΟΠΟΙΗΣΗΣ ΚΑΙ ΠΡΟΣΒ / Adult Participation in Education and Learning Activities: issues of Motivation and Accessibility
SchoolPhilosophy and Education
Cycle / Level1st / Undergraduate, 2nd / Postgraduate
Teaching PeriodWinter/Spring
CoordinatorGeorgios Zarifis
Course ID280009248

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

Registered students: 52
OrientationAttendance TypeSemesterYearECTS
CoreCompulsory courses beloging to the selected specialisationWinter/Spring-6
PedagogicCompulsory courses beloging to the selected specialisationWinter/Spring-6

Class Information
Academic Year2021 – 2022
Class PeriodSpring
Instructors from Other Categories
Weekly Hours3
Total Hours39
Class ID
Course Type 2016-2020
  • Scientific Area
  • Skills Development
Course Type 2011-2015
Knowledge Deepening / Consolidation
Mode of Delivery
  • Face to face
Digital Course Content
The course is also offered to exchange programme students.
Language of Instruction
  • Greek (Instruction, Examination)
  • English (Instruction, Examination)
Required Courses
  • ΕΙΣΠ100 Introduction to Pedagogy
  • Π1807 Continuing Education and Lifelong Learning: theory & practice
  • ΣΧΠΙ400 Education and Schooling
  • ΣΧΠΙΙ400 School Education II (curriculum and other pedagogical texts, resources and practices)
General Prerequisites
The course is offered only to students of the Department of Education and incoming Erasmus students from Universitites and/or Faculties/Departments with pedagogical/educational orientation. A written assignment (up to 3000 words) is a requirement to pass the course.
Learning Outcomes
This course examines the role of the “moving power” or the motive behind many adults’ decision to participate in organised learning activities. It focuses on the variety of intrinsic and extrinsic factors that affect many adults in deciding upon participation to educational activities in order to satisfy their learning needs with reference to relevant theories and approaches that explain this phenomenon.
General Competences
  • Apply knowledge in practice
  • Retrieve, analyse and synthesise data and information, with the use of necessary technologies
  • Adapt to new situations
  • Make decisions
  • Work autonomously
  • Work in teams
  • Generate new research ideas
  • Appreciate diversity and multiculturality
  • 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 course discusses and analyses the range of motivating factors among adults for selecting an educational course/programme. All adults come to courses with varied experiences and varied educational backgrounds. This impacts on how courses are delivered. While each student is an individual there are some characteristics which are common to adult learners. Upon completion of the course, participants will be aware of the possible motivations behind adult students' enrolment in order to have a better understanding of how to shape/modify their teaching materials and classroom exercises. It is likely that any group of adult learners will have a variety of motivations and all need to be catered for.
Accessibility, motivation, participation, nonparticipation, education dropout
Educational Material Types
  • Notes
  • Slide presentations
  • Multimedia
  • Book
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Communication with Students
Use of the AUTH Open Courses platform available at
Course Organization
Reading Assigment150.6
Written assigments502
Student Assessment
Written assignment of 3000 words in English for incoming Erasmus students.
Student Assessment methods
  • Written Exam with Multiple Choice Questions (Summative)
  • Written Exam with Short Answer Questions (Formative)
  • Written Assignment (Summative)
  • Performance / Staging (Formative)
  • Written Exam with Problem Solving (Formative)
Course Bibliography (Eudoxus)
Παπαδημητρίου, Α. (2019). Η Συμμετοχή των Ενηλίκων στην Εκπαίδευση. Θεσσαλονίκη: Γράφημα. (ISBN: 978-618-5721-80-0) ή Ζαρίφης, Γ. Κ. (2010). Συμμετοχή Ενηλίκων σε Εκπαιδευτικές Δραστηριότητες στην Ελλάδα: Έρευνα των παραγόντων συμμετοχής στα Κέντρα Εκπαίδευσης Ενηλίκων (ΚΕΕ) της επικράτειας. Θεσσαλονίκη: Γράφημα. (ISBN: 978-960-6865-23-7)
Additional bibliography for study
