The humanist and critical principles of educational gerontology attribute different goals to educ... more 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,
The paper is based on a recent study (Manninen & Luukannel 2008), where the aim was to analys... more The paper is based on a recent study (Manninen & Luukannel 2008), where the aim was to analyse the wider benefits of participation in liberal adult education. The study was based on so cal led wider benefits ‐ approach (Schuller et al. 2002), where the key ques tion is how people, groups, organisations and society benefit from educ ation. Empirical data is based on the experiences of adult learners who had participated in study groups offered by liberal adult education organizations (Adult education centres, Folk High Schools, Summer Universities, Study Centres and Physical Education Centres) in Finland during year 2007. The data was collected using theme interviews (n = 19 adult learners), focus group interviews (12 study groups, 77 adult l earners) and a survey (n = 1744 adult learners). The results help to define the role and meaning liberal adult education has in the society. Empirical evidence show that many current buzz words are actualized when adults develop “Sense of community” and skills related to “S ocietal involvement” (active citizenship), create new “Networks” a nd “Selfconfidence” (social capital) and get “Learning moti vation”, “Confidence on own skills”, experience “Joy of learning” and develop their “Learning skills” (Lifelong learning).
The use of information and communication technology (ICT) is important in today's higher educatio... more The use of information and communication technology (ICT) is important in today's higher education. ICT has a central role in the skill set students are expected to master during their studies. The fast development of technology poses both possibilities and challenges for teachers. This paper is part of a larger project aimed at implementing the flipped classroom (FC) model and supporting ICT integration in higher education. In this project, teachers receive systematic support for implementing the FC model. The aim of this paper is to investigate how students assess their teachers' knowledge of pedagogy, content and technology before and after a course using the FC model. In total, 317 students responded to the pre-post-test surveys. The data were analyzed as a single group and separately for students in different year groups. Results indicate that there are statistically significant differences between the results of the pre-and post-tests. Students assess their teachers content-specific pedagogical skills and technological pedagogical skills in teaching their subject higher after the FC courses. Students also perceived their teachers as having more positive attitudes to using technology in teaching. It was found that the difference was more apparent in second-year and higher students. Students perceived FC positively in general.
Non-formal, non-vocational adult education (NFNVAE) is a low-cost, low-threshold learning activit... more Non-formal, non-vocational adult education (NFNVAE) is a low-cost, low-threshold learning activity that generates many benefits for individuals and society, and it should play a more central role in educational policy. NFNVAE's challenge is that it lacks clear concepts and definitions and is, therefore, less systematically covered in statistics, research and surveys. This article seeks to tackle these problems by providing (1) a mapping of NFNVAE courses in 10 European countries and (2) a conceptual framework for NFNVAE. The mapping is based on survey data (n = 8,646) that contain information on 14,063 courses, which were coded into 24 categories and three general types: civic, liberal and basic skills education. Popular adult education courses (in the radical meaning of the term) were not found among these data; therefore, further mapping is needed. The genealogical analysis shows that ideological discourses and cultural practices should be taken into account when different concepts are used to describe NFNVAE. Especially the concept ''popular'' needs more clarification, since it is frequently used to refer to several different traditions, for example the Nordic ''folkbildning'', which is a civic education system, and therefore differs from Latin American popular adult education, which is a radical, non-governmental movement.
Viides kansainvälinen itseohjattua opiskelua käsittelevä symposiumi pidettiin USA:ssa Okla homass... more Viides kansainvälinen itseohjattua opiskelua käsittelevä symposiumi pidettiin USA:ssa Okla homassa helmikuun lopulla. Kansainvälisyys jäi kiristyneen maailmantilanteen vuoksi vähiin, sil lä suurin osa ulkomaisista osanottajista oli pe ruuttanut tulonsa. Kansainvälisyys jäi yhden ete läkorealaisen, yhden malesialaisen ja yhden suo malaisen varaan. Isäntämaan ja Kanadan edusta jia sen sijaan oli paikalla sitäkin nimekkäämpi joukko:
Mitä kohosi yhteistoiminnan apajilta ja avannoista? Aikuiskasvatuksen Tutkimusseura ry ja Helsing... more Mitä kohosi yhteistoiminnan apajilta ja avannoista? Aikuiskasvatuksen Tutkimusseura ry ja Helsingin yliopiston Vantaan täydennyskoulutuslaitos järjestivät 8.5.1995 Vantaalla seminaarin, jossa käsiteltiin verkostoja ja yhteistoiminnan uusia muotoja. Seminaari oli jo toinen 'tutkimusta kentän tarpeisiin'-teeman alla, edellinenhän järjestettiin syksyllä 1994. Rakentavana ideana seminaarisarjan taustalla on koota aikuiskoulutusalan tutkijoita kertomaan uusista tutkimustuloksista aikuiskoulutustehtävissä työskenteleville, jolloin syntyisi hedelmällistä vuorovaikutusta puolin ja toisin.
