List of Titles

Developing a case-based experiential learning model at a program level in a regional university : reflections on the developmental process

- Patil, Tejaswini, Hunt, Michelle, Cooper, Kimberlea, Townsend, Rob

Authors: Patil, Tejaswini , Hunt, Michelle , Cooper, Kimberlea , Townsend, Rob
Date: 2020
Type: Text , Journal article
Relation: Australian Journal of Adult Learning Vol. 60, no. 2 (2020), p. 225-244
Full Text: false
Reviewed:
Description: This article reflects on the developmental process of a case-based experiential learning model: the Federation University model, in an undergraduate community and human services program at a regional university. There is abundant literature that addresses the use and need for introducing experiential learning at the subject/unit level in community and human services/social work content. However, despite the expansion of research on experiential learning, there is limited literature that bridges the gap between course/program level teaching philosophy and using experiential learning activities in individual subjects. The article will demonstrate how Kolb’s four stage cycle (Kolb, 1984) and case-based experiential learning were integrated to develop curriculum at a program level. It will also demonstrate how a move to experiential learning facilitated better alignment with face-to-face and online learning. As a way of argument, we suggest that case-based experiential learning is very relevant and useful to human services/ social work education because of its emphasis on bridging the theory and praxis nexus and providing graduates with an opportunity to work effectively in a complex, fluid and ever-changing sector. © 2020, Adult Learning Australia. All rights reserved.

Promoting quality learning and teaching pedagogy : evaluating a targeted localised academic induction program (AIP) for the impact on continuing professional development

- Weuffen, Sara, Andrews, Tulsa, Roberts, Kate

Authors: Weuffen, Sara , Andrews, Tulsa , Roberts, Kate
Date: 2020
Type: Text , Journal article
Relation: Australian Journal of Adult Learning Vol. 60, no. 2 (2020), p. 245-267
Full Text: false
Reviewed:
Description: Despite their position as providers of tertiary education, universities sit beyond normalised discourses of education where qualifications, registration, and continuing professional development are concerned. In this case study, we explore how participation in an academic induction program (AIP) builds foundational andragogy knowledge and skills and fosters individual commitment to continuing professional development (PD) for the critical engagement, maintenance, and enhancement of quality teaching practices. Through a poststructuralist lens, we gathered triangulated evidence via surveys (n=32) and attendance data (n=190). Our findings indicate a positive correlation between AIP attendance and initial PD engagement but identifies a 35% decline in PD uptake six-month post-AIP. Survey responses indicate that while an AIP is a valuable tool for prompting initial engagement in learning and teaching PD, the role and function of teaching within universities needs to be elevated in order to support a career-long commitment to academic enhancement. © 2020, Adult Learning Australia. All rights reserved.

Misconceptions in the knowledge of vocational fitness students and graduates

- Jolley, Daniel, Davis, Melissa, Lavender, Andrew

Authors: Jolley, Daniel , Davis, Melissa , Lavender, Andrew
Date: 2020
Type: Text , Journal article
Relation: Australian Journal of Adult Learning Vol. 60, no. 1 (2020), p. 66-88
Full Text: false
Reviewed:
Description: The use of non-academic sources of health information is popular among both the public and exercise professionals. However, the quality of this information varies and without the application of critical thinking skills, may lead to misconceptions forming. This research aimed to compare the knowledge, presence of misconceptions, and critical thinking ability of vocational education and training (VET) fitness students at the beginning and end of their training, and qualified personal trainers (PTs). It also examines differences in the sources of information used by students and professionals. An Exercise Science Knowledge Survey was developed to assess knowledge and misconceptions about ten areas of exercise and nutrition. VET students were assessed at the beginning and end of a personal training qualification and PTs were surveyed once. Though VET students’ knowledge improved and misconceptions decreased from pre-to post training, PTs did not differ from post-VET students in knowledge, misconceptions, or critical thinking ability. PTs reported using more varied sources of information and were more likely to trust reliable sources. Critical thinking ability correlated with higher knowledge scores and lower misconception scores. Instruction in critical thinking should be embedded at lower levels of VET, and exercise professionals should be encouraged to undertake higher levels of study. © 2020, ADULT LEARNING AUSTRALIA INC. All rights reserved.

Community learning through adversity and disaster : an Australian case study of rural adaptation and resilience beyond paid work

- Golding, Barry, Foley, Annette, Weadon, Helen

Authors: Golding, Barry , Foley, Annette , Weadon, Helen
Date: 2020
Type: Text , Journal article
Relation: Australian Journal of Adult Learning Vol. 60, no. 3 (2020), p. 515-537
Full Text: false
Reviewed:
Description: Our paper uses a qualitative, case study approach to critically examine the role of community involvement in learning to adapt and develop resilience in the face of disaster. Within a decade, the already disadvantaged, small, Australian rural community of ‘Bellbird’ faced three catastrophic, human induced disasters: the Millennial Drought (1996 to 2010), a March 2013 bushfire and the COVID-19 epidemic of 2020. Our interviews were conducted during late 2019 and early 2020 with men and women shedders as well as their significant others in the usually vibrant and unusually gender inclusive ‘Bellbird Men’s Shed’. For at least six months following the interviews, the Bellbird Men’s Shed was shut as a consequence of the COVID-19 lockdowns. We opportunistically reflect on the data from our interviews and emerging literature on the impact of the COVID-19 pandemic to critically interrogate the role local community learning plays in responding to and developing resilience in the face of locally experienced global disasters. We conclude that Bellbird is a good example of a small, rural community where formal, top down decision making approaches to adult and community education in 2020 in Australia are sometimes impossible or inappropriate. Bellbird in effect exercised agency to create its unique, place and needs-based form of lifelong and lifewide learning ‘bottom up’ at its atypical community Men’s Shed. The practices and commitments the Shed adopted have provided the community with opportunities for developing personal and collective wellbeing and the necessary resilience for adapting to likely future shocks. © 2020, Adult Learning Australia. All rights reserved.

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