Canadian Journal for the Study of Adult Education 2018-02-28T14:12:26+00:00 MacPhail Open Journal Systems <p>Canadian Journal for the Study of Adult Education is a refereed scholarly journal committed to the dissemination of knowledge derived from disciplined inquiry in the field of adult and continuing education. CJSAE is published twice yearly for the Canadian Association for the Study of Adult Education/l'Association Canadienne pour l'Étude de l'Éducation des Adultes.</p> The Part-Time Student Experience: Its Influence on Student Engagement, Perceptions, and Retention 2018-01-29T21:56:33+00:00 Nicole Elizabeth Lee <p>Part-time learners have had a history of campus isolation, fewer opportunities to engage on campus, and much higher attrition rates than their full-time peers (Jacoby, 2015; Rajasekhara &amp; Hirsch, 2000). As a result, this study sought to uncover effective ways of enhancing the academic and social experiences of part-time learners and, in turn, increase retention rates. The attitudes, experiences, perceived needs, and challenges of 41 part-time students at a large Canadian community college during the fall 2015 semester were captured through an anonymous survey. From the data gathered, effective ways to enhance the college experiences of part-time students were identified and a relationship between school affinity and a part-time learner’s motivation to remain in school and persist to graduation were established. Recommendations resulting from this study centre on <span>flexibility, availability, and student choice for post-secondary programs, courses, services, and social events aimed at part-time learners.<em>  </em></span></p> 2017-12-14T12:27:25+00:00 ##submission.copyrightStatement## Volunteer Tutors: Agents of Change or Reproduction? An Examination of Consciousness, Ideology and Praxis 2018-01-29T22:00:58+00:00 Annie Luk Judy Perry <p> </p><div class="page" title="Page 2"><div class="layoutArea"><div class="column"><p><span>Volunteer tutors play a significant role in delivering adult literacy programs. It is estimated that up to 60% of all instructors in adult literacy programs in the United States are volunteers (Ziegler, McCallum, &amp; Bell, 2009). However, volunteer tutors’ work or experience are rarely the subjects of research. Volunteer tutors’ contributions to adult literacy are significant because they have personal relationships with learners while being expected to deliver ministry guidelines. In this paper, we examine the narratives of three volunteer tutors from a program in Ontario, Canada, to understand whether and how volunteer tutors act as agents of change or reproduction. Using a Marxist analysis, we review the consciousness, ideology, and praxis of the volunteer tutors in this study. We delve critically into the work of volunteer tutors to illustrate the potential and the limitations of volunteer tutors’ role in bringing about social transformation in the field of adult literacy. </span></p></div></div></div> 2018-01-17T09:24:48+00:00 ##submission.copyrightStatement## Les apports de la formation continue offerte aux organismes communautaires : étude de cas d'une formation québécoise 2018-01-29T11:32:49+00:00 Yves Chochard <p>Cet article présente les résultats d’une étude exploratoire portant sur une formation continue offerte à 189 organismes communautaires québécois. Durant la formation d’un jour et demi, les salariés et bénévoles formés ont appris à construire le modèle logique d’une activité et ont discuté de leurs outils d’évaluation. À partir de deux enquêtes en ligne pré et postformation, l’étude met en évidence deux apports de la formation : un changement de comportements des personnes formées et un phénomène d’harmonisation des comportements. Elle met aussi en lumière quatre variables qui ont influencé les comportements : la stabilité dans l’organisme communautaire durant la formation, le temps et les ressources disponibles pour transférer le contenu de la formation ainsi que l’utilité de ce contenu du point de vue des personnes formées.