Vaikuttavuuden arvioinnissa yleisimmin käytettyä työllistymiskriteeriä voidaan pitää suurelta osi... more Vaikuttavuuden arvioinnissa yleisimmin käytettyä työllistymiskriteeriä voidaan pitää suurelta osin toimimattomana, koska siihen vaikuttaa koulutuksen ulkopuolinen, oppimisen ja koulutuksen laadusta riippumaton tekijä eli työmarkkinatilanne. Työllistymisprosentti mittaakin lähinnä sitä, valmentaako koulutus aktiivisia työnhakijoita sellaisiin työtehtäviin, joita vastaavia työpaikkoja on välittömästi saatavilla työmarkkinoilla. Artikkeli pohjautuu avoimien oppimisympäristöjen arviointi-ja kehittämisprojektiin (Manninen 1996a), jossa on tavoitteena avointen oppimisympäristöjen periaatteelle pohjautuvien joustavien ja yksilöllisten koulutusohjelmien vaikuttavuuden ja tehokkuuden arviointi ja kehittäminen toimintatutkimusotteella. Tutkimuskohteena ovat Lahden tutkimus-ja koulutuskeskuksen toteuttamat akateemisten työnhakijoiden työllistymistä edistävät koulutushankkeet, erityisesti henkilökohtaiset täydennyskoulutusohjelmat ja Apaja-keskus. Näissä opiskelija rakentaa urasuunnitelman ja sitä tukevan henkilökohtaisen opiskelu-ja kehittymissuunnitelman omien intressiensä pohjalta siten, että se tukee työllistymistä ja oman työelämäsuhteen jäsentymistä.
The humanist and critical principles of educational gerontology attribute different goals to educ... more 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,
The paper is based on a recent study (Manninen & Luukannel 2008), where the aim was to analys... more The paper is based on a recent study (Manninen & Luukannel 2008), where the aim was to analyse the wider benefits of participation in liberal adult education. The study was based on so cal led wider benefits ‐ approach (Schuller et al. 2002), where the key ques tion is how people, groups, organisations and society benefit from educ ation. Empirical data is based on the experiences of adult learners who had participated in study groups offered by liberal adult education organizations (Adult education centres, Folk High Schools, Summer Universities, Study Centres and Physical Education Centres) in Finland during year 2007. The data was collected using theme interviews (n = 19 adult learners), focus group interviews (12 study groups, 77 adult l earners) and a survey (n = 1744 adult learners). The results help to define the role and meaning liberal adult education has in the society. Empirical evidence show that many current buzz words are actualized when adults develop “Sense of community” and skills related to “S ocietal involvement” (active citizenship), create new “Networks” a nd “Selfconfidence” (social capital) and get “Learning moti vation”, “Confidence on own skills”, experience “Joy of learning” and develop their “Learning skills” (Lifelong learning).
The use of information and communication technology (ICT) is important in today's higher educatio... more The use of information and communication technology (ICT) is important in today's higher education. ICT has a central role in the skill set students are expected to master during their studies. The fast development of technology poses both possibilities and challenges for teachers. This paper is part of a larger project aimed at implementing the flipped classroom (FC) model and supporting ICT integration in higher education. In this project, teachers receive systematic support for implementing the FC model. The aim of this paper is to investigate how students assess their teachers' knowledge of pedagogy, content and technology before and after a course using the FC model. In total, 317 students responded to the pre-post-test surveys. The data were analyzed as a single group and separately for students in different year groups. Results indicate that there are statistically significant differences between the results of the pre-and post-tests. Students assess their teachers content-specific pedagogical skills and technological pedagogical skills in teaching their subject higher after the FC courses. Students also perceived their teachers as having more positive attitudes to using technology in teaching. It was found that the difference was more apparent in second-year and higher students. Students perceived FC positively in general.
