KeywordsCollege student orientation -- United States.
Study skills -- United States.
Adult learning -- United States.
Adult college students -- United States.
College student orientation
Adult college students
واصفات البياناتعرض سجل المادة الكامل
مواد ذات صلة
عرض الملفات ذات الصلة بواسطة: العنوان، المؤلف، المنشئ والموضوع.
Institutional Strategies and Factors that Contribute to the Engagement of Recent Immigrant Adult Students in Ontario Post-Secondary EducationAxelrod, Paul D.; Theory of participation (2014-07-10)The purpose of this study is to provide a unique investigation that yields vital data on barriers experienced by recent immigrant adult students (RIAS), the policies, practices and supports in PSE and their impact on RIAS engagement, and factors that contribute to the engagement of RIAS in Ontario PSE. This examination contributes to and furthers the student engagement in PSE literature by providing an original view into RIAS engagement in PSE. This dissertation involves qualitative and quantitative research methods including 18 key informant interviews, six focus groups, one interview and 434 survey responses as well as historical data, policies, procedures and artifacts at colleges and universities in Ontario. These different methodological attributes bring triangulation of sources and methods into the study. All of the data is analyzed using the student engagement conceptual framework. This study finds that PSE in Ontario seems to know little of the number, type, experiences and engagement of RIAS on campus. This research argues how and why the traditional model of engagement does not apply well to RIAS. Key findings include that RIAS are performing well academically in PSE despite the numerous barriers that they face and their lack of engagement. RIAS strong motivation to complete PSE and their inherent optimism is such that many persist to completion. One fundamental factor contributing to the lack of engagement for RIAS is their minimal social involvement in PSE. Using the findings, this dissertation provides numerous recommendations for changes to institutional policies and procedures to further RIAS engagement. Both academic and social engagement of RIAS in PSE significantly predict the hallmarks of a liberal education. This is a noteworthy reason for PSE to make an investment in the engagement of RIAS in Ontario PSE. This study therefore has implications for theory and practice in PSE in Ontario. Through developing creative ways to remove barriers and augment supports for RIAS in PSE, RIAS may begin to be more engaged in PSE. This noble endeavour can help RIAS more fully develop into engaged citizens and truly assist them in their settlement experience in Ontario.
“i Was Meant To Be A Student:” A Qualitative Inquiry Into Adult Undergraduate Learning Practices In Adult Learning-Focused InstitutionsGioia, Danielle (ScholarlyCommons, 2016-01-01)This study examined adult learning practices in adult learning-focused postsecondary institutions. Using semi-structured phenomenographic interviews, course observations, and site observations at two Midwestern adult-focused postsecondary institutions, this year-long study applied an intersectional sociocultural framework toward understanding adult learning practices, with emphasis on their characteristics, goals, and influences. Results of the study suggest that all participants specifically chose their institution based on perceived alignment with their ages, learning styles, and schedules. They also suggest that students’ challenging personal contexts contributed favorably to students’ decisions to enroll. Students generally attributed institutional factors with posing the biggest challenges to their learning engagement, course planning, and completion, rather than their often significant personal obstacles. Participants also emphasized the sacrifices necessary to prioritize time for college in their complex schedules. They described the experience and impact of college-related stress on their professional and personal lives, yet they affirmed college as their highest priority despite these challenges. They also described avoiding shortcuts in their coursework, often prioritizing time-consuming approaches to deepen and challenge their learning. Supplementary practitioner interviews indicated divergent perspectives on students’ commitment, motivation, and use of time. Many characterized their students as spending insufficient time on or insufficiently prioritizing their college education. However, contradictions within their perspectives also suggest a positive association between their specificity student-related talk and more nuanced or affirmative perspectives on student lives and learning. Findings extend existing research on adult undergraduate learning practices, most importantly in the context of adult learning-focused institutions. They also provide directions for future research on adults’ learning practices, choices, and academic literacies, with implications for informing adult-focused instructional, tutoring, and advising practices and policies.
Nursing and midwifery students’ sense of connectedness within their learning communitiesEbert, L; Levett-Jones, T; Jones, D (2018-09-19)© 2019, Slack Incorporated. All rights reserved. Background: Recognition of the importance of a supportive academic and clinical learning environment for nursing and midwifery students enrolled in health care programs is not new. However, the factors that influence social connections within these environments and the consequences for students’ learning are not well understood. Method: This study used a multisite mixed-methods design to examine students’ learning experiences. Results: Participants stated that to develop a sense of professional connectedness, opportunities are needed to develop meaningful relationships with academic staff and peers through increased face-to-face on-campus learning experiences, as well as through off-campus contexts. Conclusion: To enhance nursing and midwifery students’ sense of connectedness, the balance between online and face-to-face learning experiences needs to be reexamined, and a renewed focus on the development of quality clinical learning experiences that foster a sense of belonging also is needed.