scholarly journals Examining the Experiences of Adult Learners in Higher Education

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 769-769
Author(s):  
Jyotsna Kalavar ◽  
Kirsten Magda ◽  
Raquel Ariyo
Keyword(s):  
Adult Learners ◽  
Online Survey ◽  
Learning Experiences ◽  
Academic Experiences ◽  
Dropping Out ◽  
Academic Learning ◽  
Traditional Learning ◽  
Full Time ◽  
Time Work ◽  
Regional College

Abstract In the last decade, there has been a shift of more non-traditional adult learners returning to pursue undergraduate education. Though traditional age students are in the majority, a rising population of adult learners has been steadily increasing. They are typically students who are 25 years and older, attend part-time, work full-time, and tend to juggle family or dependent demands with schoolwork. Studies show that these adult learners are at high-risk for academic underachievement and dropping out. However, educational institutions still operate with the same traditional learning paradigm that they previously used (without acknowledging the wealth of life experiences that adult learners bring), leading us to the question of how adult learners perceive their academic learning experiences. In this study, 171 adult learners (students aged 25 and older at the time of matriculation) at a regional college in Atlanta, participated in an online survey that examined their academic experiences, specifically meaningfulness of coursework, course delivery approaches, and the advantages as well as disadvantages of being an adult learner. Majority were females (83%), and the ethnic breakdown was as follows: White (41%), African American (26%), Hispanic (12%), and 22% reported other. Results of this study indicate that academic institutions need to pay attention to the learning experiences of this burgeoning student population. Understanding their perspectives on their academic experiences hold major implications for long-term meaningful change in academia.

scholarly journals The Career Destination, Progression, and Satisfaction of Exercise and Sports Science Graduates in Australia

2018 ◽  
Vol 7 (4) ◽  
pp. 76-81 ◽  
Author(s):  
Christopher J. Stevens ◽  
Alex Lawrence ◽  
Matthew A. Pluss ◽  
Susan Nancarrow
Keyword(s):  
Online Survey ◽  
Full Time ◽  
Highly Educated ◽  
Personal Trainers ◽  
Sports Science ◽  
Employment Conditions ◽  
Time Work ◽  
Postgraduate Qualification ◽  
Part Time ◽  
Education Courses

ABSTRACT Background: The availability of higher education courses/degrees in exercise and sports science has increased exponentially over the last 20 years. Graduates of these courses/degrees have many career possibilities; however, the distribution of the occupations is relatively unknown. Therefore, the purpose of this study was to gain an in-depth understanding of exercise and sports science graduates in Australia. Methods: Australian exercise and sports science graduates (n = 747) completed an online survey about their occupation and employment conditions, career progression, and satisfaction. Results: Approximately 70% of graduates were employed in the exercise and sports science workforce (57% full time, 25% part time, and 18% casual). Their occupations were predominately accredited exercise physiologists (29%), personal trainers/fitness leaders (9%), and teaching/research academics (8%). A total of 42% had a postgraduate qualification, and 40% had a clear progression pathway in their exercise and sports science role. Graduates were predominately extremely satisfied (35%) or somewhat satisfied (48%) with their current situation, and half (49%) planned to remain in their occupation for more than 10 years. Conclusion: Despite most graduates obtaining exercise and sports science employment, many are part time or casual and still seeking full-time work. The workforce is highly educated and well supported, but many occupations lack a clear developmental pathway.

scholarly journals Choice With(out) Equity? Family Decisions of Child Return to Urban Schools in Pandemic

2021 ◽  
Vol 4 (1) ◽  
pp. 42-63
Author(s):  
Robert Cotto, Jr. ◽  
Sarah Woulfin
Keyword(s):  
School Choice ◽  
Online Survey ◽  
The United States ◽  
School Closure ◽  
Full Time ◽  
Equity Issues ◽  
Global Pandemic ◽  
Time Work ◽  
Using Data ◽  
Family Decisions

