Socio-Demographic and Socio-Economic Characteristics, and Basic Skills of the Non-Formal Distance Education Participants among Adults in the U.S.

Autor/inn/en	Yamashita, Takashi; Zhang, Jing; Sun, Na; Cummins, Phyllis A.
Titel	Socio-Demographic and Socio-Economic Characteristics, and Basic Skills of the Non-Formal Distance Education Participants among Adults in the U.S.
Quelle	(2021), (32 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Basic Skills; Adults; Adult Education; Distance Education; Electronic Learning; Lifelong Learning; Nonformal Education; Open Education; Socioeconomic Influences; Individual Characteristics; Predictor Variables; Participation; Educational Attainment; Employment; Technological Literacy; Problem Solving; Program for the International Assessment of Adult Competencies (PIAAC) + Suchen Sie Ihr Suchwort? Basic skill; Grundfertigkeit; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Distance study; Distance learning; Fernunterricht; Life-long learning; Lebenslanges Lernen; Non-formal education; Non formal education; Nichtformale Bildung; Offene Erziehung; Offener Unterricht; Sozioökonomischer Faktor; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Prädiktor; Teilnahme; Bildungsabschluss; Bildungsgut; Dienstverhältnis; Technisches Wissen; Problemlösen
Abstract	Despite increasing demand in distance education, relatively little is known about the demographic and socio-economic characteristics as well as basic skill levels of adult distance education participants at the national level in the U.S. This study analyzed the U.S. data from 2012/2014 and 2017 Program for International Assessment of Adult Competencies (PIAAC) to identify baseline determinants of non-formal (i.e., not for a formal credential or degree) distance education among adults aged between 25 and 65 years old. Results showed that higher educational attainment, employment, literacy skills and digital problem-solving skills were positively associated with non-formal distance education participation. As recent distance education is provided predominantly through the internet and digital device, digital skills may be of particular concern. These identified determinants should be reflected in policy interventions to close education gaps. Additionally, the findings of this study are useful for future research that focuses on psychological and behavioral factors. [This paper will be published in "Adult Education Quarterly."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01