ERIC ED581791: Commission for International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE). Proceedings of the 2016 International Pre-Conference (65th, Albuquerque, New Mexico, November 6-8, 2016)

2016·2.9 MB·English

by  ERIC

Commission for International Adult
Education (CIAE)
of the
American Association for Adult and
Continuing Education
(AAACE)

Proceedings
of the
2016
International Pre-
Conference

November 6-8
Albuquerque, New Mexico

American Association for Adult and Continuing Education
827 Powers Ferry Road, Building 14, Suite 100, Atlanta, GA 30339, US
Phone: [phone], Fax: [phone], E-mail: [email protected]
ii
Commission for International
Adult Education
(CIAE)
of the
American Association for Adult and
Continuing Education
(AAACE)
65th Annual Conference

CIAE Mission Statement

The Commission on International Adult Education (CIAE) of the American Association
for Adult and Continuing Education (AAACE) provides a forum for the discussion of
international issues related to adult education in general, as well as adult education in
various countries around the globe. The following purposes summarize the work of the
Commission:

 To develop linkages with adult education association in other countries
 To encourage exchanges between AAACE and associations from other countries
 To invites conference participation and presentation by interested adult educators
around the world
 To discuss how adult educators from AAACE and other nations may cooperate on
projects of mutual interest and benefit to those we serve

The Commission holds its annual meeting in conjunction with the AAACE conference.

© 2016 Copyright of each paper is held by the author(s).

Marcie Boucouvalas, Ph.D., Co-Editor
Director, Commission for International Adult Education, AAACE
[email protected]

Mejai Avoseh, Ph.D., Co-Editor
Director-Elect, Commission for International Adult Education, AAACE
[email protected]

Valeriana Colón, Ph.D., Editorial Assistant
colonv@ vcu.edu

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Message from AAACE President

Greetings CIAE Pre-conference Attendees,

Thank you for attending the 2016 Commission for
International Adult Education (CIAE) Pre-Conference. I
hope your travel to Albuquerque, New Mexico, was
pleasant. Once again you are joining with others to share
your experiences, present research, and learn about
initiatives on the horizon for International Adult
Education.

The CIAE Pre-Conference is an excellent venue for
networking, and it seems like only yesterday we were
doing the same in Oklahoma City, Oklahoma. What a
phenomenal time we had! As you carry that enthusiasm over
to this year, I look forward to the discussions about adult education than span the globe.
Know that sharing your knowledge enlightens others and your very presence here
enriches our conference overall.

Please accept my sincere appreciation for making this CIAE Pre-Conference a
memorable event!

Margaret A. Eggleston, Ph.D.
President, 2015-2016

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Commission for International Adult Education (CIAE) of the AAACE International
Pre-Conference 2016

Table of Contents

CIAE Mission Statement iii
Message from AAACE President v
Table of Contents vii
SELF-DIRECTED LEARNING READINESS AMONG UNDERGRADUATE 1
STUDENTS AT SAUDI ELECTRONIC UNIVERSITY IN SAUDI ARABIA
Mousa S. Alfaifi
CAREER TRANSITIONS AND PROFESSIONAL DEVELOPMENT OF 13
BULGARIAN IMMIGRANTS IN THE UNITED STATES
Iva Angelova
PRESERVING THE SOCIAL COHESIVENESS AND LIFELONG LEARNING 23
MISSION OF SCOTLAND’S PUBLIC LIBRARIES: EVALUATING THE
SCOTTISH NATIONAL LIBRARY STRATEGY THROUGH THE
CAPABILITIES APPROACH
Kiran Badwal
FACTORS ASSOCIATED WITH INTERNATIONAL GRADUATE 37
STUDENTS’ ACADEMIC PERFORMANCE: A COMPARATIVE ANALYSIS
BETWEEN THE FIRST SEMESTER AND THE SUBSEQUENT SEMESTER IN
THE U.S.
Muhittin Cavusoglu
Williemae White
Waynne B. James
Cihan Cobanoglu
A FRAMEWORK FOR INTERNATIONAL STUDENT PARTICIPATION IN 45
POSTSECONDARY U.S. ENGLISH LANGUAGE PROGRAMS
Valeriana Colón
HOW A VISUAL LANGUAGE OF ABSTRACT SHAPES FACILITATES 55
CULTURAL AND INTERNATIONAL BORDER CROSSINGS
Arthur Thomas Conroy III
ADULT EDUCATION AND TRAINING PROGRAMS FOR OLDER ADULTS 65
IN THE U.S.: COUNTRY COMPARISONS USING PIAAC DATA
Phyllis A. Cummins
Suzanne R. Kunkel
THE POWER OF RELATIONSHIP BUILDING IN INTERNATIONAL SHORT- 79
TERM FIELD STUDY EXPERIENCES AT THE GRADUATE LEVEL
Brittany Davis
Joellen E. Coryell
A HISTORY OF ORAL AND WRITTEN STORYTELLING IN NIGERIA 91
Simeon Edosomwan, Ph.D.
Claudette M. Peterson
vii
REFLECTIONS AFTER WORKING AT THE CENTER FOR REFUGEES OF 101
CONETTA, ITALY: PRACTICE AND COMPETENCIES NEEDED
Mario Giampaolo
Antonella Pascali
SUSTAINABILITY ADULT EDUCATION: LEARNING TO RE-CREATE THE 115
WORLD
Wendy Griswold
NEW PERSPECTIVES FROM A QUASI-ENGLISH TRANSLATION OF 125
DUSAN SAVICEVIC’S 2000 WORK ON ROOTS IN THE DEVELOPMENT OF
ANDRAGOGY: THE 2016 UPDATE OF HISTORY AND PHILOSOPHY OF
ANDRAGOGY
John A. Henschke
AGAINST ALL ODDS: SOCIO-CULTURAL INFLUENCE ON 159
NONTRADITIONAL INTERNATIONAL LEARNERS PURSUING HIGHER
EDUCATION IN THE UNITED STATES
Yvonne Hunter-Johnson
EXPLORING THE TRANSFORMATIONAL LEARNING EXPERIENCES OF 173
BAHAMIAN STUDENTS STUDYING IN THE UNITED STATES
Yvonne Hunter-Johnson
Norissa Newton
DESIGNING PROFESSIONAL LEARNING COMMUNITIES THROUGH 187
UNDERSTANDINGTHE BELIEFS OF LEARNING
Jie Ke
Rui Kang
Di Liu
OLMYPIC SPORTS COACHING EDUCATION: AN INTERNATIONAL 199
COACH’S PERSPECTIVE
Cameron Kiosoglous
GLOBAL LEADERSHIP COMPETENCIES IN SELECTED ADULT 207
EDUCATION GRADUATE PROGRAMS IN THE UNITED STATES AND
WESTERN EUROPE
Arthur Ray McCrory
Waynne B. James
ADULT DEVELOPMENT: A GLOBAL IMPERATIVE 221
Linda E. Morris
HENRY CARMICHAEL [1796 TO 1862]: AUSTRALIA’S PIONEER ADULT 235
EDUCATOR
Roger K. Morris
DO COLLEGE INSTRUCTORS HAVE IMPLICIT BIAS TOWARD LATINO- 241
ACCENTED ENGLISH SPEAKERS?
Eunkyung Na
EXPERIMENTING WITH THEORY OF CHANGE FOR 255
INTERCULTURALITY AND MUTUAL LEARNING IN ADULT EDUCATION
Annalisa L. Raymer
viii
THE KEY-ROLE OF TEACHERS WITHIN THE ITALIAN 267
SCHOOL-WORK ALTERNATION PROGRAMS
Concetta Tino
Monica Fedeli
AN ANALYSIS OF EUROPE WITHIN ADULT EDUCATION LITERATURE 277
Susan M. Yelich Biniecki
PARTICIPATORY COMMUNITY EDUCATION TO MITIGATE HUMAN- 287
ELEPHANT CONFLICT IN BOTSWANA
Jill Zarestky
Leslie E. Ruyle

