Toward an Empowerment Model of Community Education in China

We define community education as organized lifelong learning through voluntary participation in collective efforts to critically address both individual and community needs. Community education has roots in European folk schools, United States participatory democracy, and Latin American “popular education.” Community education developed more recently in China in response to Learning Society and Lifelong Education policy. We present a new framework of community education that includes a theoretical component, emphasizing learning and participation principles. The organizational component includes traditional and nontraditional schools and other local organizations engaged in community education. The program component includes community service, empowerment, and combined models. We also apply the framework to an ecological-psychopolitical model of community education, which considers multilevel (individual, organizational, community/societal) processes of liberation or empowerment across four environmental domains or forms of capital: sociocultural, physical, economic and political. We conclude by examining two brief ethnographic case studies of community education in Shanghai, China.

The Approach of Academicians to Distance Education During COVID-19

The education community, accustomed to the face-to-face education system, had to switch to the distance education system with the COVID-19 pandemic. It was inevitable for educators who had not experienced distance education to prepare themselves in a short time and to complete the process with the least damage. Of course, there were many negativities during distance education and the whole world gained certain experiences during this time. In this study, the problems experienced by the academic staff using distance education applications, their approaches to distance education, how much they have improved themselves in other possible problems in the future, and what they expect from distance education have been examined. Thematic analysis was used as a research design; articles, theses, books, reports of official institutions and organizations were examined; and the concepts that emerged during distance education applications were divided according to categories by using descriptive and thematic analysis.

Technology Based Model of a Mobile Knowledge as a Service to Facilitate Education Community

Technological enhancements as well as the demand of students to access learning information on time and quickly has resulted to the development of e-learning across the world. Mobile learning has been adopted by most learning institution as a mobile technology that allows learners to access learning materials and share information among themselves and respective educators easily and quickly. This article discusses the intention of users in learning environment adopting m-learning, their perceptions as well as factors that hinder implementation of m-learning in the gulf region. Effective mobile technology adoption also enhances knowledge management through mobile applications that allow information capture, storage, retrieval and sharing. This study uses systematic literature review to collect information from post 2017 studies previous conducted by other researchers. Articles were searched through highly ranked databases from which 657 journals were identified. After the screening and eligibility assessment, 24 journals were retrieved. The back and forward search retrieved 4 more journals bringing the total to 28 journals that were included in the study. Based on this information, a conceptual model is developed to help assess the m-learning perceptions, adoption intentions and factors influencing its adoption among learning institutions in the gulf region. This model is built based on the Theory of Planned Behavior and Unified Theory of Acceptance and Use of Technology. Based on the developed model, main constructs such as performance expectancy, effort expectancy and social influence are greatly impacted by other factors like learner’s creativity and mobility.

Mobile Phone Educational Applications: Their Importance in Academic Learning During Covid 19 Pandemic

The deadly infectious disease Coronavirus, also known as Covid19, has had a profound impact on the global economy. This tragedy is also being staged in the education community, and this concern is likely to resonate in the global education community. The outbreak of the Covid19 pandemic forced several schools and universities to close quickly. Various elements on the earth are affected, and there are issues that may surface for a full semester, or other issues that will be lost in the future. Flexibility is another attractive aspect of online learning; students can arrange their own or arrange time to apply for courses online. Face-to-face meetings combine with technology to form a combined learning and recovery classroom; this learning environment will increase the learning potential of students. Students can learn anytime, anywhere, and develop new skills in the way they ultimately learn from the grave. Government also recognizes that online learning is increasingly essential in this dynamic world. The severe emergence of the new crown virus could create another argument for upgrading, as this altitude can be a problem in times of crisis.

Early Collaboration Measures Among a Cross-Sector Stakeholder Group in a Statewide GWEP

The AgingME Geriatrics Workforce Enhancement Program (GWEP) uses collaboration across institutions of higher education, community-based organizations, and healthcare entities to imbed transformational healthcare practice change across Maine, a primarily rural state. To explore the factors that influence cross-sector collaboration among a diverse array of partners, a baseline anonymous electronic survey was distributed to the newly formed project steering committee. The survey consisted of the Wilder Collaborative Factors Inventory, an established measure of 22 research-based collaboration factors along with four open response questions on process-level challenges and opportunities for improvement. A total of eleven responses (N = 11) were received out of 20 Steering Committee members (55% response). Collaboration strengths noted in the assessment include unique purpose of statewide GWEP efforts (M = 4.41 out of 5 points), mutual trust among members (M = 4.32), favorable social and political environment (M = 4.27), and a history of collaboration among partners (M = 4.27). Lower scores were received on the multiple layers of participation (M = 3.45 out of 5 points), and ability to compromise factors (M = 3.45). Qualitative responses reinforced the need for a common understanding of the project’s goals and outcomes early on in the collaboration. Barriers to collaboration included scheduling considerations and limited time and energy among partners due to heightened COVID-19 response efforts. Results elucidate: 1) Early collaboration strengths and needs of a newly formed statewide education collaborative; and 2) Strategic action steps and focal points informing early partnershipping among organizations engaged in interprofessional health education efforts.