In response to the COVID-19 global pandemic, most schools across the country closed in-person instruction for a period of time and many shifted to online schooling. Beginning in fall 2020, schools around the United States began reopening and many districts offered families a decision or “choice” to return their children to an in-person or online schooling experience. In many cities, this approach complicated existing school choice and permanent closure policies with already existing equity issues. Building upon previous scholarship on school choice and closure, this study draws on the concept of school choice with(out) equity (Frankenberg et al., 2010; Scott & Stuart Wells, 2013; Horsford et al., 2019). Using data from an online survey (n = 155 participants) in August 2020, this study examines why families (50% white, 50% people of color) decided to return their children to in-person schooling in Hartford, Connecticut. This study uses a mixed-method analysis of qualitative responses and quantitative data to understand family decisions to return to in-person schooling (Creswell, 2014). Rather than school choices with full equity considerations during the pandemic, these family responses focused on needs of childcare for full-time work and health safety. These responses suggest a partial equity in the landscape of available choices. The study raises questions about reapplying old forms of school choice to a new form of temporary school closure during pandemic.

scholarly journals Teaching English as a Second Language in Vietnam: Transitioning from the Traditional Learning Approach to the Blended Learning Approach

2021 ◽  
Vol 124 ◽  
pp. 01003
Author(s):  
Ho Thi Thao Nguyen ◽  
Subarna Sivapalan ◽  
Pham Hung Hiep ◽  
Pham Thi Van Anh ◽  
Nguyen Thi Mai Lan
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Online Survey ◽  
English Language ◽  
English Language Teaching ◽  
Traditional Learning ◽  
Learning Approach ◽  
Full Time ◽  
Face To Face ◽  
Class Time

Although blended learning (BL) has been utilized in English language teaching globally for the past few decades, it is a new phenomenon in the Vietnamese context. Little research has been done to simultaneously investigate how students and lecturers perceive blended learning implementation for English as a foreign language (EFL) teaching and learning in Vietnam, particularly within the higher education context. This study thus aims to investigate lecturers’ and students’ perspectives on BL implementation in an English Fundamentals course at a polytechnic in Hanoi, Vietnam. Data was collected via an online survey of 1500 non-English majors in the Fall 2019 semester and via interviews with 5 full-time EFL lecturers. The findings revealed that lecturers and students had positive perceptions of BL. For lecturers, the implementation of BL impacted their teaching approach and shifted the teaching of grammar and vocabulary from face-to-face to self-studying grammar and vocabulary using online lessons, devoting more in-class time to practicing speaking. Students meanwhile revealed that BL helped them develop self-autonomy of learning.

scholarly journals Fibromyalgia in the workplace: risk factors for sick leave are related to professional context rather than fibromyalgia characteristics— a French national survey of 955 patients

2019 ◽  
Vol 3 (1) ◽  
Author(s):  
F. Laroche ◽  
D. Azoulay ◽  
A. P. Trouvin ◽  
J. Coste ◽  
S. Perrot
Keyword(s):  
Risk Factors ◽  
Sick Leave ◽  
Online Survey ◽  
Personal Characteristics ◽  
Full Time ◽  
Occupational Physicians ◽  
Commute Time ◽  
Time Work ◽  
Heavy Loads ◽  
The Impact

Abstract Background Work and workplace factors are important in fibromyalgia management. We investigated factors associated with sick leave in professionally active women living with fibromyalgia. Methods A questionnaire for fibromyalgia patients in employment was developed by pain and occupational physicians and patients’ organizations. Women in full-time work, screened for fibromyalgia with the FiRST questionnaire, were recruited for a national online survey. Sick leave over the preceding year was analyzed. Results In 5 months, we recruited 955 women, with a mean of 37 days of sick leave in the previous year: no sick leave (36%), up to 1 month (38%), 1 to 2 months (14%), more than 2 months (12%). In the groups displayed no differences in demographic characteristics, fibromyalgia symptoms, functional severity and psychological distress were observed. However, they differed in workplace characteristics, commute time, stress and difficulties at work, repetitive work, noisy conditions, career progression problems and lack of recognition, which were strong independent risk factors for longer sick leave. Sedentary positions, an extended sitting position, heavy loads, exposure to thermal disturbances and the use of vibrating tools did not increase the risk of sick leave. Conclusions Women with fibromyalgia frequently take sick leave, the risk factors for which are related to the workplace rather than fibromyalgia characteristics. Perspective This is the first study to assess the impact of occupational and clinical factors on sick leave in women living with fibromyalgia. Risk factors were found to be related to the workplace rather than fibromyalgia and personal characteristics. Workplace interventions should be developed for women with fibromyalgia.

