The secondary use of interview data is not traditional in German educational science. One reason is the lack of contextual information necessary for subsequent use of interview data. As part of the research project "Digitalization in Adult and Continuing Education" (DigiEB), a data manual was developed that provides contextual information of over 100 interviews collected between 2019 and 2021. It comprises three parts: (1) project information, objectives and survey design; (2) information on data collection; (3) information on data preparation and appendices with data collection instruments and a declaration of consent. The data manual is understood as an example of how the tension between reusability on the one hand and the protection of personal data on the other can be designed.

Empowerment, as a goal of adult education, seeks to support people to critically reflect on structural settings and to take constructive action towards social equality and social change. This article analyses empowerment and adult education from a micro-, meso-, and macro-level perspective. The key assumption is that these levels cannot be considered in isolation. Drawing on Freire (2014) and Sen (1993), the article outlines how empowerment can be fostered through adult education at each level, while also analysing the interdependencies between them. We propose a heuristic model that identifies seven characteristics for assessing the promotion of empowerment through adult education, providing a foundation for empirical research: (1) knowledge and abilities, (2) active agency, (3) cultural realities, (4) pedagogical self-conception, (5) dialogic spaces, (6) representation of interests, and (7) educational mandate.

Die sekundäranalytische Nutzung von Interviewdaten hat in der deutschen Erziehungswissenschaft wenig Tradition. Gründe dafür liegen auch in fehlenden Kontextinformationen, die für die Nachnutzung von Interviewdaten notwendig sind. Im Rahmen des Forschungsprojekts „Digitalisierung in der Erwachsenenbildung/Weiterbildung“ (DigiEB) wurde ein Datenmanual entwickelt, das Kontextinformationen für eine Studie mit über 100 Interviews bereitstellt, die in den Jahren 2019 bis 2021 erhoben wurden. Es umfasst drei Teile: (1) Projektinformationen, Zielsetzung und Erhebungsdesign; (2) Informationen zur Datenerhebung; (3) Informationen zur Datenaufbereitung sowie Anhänge mit Erhebungsinstrumenten und einer Einwilligungserklärung. Das Datenmanual ist ein Beispiel, wie das Spannungsfeld zwischen der Nachnutzbarkeit von Interviewdaten einerseits und der Schutz personenbezogener Daten andererseits gestaltet werden kann.

International Synchronous Hybrid Learning Spaces, in which local students and students from abroad participate synchronously online and on campus, offer opportunities for digital mobility and internationalisation at home. While research on Synchronous Hybrid Learning Spaces has expanded considerably, students' perceived social challenges arising from the intersection of international diversity and multimodal participation remain underexplored. Addressing this gap, this study investigates students' perceptions of social challenges in International Synchronous Hybrid Learning Spaces and derives design implications to mitigate them. To this end, a qualitative content analysis is conducted based on interview data with five students studying adult education at the Julius-Maximilians-Universit & auml;t W & uuml;rzburg, Germany. The findings reveal that group cohesion and translocal collaboration are constrained by structural heterogeneity in access, experiences of alienation linked to participation modes, and lecturers' divisive verbal and non-verbal practices. To counter these challenges, the study highlights the importance of fostering opportunities for reflection and informal exchange, jointly negotiating group norms, and actively involving students as co-creators of the learning environment. Overall, the study contributes to the literature by demonstrating how the intersection of international diversity and multimodal participation amplifies social heterogeneity, structuring engagement, roles, and relationships in International Synchronous Hybrid Learning Spaces.

Synchronous hybrid learning spaces are educational environments in higher education, in which students participate synchronously on-campus and online. To foster well-founded design decisions, this paper undertakes a systematisation of forms of synchronous hybrid learning spaces. To this end, interviews with 20 German lecturers from different higher education institutions and disciplines are analysed. Overall, three forms can be identified, which are named after their primary type of interaction and to which specific design requirements can be assigned to: (1) Unidirectional synchronous hybrid learning spaces, that represent a lecturer-centred format in which both online and on-campus participants primarily take on the role of passive listeners. In this form, no design approach specialised on hybrid implementation is needed. However, the media technology set-up must be geared towards the lecturer. (2) Doubling synchronous hybrid learning spaces, in which students are divided into participation-mode-related (online and on-campus) or location-based (course room A and course room B) groups. Interactions mainly take place within the individual groups, which is why group-specific methodical and media-related considerations must be employed. (3) Reciprocal synchronous hybrid learning spaces, in which translocal interactions take place between all participants. This requires not only a high level of methodical considerations and a participant-centred technological set-up, but also a great degree of dedication of students and their involvement in the design. The findings are of international relevance, as they demonstrate how different forms of synchronous hybrid learning spaces can be designed with varying degrees of available resources and despite facing structural and institutional resistance.