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SELF-DIRECTED LEARNING READINESS AMONG
UNDERGRADUATE STUDENTS AT SAUDI ELECTRONIC
UNIVERSITY IN SAUDI ARABIA

Mousa S. Alfaifi, Ph.D. Candidate 1

ABSTRACT: This study aimed to determine the level of self-directed learning readiness (SDLR) among
undergraduate students at Saudi Electronic University in Saudi Arabia. Also, investigated were potential
relationships between the level of self-directed learning readiness and selected demographic variables such
as gender and specific college within the university in this specific sample of undergraduate students in
Saudi Arabia. This research utilized a quantitative design using descriptive and inferential statistics. Data
were collected using the Self-directed Learning Readiness Scale (SDLRS), developed by Guglielmino
(1977). Results for question one found that total SDLRS scores among undergraduate students at Saudi
Electronic University on Riyadh campus ranged from 132 to 279 with a mean score of 213.60, a standard
deviation of 25.26. The results of this study were: undergraduate students at Saudi Electronic University
on Riyadh campus have an average level of SDLRS; there is no significant result between the level of
SDLRS and the selected demographic variable of gender. Also, there is a statistically significant difference
in the mean SDLRS regarding the independent variable of college. The result of Tukey post-hoc test
indicated the existence of significant differences at the .05 level between the students in the Administration
and Finance College who scored higher than students in the Sciences and Theoretical Studies College.
Also, there was a significant difference between the students in the Computation and Information College
who also scored higher than the students in the Sciences and Theoretical Studies College.

Keywords: SDLRS, Life-long Learning, SEU, Learning Styles, Adult learner.

According to Levett-Jones (2005), self-directed learning (SDL) is an educational concept
that has received increasing attention in recent years, particularly in the context of higher
education. Knowles (1975) defined self-directed learning as a process in which
individuals take the initiative, with or without the help of others, in diagnosing their
learning needs, formulating learning goals, identifying human and material resources for
learning, choosing and implementing appropriate learning strategies and evaluating
learning outcomes (p. 18).

According to Merriam (2002), readiness for self-directed learning includes self-
discipline, autonomy, effective organization, effective communication, acceptance of
constructive feedback, engagement in self-reflection, and self-evaluation. Self-directed
learning (SDL) requires various skills and attitudes to ensure successful independent
study. Therefore, students have to analyze their current situations, support networks,
study habits, and family situations (Caffarella, 2006).

For adult learners, learning places emphasis on self-directed learning processes, skills,
and systems rather than tests and content coverage (Brookfield, 1984). Therefore,
individuals are expected to initiate personal challenge activities and develop personal
qualities to enable them to pursue the activities successfully (Caffarella, 2006). In
relation to this, self-directed learners demonstrate a better awareness of their
responsibility in monitoring themselves, as they seek to make learning meaningful. They

1 Ph.D. Candidate at University of South Florida and Lecturer in the Educational Policies Department at
King Saud University
1