Tuesday Onsite Presentation Session 3

Adult, Lifelong & Distance Learning Session Chair: Yee Zher Sheng

13:40-14:05

69173 | Presentation of a Collaborative Data Science Work and Learn Platform Concept for Education and Training in STEM Study Programmes

Christopher Klupak, University of Hamburg, Germany

Felix Walker, University of Hamburg, Germany

Stefan Ferner, University of Hamburg, Germany

The demand in the economy for well-trained specialists in the field of data science has been steadily increasing for years and can only be inadequately met by the current supply of experts. The ability to generate knowledge from a huge amount of different data gives companies an invaluable competitive advantage.

As part of a joint research project involving university research institutions and industry partners, a digital and collaborative Work & Lear platform was developed that offers, among other things, free learning modules (e.g. Machine Learning, Big Data, AI, etc.) for various target groups. Free access means that not only interested employees but also students from STEM degree programmes can register for the courses. Through role-based course paths, the necessary knowledge can thus be acquired through interactively designed learning modules and reflected upon through continuous practice tasks. In addition, the platform offers final tests, certificates on successful completion and collaboration opportunities with other learners.

14:05-14:30

67547 | Examining the Relationships between Self-Efficacy and Students’ Achievement in Distance

Romi Aswandi Sinaga, National Dong Hwa University, Taiwan

Robiatul Adawiya, Alma Ata University, Indonesia

Te-Sheng Chang, National Dong Hwa University, Taiwan

Education

This study aimed to examine the relationships between students’ self-efficacy (SSE) and students’ achievement (SA) in distance education. The instruments were administered to 100 undergraduate students in the distance university who work as migrant workers in Taiwan to gather data, while their SA scores were obtained from the university. The semi-structured interviews for 8 participants consisted of questions that showed their specific conditions of SSE and SA. The findings of this study were reported as follows: There was a significantly positive correlation between targeted SSE (overall scales and general self-efficacy) and SA. Targeted students' self-efficacy effectively predicted their achievement; besides, general self-efficacy had the most significant influence. In the qualitative findings, four themes were extracted for those students with lower self-efficacy but higher achievement—physical and emotional condition, teaching and learning strategy, positive social interaction, and intrinsic motivation. Moreover, three themes were extracted for those students with moderate or higher self-efficacy but lower achievement—more time for leisure (not hard-working), less social interaction, and external excuses. Providing effective learning environments, social interactions, and teaching and learning strategies are suggested in distance education.

14:30-14:55

69036 | Learning Motivation of Adult Learners During the Transition to Fully Online Learning due to COVID-19

Bao Zhen Tan, Institute for Adult Learning, Singapore

Yee Zher Sheng, Institute for Adult Learning, Singapore

This paper investigates the learning motivation amongst adult learners in Singapore, during Singapore’s transition to fully online learning due to COVID-19. A mixed methods study consisting of two phases was conducted from 2020-2021: (i) Phase One is an online survey which consists of a series of Likert-scaled items that ask respondents to reflect on their most recent online learning experience, which includes their motivation and learning strategies, as well as their perspectives on online learning; (ii) Phase Two is a combination of interviews and focus group discussions to gather information on the respondents’ experiences and their collective suggestions. The relationship between their learning motivation and learning strategies with their intention to participate in further online learning will be examined using the Technology Acceptance Model (TAM) framework. The findings will be supported by the qualitative research conducted in Phase Two of the study. Findings indicate that adult learners in Singapore are embracing the fact that online learning is becoming a norm, but some challenges remain. Firstly, there is a need to ensure that both the learners and Adult Educators (AEs) possess the relevant digital skills. Findings also imply that AEs and training providers should pay attention to the following when designing an online learning programme: (i) to allow learners to enjoy the element of social interaction; and (ii) to provide learners with prior support to familiarise with the functions and use of learning platforms.

14:55-15:20

68924

| The Impact of Singapore’s SkillsFuture Credit on Training Participation

Yee Zher Sheng, Institute for Adult Learning, Singapore

Magdalene Lin, SkillsFuture Singapore, Singapore

The proportion of short and non-standard contract jobs has risen over the years and workers are frequently moving in and out of work, facing a more fragmented career than before. These trends have raised concerns on the training participation of workers in these jobs as they are less likely to train than workers in permanent jobs. This is against a backdrop where many economies are undergoing structural changes with an increase in the share of high skilled jobs which requires workers reskill and upskill constantly. As such, there has been a renewed interest in the provision and use of Individual Learning Accounts (ILAs) among policy-makers to raise training participation rates, given that ILAs provide workers with autonomy, allowing them to take ownership of their skills development. This paper investigates the impact of Singapore’s SkillsFuture Credit (SFC), which is a form of ILA, on the training participation of workers with short or non-standard contracts, using a quantitative study which collects job related and training data in Singapore (n=7465). Findings have shown a higher proportion of workers with short or non-standard contracts have utilised the SFC for work-related training compared to workers in permanent job, providing evidence that the SFC has indeed encouraged such workers to take up training. Further analysis is also being conducted to explore training and workers’ career progression as well as participation in future training. The presenters will provide a glimpse on Singapore’s SkillsFuture Movement, sharing on other key initiatives that complements and support the movement.