Empowerment, as a goal of adult education, seeks to support people to critically reflect on structural settings and to take constructive action towards social equality and social change. This article analyses empowerment and adult education from a micro-, meso-, and macro-level perspective. The key assumption is that these levels cannot be considered in isolation. Drawing on Freire (2014) and Sen (1993), the article outlines how empowerment can be fostered through adult education at each level, while also analysing the interdependencies between them. We propose a heuristic model that identifies seven characteristics for assessing the promotion of empowerment through adult education, providing a foundation for empirical research: (1) knowledge and abilities, (2) active agency, (3) cultural realities, (4) pedagogical self-conception, (5) dialogic spaces, (6) representation of interests, and (7) educational mandate.

Im Gegensatz zu grundlegenden Empfehlungen sind derzeit noch Arbeiten selten, die Good-Practice-Beispiele zum Forschungs-Praxis-Transfer im Anwendungsgebiet Digitalisierung in verschiedenen Bildungsetappen unter Angabe von Erfolgskriterien darstellen. In der vorliegenden Arbeit wird dies anhand von drei Good-Practice-Beispielen aus Digitalisierungsprojekten verschiedener Bildungsetappen (Schulbildung, berufliche Bildung und Erwachsenenbildung/Weiterbildung) realisiert. Das vom Bundesministerium für Bildung und Forschung geförderte Metavorhaben Digitalisierung im Bildungsbereich beschäftigt sich mit dem Transfer von Forschungsergebnissen aus den in diesem Rahmen geförderten Digitalisierungsprojekten im Bildungsbereich. Abschliessend werden aus diesen Beispielen in der Diskussion gemeinsame relevante Transfermerkmale extrahiert.

As higher education is increasingly confronted with heterogeneous learners, synchronous hybrid settings that simultaneously combine on-site and online participation appear to be a way of providing educational settings that fit the diverse needs of learners. With a free choice of participation mode, synchronous hybrid settings promise a more inclusive and individualised higher education setting. Previous research shows that participation decisions are shaped by personal, social and educational factors, with online participation being valued for its flexibility and the opportunity for self-directed learning. On-site participation is particularly preferred due to social interaction and a perceived structured learning environment. However, an analysis of students' reasons for online or on-site participation in synchronous hybrid settings has yet to be carried out. This analyses questionnaire and interview data with students from three semesters, identifying three major reasons for participation (on-site and online): (1) Due to the diversification of student pathways, synchronous hybrid settings offer flexibility that fits the live situations and provide access and participation opportunities. (2) By deciding on the participation mode, students reflect on their individual learning preferences and the factors that promote and hinder their learning process. (3) Finally, within their interaction preferences, students link their participation decision to relationships within the learning group and the experience of social presence. The findings highlight that perceived successful interaction is closely tied to on-site participation while the value and roles of online participation are being redefined. Synchronous hybrid settings can be regarded as participant-sensitive by fostering students' awareness of their own learning and addressing the increasingly heterogeneous needs of students.

This article analyses how directors and programme planners at the German Volkshochschule (adult education centre) support racism-critical organisational development. The data is interpreted with qualitative content analysis and based on five interviews conducted with directors and program planners within one Volkshochschule. In order to research the potential avenues of support, the article employs a theoretical framework based on racism-critical leadership approaches. The article argues that through an interplay of leadership characteristics and leadership actions two forms of support empirically emerge: (1) an organisational guiding principle of education for all, by all and with all and (2) a community-driven programme planning challenging the programme planning table and making communities to curators of their own learning pathways. The findings indicate the central role of directors and programme planners in racism-critical organisational development processes and underscore the necessity of continuous organisational self-critique to address racism.

No AccessThema: Dialogisches Lehren jenseits von WortenForschungsergebnisse zu kommunikativen Handlungen in der hybriden LehreChristina Hümmer, Regina Egetenmeyer, Ramón Flecha, Marta Soler-GallartChristina Hümmer, Regina Egetenmeyer, Ramón Flecha, Marta Soler-GallartPublished Online:May 2024https://doi.org/10.13109/erbi.2024.70.2.68SectionsPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack Citations ShareShare onFacebookTwitterLinkedInRedditEmail About Previous article Next article FiguresReferencesRelatedDetails Download book coverVolume 70Issue 2May 2024 ISSN: 0341-7905eISSN: 2365-4953HistoryPublished online:May 2024 PDF download