scholarly journals The incidence of anxiety among paramedic students

2019 ◽  
Vol 16 ◽  
Author(s):  
Howard Landon Wills ◽  
Elizabeth Ann Asbury
Keyword(s):  
Student Performance ◽  
Online Survey ◽  
Qualitative Data ◽  
Tertiary Education ◽  
Health Science ◽  
Full Time ◽  
Time Study ◽  
Time Work ◽  
Part Time ◽  
The Impact

IntroductionSummative assessments are an established form of assessing student performance, knowledge and ability against learning outcomes. The impact of anxiety on paramedic student success is not well understood but may adversely affect student outcomes. The aim of this study was to explore the origins and incidence of anxiety among paramedic students.MethodDistance and campus-based students from all three years of the Bachelor of Health Science (Paramedicine) program at Whitireia New Zealand were approached to participate in this study. A mixed method data collection was used. Participants completed an online survey including the Westside Test Anxiety Scale (WTAS), program-specific questions and free response section to garner qualitative data. Quantitative data was analysed using descriptive statistics and t-tests, qualitative data was the subject of thematic analysis.ResultsOne hundred and seventeen paramedic students participated in the study. Participants with previous tertiary education to diploma level had significantly higher WTAS scores than those with prior degree qualification (36.72 ± 5.92 vs. 31.42 ± 7.58, p=0.02). Students undertaking full-time work with part-time study had significantly higher WTAS scores than those enrolled in full-time study with part-time work (36.71 ± 7.0 vs. 32.09 ± 7.25, p=0.027). Qualitative analysis identified three themes: stressors, obstacles to learning and negative experiences.ConclusionHigh levels of anxiety were identified across the student body. There were significant differences in anxiety based on previous educational achievement and between full-time and part-time students. This demonstrates that different course delivery methods and student backgrounds may impact on paramedic student anxiety.  

Exploring Barriers to Doctoral Education in Communication Sciences and Disorders: Insights From Practicing Professionals

2020 ◽  
Vol 5 (6) ◽  
pp. 1552-1563
Author(s):  
Denise A. Tucker ◽  
Mary V. Compton ◽  
Sarah J. Allen ◽  
Robert Mayo ◽  
Celia Hooper ◽  
...  
Keyword(s):  
Doctoral Students ◽  
Online Survey ◽  
Academic Research ◽  
Doctoral Degree ◽  
Full Time ◽  
Doctoral Study ◽  
Doctoral Research ◽  
Part Time ◽  
Advance Research ◽  
Doctor Of Philosophy

Purpose The intended purpose of this research note is to share the findings of a needs assessment online survey of speech and hearing professionals practicing in North Carolina to explore their interest in pursuing a research-focused PhD in Communication Sciences and Disorders (CSD) and to document their perceptions of barriers to pursing a PhD in CSD. In view of the well-documented shortage of doctor of philosophy (PhD) faculty to attract, retain, and mentor doctoral students to advance research and to prepare future speech and hearing professionals, CSD faculty must assess the needs, perceptions, and barriers prospective students encounter when considering pursuing a doctoral research degree in CSD. Method The article describes the results of a survey of 242 speech and hearing professionals to investigate their interest in obtaining an academic research-focused PhD in CSD and to solicit their perceived barriers to pursuing a research doctoral degree in CSD. Results Two thirds of the respondents (63.6%) reported that they had considered pursuing a PhD in CSD. Desire for knowledge, desire to teach, and work advancement were the top reasons given for pursuing a PhD in CSD. Eighty-two percent of respondents had no interest in traditional full-time study. Forty-two percent of respondents indicated that they would be interested in part-time and distance doctoral study. The barriers of time, distance, and money emerged as those most frequently identified barriers by respondents. Conclusion The implications inform higher education faculty on how they can best address the needs of an untapped pool of prospective doctoral students in CSD.