</p> 2017-12-07T21:55:00+00:00 ##submission.copyrightStatement## L'expérience Étudante à Temps Partiel: Son Incidence sur L'engagement, les Perceptions et la Rétention 2018-02-28T14:12:26+00:00 Nicole Elizabeth Lee <p><em>Historiquement, les apprenantes et apprenants à temps partiel vivent de l’isolement sur campus, ont moins de possibilités d’engagement scolaire et souffrent de taux d’attrition beaucoup plus élevés que leurs collègues à temps plein (</em><em>Jacoby, 2015; Rajasekhara et Hirsch, 2000</em><em>). La présente étude cherche donc à découvrir des stratégies efficaces pour enrichir les expériences scolaires et sociales des apprenantes et apprenants à temps partiel et, par conséquent, à augmenter leurs taux de rétention. À la session d’automne de 2015, un sondage anonyme a été utilisé pour capter les attitudes, les expériences, les besoins et les défis de 41 étudiantes et étudiants à temps partiel dans un grand collège communautaire canadien. À partir des données recueillies, des stratégies efficaces ont été relevées pour enrichir les expériences collégiales de la population étudiante à temps partiel et un lien entre le sentiment d’affinité envers l’établissement et la motivation des apprenantes et apprenants à temps partiel de poursuivre leurs études jusqu’à l’obtention du diplôme a été établi. Les recommandations découlant de cette étude sont axées sur la </em>flexibilité<em>, la </em>disponibilité<em>, et les </em>choix des étudiantes et étudiants à temps partiel<em> en matière de programmes postsecondaires, de cours, de services et d’activités sociales à l’intention de cette population. &nbsp;</em></p> 2018-02-28T14:12:25+00:00 ##submission.copyrightStatement## A review of recognition of prior learning (RPL) literature in Quebec 2018-01-29T22:11:42+00:00 Leah Moss <div class="page" title="Page 2"><div class="layoutArea"><div class="column"><p><span>The field of recognition of prior learning (RPL) in Quebec continues to develop with the incorporation of distinct terminology and policies based on the reality of contemporary Quebec society. In an analysis of the thematic nature of the RPL literature, it became evident that certain recommendations and conclusions from past research continued to repeat and remain unresolved challenges in the eld of practice. At the same time, a new stream of research related to RPL and immigrant settlement and integration is beginning to be more prominent. This article is written with the aspiration that the conclusions from the consolidated RPL research will be of benefit to the emerging field of RPL research. As well, this review identifies gaps in the current research and suggests areas for further study. The inherent link between the practice and research of RPL and the field of adult education is that both areas focus on the adult learner. In this respect, this article contributes to the field of scholarly endeavours of RPL, which is based on the philosophical tenets of andragogy. </span></p></div></div></div> 2017-04-20T10:15:18+00:00 ##submission.copyrightStatement## Rethinking Studies in Higher Education in The Face of the Other 2018-01-29T22:23:06+00:00 Clara A.B. Joseph <div class="page" title="Page 2"><div class="layoutArea"><div class="column"><p><span>In this essay, I share reflections on what it meant to teach my book of poetry in an introductory English literature class. The book took inspiration from the philosophy of Emmanuel Levinas, particularly his studies on encountering the other person. Engaging with this text (both the poetry and the philosophy), I consider some of the nuances of a pedagogy of creativity and its potential for lessons in engaging with the other on the basis of ignorance of the other. The essay is a response to Anna Herbert’s  The Pedagogy of Creativity (2010), in which Herbert, on the other hand, defines the other as a location within the self. </span></p></div></div></div> 2017-12-14T12:28:18+00:00 ##submission.copyrightStatement## Learning and Teaching Community-Based Research 2018-01-29T11:32:49+00:00 Sarah King <p>Book Review iof:</p><p>LEARNING AND TEACHING COMMUNITY-BASED RESEARCH</p><p>Catherine Etmanski, Budd Hall, Teresa Dawson. University of Toronto Press, Toronto, 2014, 416 pages.<span style="font-size: medium;"> </span></p> 2016-12-01T13:19:38+00:00 ##submission.copyrightStatement## Self-Construction and Social Transformation: Lifelong, Lifewide and Life-Deep Learning By Paul Bélanger 2018-01-29T11:54:38+00:00 Jeffrey Hankey <p>Book Review of:</p><p>SELF-CONSRUCTED AND SOCIAL TRANSFPORMATION: LIFELONG, LIFEWIDE AND LIFE-DEEP LEARNING</p><p>Paul Bélanger, UNESCO Institute for Lifelong Learning, 2013, 285 pages.</p> 2018-01-17T09:26:44+00:00 ##submission.copyrightStatement## Global Perspectives on Adult Education and Learning Policy by Milana and Nesbit 2018-01-29T13:11:35+00:00 Judith Marianne Walker <p>Book Review of:</p><p> </p><p>GLOBAL PERSPECTIVES ON ADULT EDUCATION AND LEARNING POLICY</p><p>Marcella Milana and Tom Nesbit (Ed.). Palgrave MacMillan, Basingstoke, UK, 2015, 254 pages.</p><p><em><br /></em></p><p><em> </em></p> 2018-01-17T09:26:16+00:00 ##submission.copyrightStatement##