Towards a Typology of Learning Workers: Latent Class Analysis of Adult Education Participation in the United States

This study identifies a typology of learning workers by investigating profiles of individuals participating in adult education. Using latent class analysis, we examined four classes and their associations with covariates

The Determinants of Adult Education and Training Participation in the US: A Machine Learning Approach

This study aims to explore the determinants of adult education and training (AET) participation of working adults. Through random forest analysis, we discovered important factors contributing to AET participation

Skill Utilization of Older Workers in South Korea: The Effect of Diverse Types of Learning Experiences and Organizational Learning Supports

Using OECD’s 2013 PIAAC data, this study will examine how diverse types of learning experiences and organizational supports for learning influence older workers’ skill utilization in South Korea

An Analysis of Research Trends in Brain-based Learning in Adult Education and HRD Fields: The Content Analysis and Network Text Analysis

The purpose of this study is to address the trends of the research on brain-based learning and to present an integrative theoretical framework to provide new insights and future directions in adult education and HRD fields. Based on the neuroscientific perspective, the implications of which the ways to conceptually broaden educational research and practice were discussed

Application of Virtual and Augmented Reality to the Field of Adult Education

This research reviews the extant literature and web resources on Virtual Reality (VR) and Augmented Reality (AR) to provide new insights and future direction of adult learning. Based on the review, we discuss implications for research and practice on the use of VR and AR in the field of Adult Education

Mediating Analysis Approaches: Trends and Implications for Advanced Applications in HRD Research

The Problem In HRD research, while mediation research is receiving more attention, less is known about to what extent it has been used and what methodological approaches have been adopted by HRD researchers. Also, several critical methodological issues such as the common method variance (CMV) are often indicated by researchers who utilize mediational analysis in their studies. These issues have been known to hinder sound theory-building efforts among HRD researchers.Yeshttps://us.sagepub.com/en-us/nam/manuscript-submission-guideline

Systemizing Virtual Learning and Technologies by Managing Organizational Competency and Talents

The article presents promising components and practices of virtual learning and technologies and discusses how systemization can be made through managing organizational competency and talents. The main goal is to suggest how technologies should be incorporated within an organization to improve the effectiveness of employees’ learning, performance, and development. For technology implementation and adoption, we also introduce models for examining organizational maturity levels and integrating technologies.We argue that virtual learning and technologies are fundamentally pressing HRD roles to change from experts of learning and development to work solution partners leading and supporting the creation of a smart organization.Yeshttps://us.sagepub.com/en-us/nam/manuscript-submission-guideline

The Effect of Training Design, Work Environment, and Cultural Factors of the Transfer of Training for Korean HRD Professionals

153 p.Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1998.Among the many studies on transfer of training, few studies have investigated transfer of training in cross-cultural settings. In order to examine the effect of several factors on training transfer, this study conducted case studies of ten HRD professionals in Korea who attended a training program at the University of Illinois in 1997. The degree of learning and training transfer and the factors influencing the training transfer were investigated through interviews, observations, and document review. A qualitative approach was utilized to analyze the data from the interviews. The data analyses showed that most of the trainees experienced a high perceived degree of learning and training transfer. The most influential factor for the transfer of training identified by the trainees was the opportunity to use the learned knowledge and skills on the job. The most influential cultural factor for the learning and training transfer was the language barrier for most of the trainees. Other work environment and cultural factors affecting the training transfer were also found.U of I OnlyRestricted to the U of I community idenfinitely during batch ingest of legacy ETD