In the opening article of this issue, Panitsides and Moussiou offer a study of the drivers that motivate male prisoners in Greece to take part in adult education. Prison education in most parts of the world is a major and often the most substantial, element of learning in adulthood; yet it is frequently the poorest of relations, with little coverage in the adult education literature. It is no surprise that the major factor for this cohort’s participation was escapism; more surprising in the study is that the second most significant factor is ‘learning for learning’s sake’, and this finding leads the authors to poses challenges to normative instrumental models of prison education focused on reducing recidivism and increasing employability. Bernhard-Skala’s article examines current practices in use of digital technologies in the provision of adult and continuing education in Switzerland and Germany. Focusing on three factors, namely, information technology infrastructure, staff development and management/leadership as the most significant challenges for implementing the use of digital media, he subsequently offers up a potential future research agenda for the field in this domain. Gravani’s focus is learnercentredness in distance education offer to adults in the Hellenic and the Cypriot distance universities, and the extent to which this approach is implemented and linked barriers. Her findings based on interviews with educators and learners, suggest partial and sometimes unintentional use of the approach, and a series of recommendations for implementation of learner-centred approaches are made. Iloh’s study is also of distance education amongst adult students, in this case within a community college in the US. Her results based on interviews with participants highlight the difficulties experienced by novices in digital environments. She further suggest that the theoretical benefits attributed to online courses do not necessarily manifest themselves in practice, and that the assumptions that online pedagogy may be better than traditional approaches for adult learners may be problematic. She argues for the use of entry surveys to help institutions in planning

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社论

在本期的开篇文章中，Panisides和Moussiou提供了对促使希腊男性囚犯参加成人教育的司机的研究。在世界大部分地区，监狱教育是成人学习的主要且通常是最重要的要素；然而，这通常是关系中最贫穷的，在成人教育文献中很少涉及。不足为奇的是，这个群体参与的主要因素是逃避现实。该研究中更令人惊讶的是，第二个最重要的因素是“为学习而学习”，这一发现使作者对以减少累犯和增加就业能力为重点的监狱教育规范工具模型提出了挑战。Bernhard-Skala的文章研究了瑞士和德国在成人和继续教育中使用数字技术的当前做法。他着眼于三个因素，即信息技术基础架构，员工发展和管理/领导才能，这是实现使用数字媒体的最重大挑战，他随后提出了该领域潜在的未来研究议程。Gravani的重点是在向希腊和塞浦路斯的远程大学的成年人提供远程教育中以学习者为中心，以及在多大程度上实施这种方法并联系了障碍。她根据对教育者和学习者的访谈得出的发现表明，这种方法的部分使用，有时是无意使用，并针对实施以学习者为中心的方法提出了一系列建议。Iloh的研究还涉及成年学生的远程教育，在这种情况下，这是在美国的一所社区大学进行的。她根据与参与者的访谈得出的结果突显了新手在数字环境中遇到的困难。她进一步建议，归因于在线课程的理论收益不一定会在实践中体现出来，并且对于成人学习者而言，在线教学法可能比传统方法更好的假设可能会成问题。她主张使用入境调查来帮助机构进行规划 她根据与参与者的访谈得出的结果突显了新手在数字环境中遇到的困难。她进一步建议，归因于在线课程的理论收益不一定会在实践中体现出来，并且对于成人学习者而言，在线教学法可能比传统方法更好的假设可能会成问题。她主张使用入境调查来帮助机构进行规划 她根据与参与者的访谈得出的结果突显了新手在数字环境中遇到的困难。她进一步建议，归因于在线课程的理论收益不一定会在实践中体现出来，并且对于成人学习者而言，在线教学法可能比传统方法更好的假设可能会成问题。她主张使用入境调查来帮助机构进行规划