Aiken, L. C., Cervero, R. M., & Johnson-Bailey, J. (2001). Black women in nursing education completion programs: Issues affecting participation. Adult Education Quarterly, 51 (4), 306-321. doi: 10.1177/07417130122087313 Alheit, P. (1992). The biographical approach to adult education. In W. Mader, (Ed.), Adult Education in the Federal Republic of Germany: Scholarly approaches and professional practices (pp. 186-221). Vancouver: Centre for Continuing Education. Alheit, P. (1995). Biographical learning: Theoretical outlines, challenges and contradictions of a new approach in adult education. In P. Alheit, A. Bron-Wojciechowska, E. Brugger, & P. Dominicé (Eds.), The Biographical Approach in European Adult Education (pp. 57-74). Wien: Verband Wiener Volksbildung. Alt, M., & Beatty, D. (1997). An Inclusive ACE - Broadening Participation in Adult and Community Education. New South Wales Board of Adult and Community Education. Brisbane: Australian National Training Authority. Armstrong, D. (1971). Adult learners of low-educational attainment: The self-concepts, backgrounds, and educative behavior of average and high learning adults of low educational attainment. Unpublished Doctoral Thesis, University of Toronto. Aslanian, C. B., & Brickell, H. M. (1980). Americans in Transition: Life Changes as Reason for Adult Learning, New York: Future Directions for a Learning Society/College Board. Beder, H., & Valentine, T. (1987). Iowa’s Basic Education Students: Descriptive Profiles Based on Motivation, Cognitive Ability and Socio-Demographic Variables, Department of Education: University of Iowa. Bennink, R., & Blackwell, P. (1995). Access for all in adult and community education: Overcoming barriers to participation, Adelaide: ACE Unit in the Department for Employment Training and Further Education for ANTA. 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. Adult Education Quarterly, 52 (4), 299-314. doi: 10.1177/074171302400448627 Boshier, R. (1971). Motivational Orientations of Adult Education Participants: A Factor Analytic Exploration of Houle’s Typology. Adult Education Quarterly, 21 (2), 3-26. doi: 10.1177/074171367102100201 Bourgeois, E., & Vandamme, M. (2004). The role of perceived instrumentality in adult’s emgagement in learning. Paper presented in the 4th ESREA European Research Conference (pp. 33-50). ESREA/University of Wroclaw: Conference Proceedings. Brew, A. (1993). Unlearning through experience. In D. Boud, R. Cohen, & D. Walker, Using experience for learning (pp. 87-98). Buckingham: SRHE/OUP. Bridge, H. & Salt, H. (1992). Access and delivery in continuing education and training: a guide to contemporary literature. England: Department of Adult Education and Employment, University of Nottingham. Burgess, P. (1971). Reasons for Adult Participation in Group Educational Activities. Adult Education Quarterly, 22 (1), 3-29. doi: 10.1177/074171367102200101 Carp, A., Peterson, R., & Roelfs, P. (1974). Adult Learning Interests and Experiences. In K. P. Cross, & J. R. Valley (Eds.), Planning Non-Traditional Programs: An Analysis of the Issues for Post-Secondary Education (pp. 11-52). San Francisco: Jossey-Bass. Cookson, P. S. (1986). A framework for theory and research on adult education participation. Adult Education Quarterly, 36 (3), 130-141. doi: 10.1177/0001848186036003002 Cookson, P. S. (1987). The nature of the knowledge base of adult education: The example of participation. Educational Considerations, 14 (2/3), 24-28. Courtney, S. (1981). The factors affecting participation in adult education: An analysis of some literature. Studies in Adult Education, 13 (2), 98-111. Courtney, S. (1992). Why adults learn: Towards a theory of participation in adult education. London: Routledge. Cranton, P. (1994). Understanding and promoting transformative learning: A guide for educators of adults. San Francisco: Jossey Bass. Cropley, A. J. (1977). Lifelong Education: A Psychological Analysis. Oxford: Pergamon Press. Cross, K. P. (1981). Adults as Learners: Increasing Participation and Facilitating Learning. San Francisco: Jossey-Bass. Crowther, J. (2000). Participation in adult and community education: A discourse of diminishing returns. International Journal of Lifelong Education, 19 (6), 479-492. doi: 10.1080/02601370050209023 Darkenwald, G. G., & Merriam, S. B. (1982). Adult Education: Foundations of Practice. London: Harper & Row. Darkenwald, G. G., & Valentine, Τ. (1985). Factor structure of deterrents to public participation in adult education. Adult Education Quarterly, 35 (4), 177-193. doi: 10.1177/0001848185035004001 Darkenwald, G. G., & Hayes, E. R. (1988). Assessment of adult attitudes toward continuing education. International Journal of Lifelong Education, 7 (3), 197-204. doi: 10.1080/0260137880070304 De Boulay, J., & Williams, R. (1984). Collecting life histories. In R. F. Ellen (Ed.), Ethnographic Research: A guide to general conduct (pp. 247-257). London: Academic Press. De Montlibert, C. (1973). Le Public de la Formation des Adultes. Revue Française Sociologique. XIV, 529-545. Deshler, D. (1996). Participation: Role of Motivation. In A. C., Tuijnman, International Encyclopedia of Adult Education and Training (2nd Edition) (pp. 570-575). Oxford: Pergamon Press. Doerbecker, C. L., & Hake, B. J. (1980). Educational needs research and mobilizing strategies in adult education. The Netherlands: University of Groningen & State University of Leiden. Dominicé, P. F. (1990). Composing Education Biographies: Group reflection through life histories. In J. Mezirow (Εd.), Fostering critical reflection in adulthood: A guide to transformative and emancipatory learning (pp. 194-214). San Francisco: Jossey Bass. Dubin, S. (1972). Obsolescence or Lifelong Education: A choice for the professional. American Psychologist, 27, 486-498. doi: 10.1037/h0033050 Gooderham, P. (1987). Reference group theory and adult education. Adult Education Quarterly, 37 (3), 140-151. doi: 10.1177/0001848187037003002 Gorard, S., Rees, G., & Fevre, R. (1999). Patterns of participation in lifelong learning: Do families make a difference? British Educational Research Journal, 25 (4), 517-532. doi: 10.1080/0141192990250407 Havinghurst, R. J. (1972). Developmental Tasks and Education. New York: McKay. Hedoux, J. (1981). Les Non-Publics de la Formation Collective. Education Permanente, 61, 89-105. Από παραπομπή και μετάφραση στο McGivney, V. (1990). Education’s for Other People: Access to Education for non-participant adults, NIACE Research Report, Leicester: National Institute of Adult Continuing Education. Hobson, P., & Welbourne L. (1998). Adult development and transformative learning. International Journal of Lifelong Education, 17 (2), 72-86. doi: 10.1080/0260137980170203 Houle, C. O. (1961). The Inquiring Mind, Madison: University of Wisconsin Press. Houtkoop, W., & Van Der Kamp, M. (1992). Factors influencing participation in Continuing Education. International Journal of Educational Research, 17 (6), 537-548. Johnstone, J. W. C., & Rivera, R. J. (1965). Volunteers for learning: A study of the educational pursuits of adults. Hawthorne, NY: Aldine. Kidd, J. R. (1978). How adults learn. Cambridge: Prentice Hall. Kolb. D. A., & Fry, R. (1975). Toward an applied theory of experiential learning. In C. Cooper (Ed.), Theories of Group Process. London: John Wiley. Lewin, K. (1943). Defining the ‘Field at a Given Time’. Psychological Review, 50 (3), 292-310. doi: 10.1037/h0062738 Little, A. W. (2003). Motivating Learning and the Development of Human Capital. Compare, 33 (4), 437-452. doi: 10.1080/0305792032000127748 Lovell, R. B. (1987). Adult learning. London: Croom Helm. Manninen, J., & Birke, B. (2005). (Εds.), Lifelong Learning and European reality – learning motivation of lower qualified workers. Qualitative study in eight European countries. Retrieved from: Manninen, J. (2004). Motivation of lower qualified workers for lifelong learning: Theoretical background. Paper presented in the 4th ESREA European Research Conference (pp. 197-216). ESREA/University of Wroclaw: Conference Proceedings. McClusky, H. Y. (1963). The course of the adult life span. In W. C. Hallenbeck (Ed.), Psychology of adults. Chicago: Adult Education Association of the U.S.A. McGivney, V. (1990). Education’s for Other People: Access to Education for non-participant adults. NIACE Research Report. Leicester: National Institute of Adult Continuing Education. McGivney, V. (1993). Participation and non-participation: A review of the literature. In R. Edwards, S. Sieminski, D. Zeldin (Eds.), Adult learners, education and training (pp. 11-30). London: Routledge/OUP. McGivney, V. (1996). Who is and who isn’t participating in adult education: International and national perspectives. Paper presented to Conference «Participation's everyone's business», Coogee (αδημοσίευτη εισήγηση). Miller, H. L. (1967). Participation of Adults in Education: A Force-Field Analysis. Boston: Center for the Study of Liberal Education for Adults/Boston University. Mok, Y. F., & Kwong, T. M. (1999). Discriminating participants and nonparticipants in continuing professional education: The case of teachers. International Journal of Lifelong Education, 18 (6), 505-519. doi: 10.1080/026013799293559 Morstain, B. R. & Smart, J. C. (1974). Reasons for Participation in Adult Education Courses: A Multivariate Analysis of Group Differences. Adult Education Quarterly, 24 (2), 83-98. doi: 10.1177/074171367402400201 Neugarten, B. L. (1968). Adult personality: Toward a psychology of the life cycle. In B. L. Neugarten (Ed.), Middle age and aging: a reader in social psychology. Chicago: University of Chicago Press. Perry, W. G. Jr. (1970). Forms of Intellectual and Ethical Development in the College Years. New York: Holt, Reinhart & Winston. Phares, E. J., & Lamiell, J. T. (1977). Personality. Annual Review of Psychology. 28, 113-140. doi: 10.1146/ Rubenson, K. (1977). Participation in recurrent education: A research review. Paper presented at Meeting of National Delegates on Developments in Recurrent Education, Paris: OECD. Rubenson, K. (1979). Recruitment to adult education in the Nordic Countries – Research and outstanding activities. Reports on Education and Psychology (n3). Stockholm Institute of Education: Department of Educational Research. Sadownik, D. (2004). Reasons for taking up studying by senior citizens in comparison with the phenomenon of the aging European society. Paper presented in the 4th ESREA European Research Conference (pp. 177-180). ESREA/University of Wroclaw: Conference Proceedings. Scanlan, C. L., & Darkenwald, G. G. (1984). Identifying deterrents to participation in continuing education. Adult Education Quarterly 34 (3), 155-166. doi: 10.1177/0001848184034003004 Sheffield, S. B. (1964). The Orientations of the Adult Continuing Learner. Chicago: Centre for the study of Liberal Education for Adults. Stroobants, V., Jans, M., & Wildermeersch, D. (2001). Making sense of learning for work: Towards a framework of transitional learning. International Journal of Lifelong Education, 20 (1/2), 114-126. doi: 10.1080/02601370121184 Tippelt, R. Panyr, S. (2004). «Learning careers of adults from different educational backgrounds, milieus and age groups», Paper presented in the 4th ESREA European Research Conference (pp. 199-208). ESREA/University of Wroclaw: Conference Proceedings. Tough, A. (1968). Why Adults Learn: A Study of the Major Reasons for Beginning and Continuing a Learning Project, Monographs in Adult Education (n3). Toronto: OISE. Tough, A. (1979). Choosing to Learn. In G. M. Healy, & W. L. Zieg­ler (Eds.), The Learning Stance: Essays in Celebration of Human Learning. Final report of Syracuse Research Corpora­tion Project, National Institute of Education Nr. 400-78-0029. Washington, DC: National Institute of Educa­tion. Tuijnman, A. (1991). Lifelong Education: A test of the accumulation hypothesis. International Journal of Lifelong Learning, 10 (4), 275-285. doi: 10.1080/0260137910100402 Van Gennep, A. (1960). The Rites of Passage [translated from the French by Vizedom, M. B & Caffee, G. L]. Chicago: The University of Chicago Press. Winterton, M. (2004). Biographies of mature working class men in higher education. Paper presented in the 4th ESREA European Research Conference (pp. 359-372). ESREA/University of Wroclaw: Conference Proceedings. Woodley, A. and Associates (1987). Choosing to learn: Adults in education. Society for Research into Higher Education. Milton Keynes: Open University Press. Κωσταρίδου-Ευκλείδη, Α. (1999). Ψυχολογία Κινήτρων. Αθήνα: Ελληνικά Γράμματα. Νασιάκου, Μ. (1982). Η Ψυχολογία σήμερα: Γενική Ψυχολογία. Αθήνα: Εκδόσεις Παπαζήση. ΥΠΕΠΘ-ΓΓΕΕ (2007) Δομές και Προγράμματα Δια βίου Εκπαίδευσης & Επιμόρφωσης Ενηλίκων. Ενημερωτικό έντυπο. ΥΠΕΠΘ-ΓΓΕΕ-ΙΔΕΚΕ (2006) Διά βίου μάθηση – Κέντρα Εκπαίδευσης ενηλίκων. Ενημερωτικό έντυπο. ΥΠΕΠΘ-ΓΓΕΕ-ΙΔΕΚΕ (2007) Προγράμματα Δια βίου Εκπαίδευσης στα ΚΕΕ και στο ΚΕΕΕΝ.ΑΠ.: Μαθαίνουμε σε όλη μας τη ζωή. Ενημερωτικό έντυπο.
Last Update