Non-formal, non-vocational adult education (NFNVAE) is a low-cost, low-threshold learning activit... more Non-formal, non-vocational adult education (NFNVAE) is a low-cost, low-threshold learning activity that generates many benefits for individuals and society, and it should play a more central role in educational policy. NFNVAE's challenge is that it lacks clear concepts and definitions and is, therefore, less systematically covered in statistics, research and surveys. This article seeks to tackle these problems by providing (1) a mapping of NFNVAE courses in 10 European countries and (2) a conceptual framework for NFNVAE. The mapping is based on survey data (n = 8,646) that contain information on 14,063 courses, which were coded into 24 categories and three general types: civic, liberal and basic skills education. Popular adult education courses (in the radical meaning of the term) were not found among these data; therefore, further mapping is needed. The genealogical analysis shows that ideological discourses and cultural practices should be taken into account when different concepts are used to describe NFNVAE. Especially the concept ''popular'' needs more clarification, since it is frequently used to refer to several different traditions, for example the Nordic ''folkbildning'', which is a civic education system, and therefore differs from Latin American popular adult education, which is a radical, non-governmental movement.
Viides kansainvälinen itseohjattua opiskelua käsittelevä symposiumi pidettiin USA:ssa Okla homass... more Viides kansainvälinen itseohjattua opiskelua käsittelevä symposiumi pidettiin USA:ssa Okla homassa helmikuun lopulla. Kansainvälisyys jäi kiristyneen maailmantilanteen vuoksi vähiin, sil lä suurin osa ulkomaisista osanottajista oli pe ruuttanut tulonsa. Kansainvälisyys jäi yhden ete läkorealaisen, yhden malesialaisen ja yhden suo malaisen varaan. Isäntämaan ja Kanadan edusta jia sen sijaan oli paikalla sitäkin nimekkäämpi joukko:
Mitä kohosi yhteistoiminnan apajilta ja avannoista? Aikuiskasvatuksen Tutkimusseura ry ja Helsing... more Mitä kohosi yhteistoiminnan apajilta ja avannoista? Aikuiskasvatuksen Tutkimusseura ry ja Helsingin yliopiston Vantaan täydennyskoulutuslaitos järjestivät 8.5.1995 Vantaalla seminaarin, jossa käsiteltiin verkostoja ja yhteistoiminnan uusia muotoja. Seminaari oli jo toinen 'tutkimusta kentän tarpeisiin'-teeman alla, edellinenhän järjestettiin syksyllä 1994. Rakentavana ideana seminaarisarjan taustalla on koota aikuiskoulutusalan tutkijoita kertomaan uusista tutkimustuloksista aikuiskoulutustehtävissä työskenteleville, jolloin syntyisi hedelmällistä vuorovaikutusta puolin ja toisin.
Vaikuttavuuden arvioinnissa yleisimmin käytettyä työllistymiskriteeriä voidaan pitää suurelta osi... more Vaikuttavuuden arvioinnissa yleisimmin käytettyä työllistymiskriteeriä voidaan pitää suurelta osin toimimattomana, koska siihen vaikuttaa koulutuksen ulkopuolinen, oppimisen ja koulutuksen laadusta riippumaton tekijä eli työmarkkinatilanne. Työllistymisprosentti mittaakin lähinnä sitä, valmentaako koulutus aktiivisia työnhakijoita sellaisiin työtehtäviin, joita vastaavia työpaikkoja on välittömästi saatavilla työmarkkinoilla. Artikkeli pohjautuu avoimien oppimisympäristöjen arviointi-ja kehittämisprojektiin (Manninen 1996a), jossa on tavoitteena avointen oppimisympäristöjen periaatteelle pohjautuvien joustavien ja yksilöllisten koulutusohjelmien vaikuttavuuden ja tehokkuuden arviointi ja kehittäminen toimintatutkimusotteella. Tutkimuskohteena ovat Lahden tutkimus-ja koulutuskeskuksen toteuttamat akateemisten työnhakijoiden työllistymistä edistävät koulutushankkeet, erityisesti henkilökohtaiset täydennyskoulutusohjelmat ja Apaja-keskus. Näissä opiskelija rakentaa urasuunnitelman ja sitä tukevan henkilökohtaisen opiskelu-ja kehittymissuunnitelman omien intressiensä pohjalta siten, että se tukee työllistymistä ja oman työelämäsuhteen jäsentymistä.
Book review on: Blended learning: Research perspectives, Volume 2
By Anthony G. Picciano, Charles... more Book review on: Blended learning: Research perspectives, Volume 2 By Anthony G. Picciano, Charles D. Dziuban and Charles R. Graham (eds). Routledge, New York and London, 2013, 354 pp. ISBN 978-0-415-63250-8 (hbk), ISBN 978-0-415-63251-5 (pbk), ISBN 978-1-315-88031-0 (e-book)
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Papers by Jyri Manninen
By Anthony G. Picciano, Charles D. Dziuban and Charles R. Graham (eds).
Routledge, New York and London, 2013, 354 pp. ISBN 978-0-415-63250-8
(hbk), ISBN 978-0-415-63251-5 (pbk), ISBN 978-1-315-88031-0 (e-book)