Stressors and Supports for Adult Online Learners: Comparing First- and Continuing-Generation College Students

2013 ◽  
Vol 27 (2) ◽  
pp. 100-110
Author(s):  
Susan A. Dumais ◽  
Tracey E. Rizzuto ◽  
Joe Cleary ◽  
Luke Dowden
Keyword(s):  
College Students ◽  
Online Learners ◽  
Adult Online Learners

scholarly journals High-Impact Practices and the Adult Online Learner

2019 ◽  
Vol 6 (4) ◽  
pp. p463
Author(s):  
Pamela Duke Morris ◽  
Christina M.Cobb ◽  
Meredith Anne S. Higgs
Keyword(s):  
Adult Learners ◽  
Online Courses ◽  
School Attendance ◽  
Adult Population ◽  
Program Completion ◽  
High Impact ◽  
Online Learners ◽  
High Impact Practices ◽  
Part Time ◽  
Adult Online Learners

Institutions of higher education are challenged to get students engaged, especially adult or non-traditional online learners. In this study, the National Survey of Student Engagement (NSSE) 2017 & 2018 data on High-Impact Practices (HIPs) are examined to understand the extent to which adult online learners are engaged in HIPs. This analysis finds that engagement levels for adult learners are lower than those of traditional learners (under the age of 24) for all HIPs surveyed by the NSSE. Moreover, the levels of engagement of the subset of adult learners who took only online courses was even lower than the levels of the broader adult population, and part-time adult online learners had the lowest engagement of all student populations examined. Based on these findings, suggestions for improving the engagement of adult and online learners in HIPs are discussed. Institutions should focus on incorporating opportunities that allow more learners to experience HIPs, as research findings suggest that HIPS increase engagement and could result in significant improvements in student success measures, such as program completion and graduate school attendance (Stoloff, Good, Smith, & Brewster, 2015).

Interaction among Adult Online Learners with the Use of Technologies

2015 ◽  
Vol 11 (1) ◽  
pp. 1-10
Author(s):  
Yu-Chun Kuo ◽  
Janice Y. S. Chen ◽  
Yu-Tung Kuo
Keyword(s):  
Online Learners ◽  
Adult Online Learners

From Digital Exclusion to Digital Inclusion for Adult Online Learners

2018 ◽  
pp. 2503-2511
Author(s):  
Virginia E. Garland
Keyword(s):  
Adult Students ◽  
The United States ◽  
Attrition Rate ◽  
Digital Inclusion ◽  
Online Learners ◽  
Online Instructors ◽  
Solution Strategies ◽  
Adult Online Learners ◽  
Digital Exclusion ◽  
Education Administrators

There is an alarming attrition rate of adult students in distance education programs because of socio-economic, gender and technology factors. In the United States, digitally excluded online adult learners include the poor, mostly women, who have minimal technology skills. This chapter provides some solution strategies for ICT directors, higher education administrators, online instructors, and the older students they serve. With technology training and financial assistance, adult online learners can be motivated to succeed.

Library Issues in Adult Online Education

2010 ◽  
pp. 485-505
Author(s):  
Linda Marie Golian-Lui ◽  
Suzy Westenkirchner
Keyword(s):  
Best Practices ◽  
Online Education ◽  
Learning Style ◽  
Information Literacy ◽  
Technology Literacy ◽  
Online Learners ◽  
Library Anxiety ◽  
Library Support ◽  
Adult Online Learners ◽  
Library Profession

Adult online learners have unique information and technology needs which are best met by libraries and library professionals. Combining the concept of andragogy along with best practices for the library profession significantly assists librarians in providing meaningful learning opportunities. Effective library support for adults in online learning experiences incorporates the concepts of learning style theories, thinking style theories, and library anxiety research. Best practices in information literacy and technology literacy assist librarians in supporting the broad needs of adult online learners.

From Digital Exclusion to Digital Inclusion for Adult Online Learners

2019 ◽  
pp. 345-355
Author(s):  
Virginia E. Garland
Keyword(s):  
Adult Students ◽  
The United States ◽  
Attrition Rate ◽  
Digital Inclusion ◽  
Online Learners ◽  
Online Instructors ◽  
Solution Strategies ◽  
Adult Online Learners ◽  
Digital Exclusion ◽  
Education Administrators

There is an alarming attrition rate of adult students in distance education programs because of socio-economic, gender, and technology factors. In the United States, digitally excluded online adult learners include the poor, mostly women, who have minimal technology skills. This chapter provides some solution strategies for ICT directors, higher education administrators, online instructors, and the older students they serve. With technology training and financial assistance, adult online learners can be motivated to succeed.

Who Are Today's College Students?

2020 ◽  
pp. 1-13
Author(s):  
Ginger C. Black
Keyword(s):  
College Students ◽  
First Century ◽  
Work Status ◽  
Online Learners ◽  
Online Instructors ◽  
Digital World ◽  
Brick And Mortar ◽  
On Line ◽  
Race Ethnicity ◽  
On Line Learning

The doors to attending college exist beyond brick and mortar institutions due to the technological globalization of our world. Students from various walks of life can now attend college due to the continued expansion of our digital world. The idea of a ‘college student' can no longer be assumed to be someone who recently graduated high school 18-24 years old. This chapter presents data of twenty-first century college students, including but not limited to, age, gender, race/ethnicity, previous schooling, work status, and family dynamics to help identify potential learners that may exist in the on-line learning environment and explores characteristics of traditional and non-traditional learners. Further, the chapter presents information for online instructors regarding ways to support online learners related to online pedagogy and theory. Providing this awareness will help online instructors understand students they may instruct, help them consider the needs of their learners and build an online environment that is conducive for learning.

Lessons Learned From Coaching Postsecondary Students With Traumatic Brain Injury

2020 ◽  
Vol 5 (1) ◽  
pp. 88-96
Author(s):  
Mary R. T. Kennedy
Keyword(s):  
College Students ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Sense Of Self ◽  
Scientific Evidence ◽  
Sudden Onset ◽  
Lessons Learned ◽  
Speech Language Pathologists ◽  
The Brain ◽  
Exhaustive List

Purpose The purpose of this clinical focus article is to provide speech-language pathologists with a brief update of the evidence that provides possible explanations for our experiences while coaching college students with traumatic brain injury (TBI). Method The narrative text provides readers with lessons we learned as speech-language pathologists functioning as cognitive coaches to college students with TBI. This is not meant to be an exhaustive list, but rather to consider the recent scientific evidence that will help our understanding of how best to coach these college students. Conclusion Four lessons are described. Lesson 1 focuses on the value of self-reported responses to surveys, questionnaires, and interviews. Lesson 2 addresses the use of immediate/proximal goals as leverage for students to update their sense of self and how their abilities and disabilities may alter their more distal goals. Lesson 3 reminds us that teamwork is necessary to address the complex issues facing these students, which include their developmental stage, the sudden onset of trauma to the brain, and having to navigate going to college with a TBI. Lesson 4 focuses on the need for college students with TBI to learn how to self-advocate with instructors, family, and peers.

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