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- W4385267444 abstract "Adult professional–nonuniversity–education has had a growing interest as a phenomenon of study (Merriam, The profession and practice of adult education: An introduction. John Wiley & Sons, 2007). There is consensus that these are voluntary activities, with very broad objectives and modalities (Zoellick, Philosophical orientation to adult learning: A descriptive study of Minnesota environmental education practitioners (Tesis de Maestría). Duluth, 2009). Most professional education research has focused on cognitive processes and the transfer of rational knowledge (Desjardins and Schuller, Understanding the social outcomes of learning. In R. Desjardins & T. Schuller (Eds.), Measuring the effects of education on health and civic engagement (pp. 11–18). OECD, 2006; Manninen, Wider benefits of learning within liberal adult education system in Finland. In: Horsdal (Ed.), Communication, collaboration and creativity: Researching Adult Learning. Syddansk Universitetsforlag, Odense, pp 17–35, 2010). In this way, the literature has not paid enough attention to the importance of affectivity in achieving significant learning (Guedes and Mutti, J Workplace Learn 23(3):195–208, 2010; Schutz et al., Educ Psychol Rev 18(4):343–360, 2006). Along with this, the COVID-19 pandemic situation had the consequence that adult education was taken to non-face-to-face environments, based on learning platforms (UNESCO, COVID-19: 10 recommendations to plan distance learning solutions. UNESCO. Available on: https://bit.ly/34BE6dg , 2020). Its experience, planning, and development were not the same as those experiences specifically designed to be taught online (Hodges et al., The difference between emergency remote teaching and online learning. Retrieved October 3, 2020, from Educause Review website: https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and- , 2020). The sense of urgency and need could mean that the affectivity dimension has not been addressed in sufficient depth (D’Mello et al., User Model User-Adapt Interact 18(1–2):45–80, 2008; Binali et al., Computational approaches for emotion detection in text. In 2010 4th IEEE international conference on digital ecosystems and technologies (DEST) (pp. 172–177), 2010; Rodríguez et al., Extracting emotions from texts in E-learning environments. In 2012 sixth international conference on complex, intelligent and software intensive systems (CISIS) (pp. 887–892). https://doi.org/10.1109/CISIS.2012.192 , 2012; Colace et al., Sentiment analysis and E-learning: A proposal, presentado en ICEE/ICIT international conference on Engineering Education & International Conference on formation technology, 2014). The chapter presented below provides the results of a study in which the perceptions of students who received professional education in their work environments are evaluated qualitatively through 25 semi-structured interviews, through online learning, and by paying attention to the affective dimensions as a central aspect of the achievement of their learning." @default.
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- W4385267444 date "2023-01-01" @default.
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- W4385267444 title "Adults’ Professional Education: Experiences and Expectations of Online Chilean Students" @default.
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- W4385267444 doi "https://doi.org/10.1007/978-3-031-31709-5_3" @default.
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