EDDFPX8040_Assessment 5_Annotated Bibliography Qualitative Study 2
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Capella University *
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Jan 9, 2024
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Qualitative Study 2
Wang, C., Sainz, A., Joshi, S. C., & Alfred, M. V. (2022). A case study of adult education and literacy programs and the transition to remote services during the COVID–19 pandemic. New Horizons in Adult Education & Human Resource Development, 34
(1), 37-50. https://doi.org/10.1002/nha3.20352
Purpose and Main Findings
The purpose of Wang et al.'s (2022) case study was to explore how the Texas Division of Adult Education successfully led a shift to remote services for their grant-funded adult education and literacy programs. The research questions included investigating the strategies the programs adopted in guiding the transitioning process to providing remote services and how virtual professional development supported this transition during the pandemic. The main findings highlighted the effective crisis adaptation strategies and professional development interventions offered by the state leadership that assisted adult learners in overcoming the challenges and taking the potential advantages of remote learning. These findings are valuable as they offer insights that could assist other state agencies in implementing remote learning programs and additional support programs to prepare for future disruptive events.
Evaluation
Wang et al.'s (2022) study is timely and relevant in focusing on the transition of adult education and literacy programs to remote services during the pandemic. The use of a case study approach allows for an in-depth exploration of the transition that generalized findings that inform
effective crisis management strategies, professional development interventions, and challenges and potential advantages of what remote learning can offer to adult students. The study
implications for adult education and literacy programs are particularly insightful in providing actionable insights for stakeholders of other organizations to improve their programs.
Wang et al.'s (2022) study stands out from all other studies on this related topic because it
highlights a large-scale organization's successful transition to remote instruction and services while other programs identified barriers. Unfortunately, Wang et al. (2022) acknowledged that the study did not examine students' experiences in transitioning to remote learning and that future research would be needed in this area. However, the success in providing professional development training sessions and ongoing identification of needs and resource support delineates and mirrors comparable training programs for students to enhance their academic preparedness and support services to maintain their engagement. In addition, Wang et al. (2022) emphasized that the Texas Division of Adult Education's response to the adult education and literacy programs demonstrated effective and constant communication with internal and external stakeholders was essential for the success of the transition.
Wang et al.'s (2022) findings help to corroborate part of the AIP in assessing the existing communication plan students receive to identify gaps that create confusion among students and possible timing issues that lead to their disengagement in the program. As Wang et al. (2022) suggested, the language barrier is one of the major communication barriers that adult students experience. This suggestion highlighted the importance of not only incorporating intercultural responsive strategies in the communication plan but also meeting where students are in times of needing responses and support in continuing their education.
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