Dr Joseph Vancell’s contributions to digital learning and adult education focus primarily on bridging the gap between traditional learning environments and modern e-learning platforms, particularly for initial teacher trainees and non-traditional students and workers in small-to-medium enterprises (SMEs). His work highlights several key themes, including accessibility, constructivist learning models, and the role of technology in education. Vancell's research indicates that while e-learning offers significant advantages, such as flexibility and accessibility, there are persistent barriers, including limited digital literacy and skepticism about its effectiveness.
He highlights the necessity for redesigning pedagogical approaches to better serve adult learners who may struggle in conventional classroom settings. Vancell advocates for active participation and the integration of e-learning in adult education, aligning with constructivist principles that view learning as an interactive, dialogical process.
Dr. Vancell’s methodological contributions explore the effectiveness of grounded theory in educational research. His approach demonstrates a commitment to understanding how educational technologies are perceived and utilized within specific cultural and organizational contexts. By employing grounded theory, he underscores the need for iterative and flexible research designs that capture the complexities of learning in a digital environment.
A recurring theme in Dr. Vancell’s work is the use of constructivist pedagogies that highlight the learner’s active role in knowledge construction. In technology-enhanced learning, particularly online, this involves creating environments conducive to collaborative and self-directed learning. His research reflects a broader shift in educational theory, moving from teacher-centered models to more participatory, learner-driven approaches, especially in online adult education.
His contributions are crucial for promoting more inclusive and flexible educational pathways. His research tackles issues of digital literacy, access, and perceptions of online learning, advocating for a reevaluation of traditional education models. Through grounded theory and constructivist methodologies, Vancell aims to foster a more democratic and responsive educational landscape that prioritizes the needs of non-traditional and working adult learners.
Areas of interest for dissertation supervision include: digital pedagogies for students, initial teacher educators, adult learners, trainers and educators , qualitative research, technology in the classroom.