No AccessThema. Dialogic Literary Gatherings. Dialogisch-literarische Begegnungen verändern Bildung, Wissenschaft und vieles mehrRamon Flecha, Eva Schiffner, Regina EgetenmeyerRamon Flechaist Professor Emeritus an der Universität Barcelona und Begründer der Dialogic Literal Gatherings, Barcelona, SpainAuthors email:[email protected], Eva Schiffnerist Studentin im Masterstudiengang Bildungswissenschaften an der Julius-Maximilians- Universität Würzburg, Würzburg, GermanyAuthors email:[email protected], Regina Egetenmeyerist Professorin für Erwachsenenbildung/ Weiterbildung an der Julius- Maximilians-Universität Würzburg, GermanyAuthors email:[email protected]Published Online:Apr 2024https://doi.org/10.13109/erbi-2024-700107SectionsPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack Citations ShareShare onFacebookTwitterLinkedInRedditEmail About Previous article Next article FiguresReferencesRelatedDetails Download book coverVolume 70Issue 1February 2024 ISSN: 0341-7905eISSN: 2365-4953HistoryPublished online:April 2024 PDF download

Scientific literature has clarified relevant contributions from dialogic teaching to the improvement of results of university students, both in face-to-face, online and hybrid sessions. There is also scientific research published about the step ahead from speech acts to communicative acts, not only in the field of teaching but also and mainly in relation to consent. There is a lack about how this step ahead is already being a base for new modalities of dialogic teaching. The study we present in this article was made through communicative methodology including a participant observation of two synchronous-hybrid master seminars of adult education and a documental analysis of all the feedbacks written at the end of each session by all students. The results show that, in those two seminars, the dialogic teaching based on communicative acts, beyond speech acts, with a dialogue that includes the scientific evidence of social impact, generates a high valuation of all students about the learning they got, the transformations they can generate with it in educational projects and, in some cases, the transformations of themselves.

COVID-19 calls for new ways of approaching internationalisation in adult learning and education. Based on experiences gathered during the 2021 virtual Adult Education Academy, this paper identifies challenges in international virtual learning settings in higher education. Such settings involve different levels of digital literacy among participants and moderators, limited access to high-speed internet, different time zones, and difficulties in social interactions. The article presents the didactical and methodological conceptualisation of a virtual setting to overcome these challenges. The concept involves facilitating exchanges between moderators, providing technical support, implementing (a-)synchronous sessions, and establishing a virtual space in which learning materials are created.

Planning and designing lifelong teaching-learning processes requires well-educated professionals in adult and continuing education. Against the background of changing social structures, they must be able to act confidently in interdisciplinary, cooperative and unpredictable interaction situations. This requires the development of professionalism in adult education with respect to the following perspectives: 1) interdependencies within the multi-level system of adult education, 2) inference between academic knowledge and adult educational practice, and 3) mediation processes between different social logics of action. Using the example of the International Adult Education Academy, we present and discuss ways of referencing the three perspectives of professionalism in the academic professionalisation of adult education.

No AccessUmschauLisa Büttner, Dr. Regina Egetenmeyer, Dr. Michael SommerLisa BüttnerLisa Büttner, B. A., war bis Juni 2022 wissenschaftliche Mitarbeiterin an der Professur für Erwachsenenbildung/ Weiterbildung der Universität Würzburg.Search for more papers by this author, Dr. Regina Egetenmeyer Universität Würzburg Deutschland Dr. Regina Egetenmeyer ist Professorin für Erwachsenenbildung/ Weiterbildung an der Universität Würzburg.Search for more papers by this author, Dr. Michael SommerDr. Michael Sommer arbeitet als Projektentwickler und -manager in der Akademie Klausenhof. Er war bis 2021 verantwortlicher Redakteur der Zeitschrift EB Erwachsenenbildung.Search for more papers by this authorPublished Online:Mar 2023https://doi.org/10.13109/erbi.2023.69.1.26SectionsPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack Citations ShareShare onFacebookTwitterLinkedInRedditEmail About Previous article Next article FiguresReferencesRelatedDetails Download book coverVolume 69Issue 1February 2023 ISSN: 0341-7905eISSN: 2365-4953HistoryPublished online:March 2023 PDF download

The Marrakech Framework for Action underlines the importance of professionalisation of adult educators. In this context, international academic professionalisation plays an important role. TheAdult EducationAcademy, offered at the University of Würzburg, is aimed at international master’s students, doctoral students and practitioners in adult education and can be taken as an example. The evaluation data show that structured preparation is necessary to enable a valuable exchange. Furthermore, intercultural exchange among participants is highly appreciated. When the pandemic-related online years of the program are considered, the data show little difference to the face-to-face years. In terms of the different groups of participants, the data indicate that joint programmes for students and practitioners help to strengthen international career perspectives for the field.

Based on the assumption that international perspectives play a rather minor role for adult education students in their studies, this paper researches the reasons for participating in international teaching and learning situations during their studies. The paper draws on data from 22 interviews with graduates of three master’s programmes with a focus on adult education at the Universities of Würzburg, Belgrade, and Florence. Based on this data, the reasons for participation include academic, career-related, personal, social, and language-related aspects as well as external circumstances. These reasons indicate starting points for adult education programmes to promote the engagement of their students with international, intercultural, and global perspectives. This can help tailor international teaching and learning settings to students’ needs and requirements.