Student Anticipations and Reactions to Hybrid Format Education

2008 ◽  
Vol 11 (2) ◽  
pp. 76-82 ◽  
Author(s):  
Sarah M. Ginsberg
Keyword(s):  
Qualitative Study ◽  
Learning Styles ◽  
Student Perceptions ◽  
Course Design ◽  
Learning Experience ◽  
Learning Experiences ◽  
Traditional Classroom ◽  
Traditional Learning ◽  
Online Platform ◽  
Hybrid Format

Abstract This qualitative study examined student perceptions regarding a hybrid classroom format in which part of their learning took place in a traditional classroom and part of their learning occurred in an online platform. Pre-course and post-course anonymous essays suggest that students may be open to learning in this context; however, they have specific concerns as well. Students raised issues regarding faculty communication patterns, learning styles, and the value of clear connections between online and traditional learning experiences. Student concerns and feedback need to be addressed through the course design and by the instructor in order for them to have a positive learning experience in a hybrid format course.

Adult outcome after treatment of pediatric posterior fossa ependymoma: long-term follow-up of a single consecutive institutional series of 22 patients with more than 5 years of survival

2020 ◽  
Vol 26 (1) ◽  
pp. 22-26 ◽  
Author(s):  
Tryggve Lundar ◽  
Bernt Johan Due-Tønnessen ◽  
Radek Frič ◽  
Petter Brandal ◽  
Paulina Due-Tønnessen
Keyword(s):  
Proton Beam ◽  
Posterior Fossa ◽  
Adjuvant Treatment ◽  
Tumor Control ◽  
Full Time ◽  
Time Work ◽  
Long Term Follow Up ◽  
Long Term Survivors

OBJECTIVEEpendymoma is the third most common posterior fossa tumor in children; however, there is a lack of long-term follow-up data on outcomes after surgical treatment of posterior fossa ependymoma (PFE) in pediatric patients. Therefore, the authors sought to investigate the long-term outcomes of children treated for PFE at their institution.METHODSThe authors performed a retrospective analysis of outcome data from children who underwent treatment for PFE and survived for at least 5 years.RESULTSThe authors identified 22 children (median age at the time of surgery 3 years, range 0–18 years) who underwent primary tumor resection of PFE during the period from 1945 to 2014 and who had at least 5 years of observed survival. None of these 22 patients were lost to follow-up, and they represent the long-term survivors (38%) from a total of 58 pediatric PFE patients treated. Nine (26%) of the 34 children treated during the pre-MRI era (1945–1986) were long-term survivors, while the observed 5-year survival rate in the children treated during the MRI era (1987–2014) was 13 (54%) of 24 patients. The majority of patients (n = 16) received adjuvant radiotherapy, and 4 of these received proton-beam irradiation. Six children had either no adjuvant treatment (n = 3) or only chemotherapy as adjuvant treatment (n = 3). Fourteen patients were alive at the time of this report. According to MRI findings, all of these patients were tumor free except 1 patient (age 78 years) with a known residual tumor after 65 years of event-free survival.Repeat resections for residual or recurrent tumor were performed in 9 patients, mostly for local residual disease with progressive clinical symptoms; 4 patients underwent only 1 repeated resection, whereas 5 patients each had 3 or more resections within 15 years after their initial surgery. At further follow-up, 5 of the patients who underwent a second surgery were found to be dead from the disease with or without undergoing additional resections, which were performed from 6 to 13 years after the second procedure. The other 4 patients, however, were tumor free on the latest follow-up MRI, performed from 6 to 27 years after the last resection. Hence, repeated surgery appears to increase the chance of tumor control in some patients, along with modern (proton-beam) radiotherapy. Six of 8 patients with more than 20 years of survival are in a good clinical condition, 5 of them in full-time work and 1 in part-time work.CONCLUSIONSPediatric PFE occurs mostly in young children, and there is marked risk for local recurrence among 5-year survivors even after gross-total resection and postoperative radiotherapy. Repeated resections are therefore an important part of treatment and may lead to persistent tumor control. Even though the majority of children with PFE die from their tumor disease, some patients survive for more than 50 years with excellent functional outcome and working capacity.

The Politics of Part-Time Work: Gender, Employment Status, and Preferences for Redistribution

2020 ◽  
pp. 1-38
Author(s):  
David S. Pedulla ◽  
Michael J. Donnelly
Keyword(s):  
Employment Status ◽  
General Social Survey ◽  
The United States ◽  
Limited Attention ◽  
Full Time ◽  
Cross Sectional ◽  
Preferences For Redistribution ◽  
Time Work ◽  
Part Time ◽  
Part Time Work

Abstract The social and economic forces that shape attitudes toward the welfare state are of central concern to social scientists. Scholarship in this area has paid limited attention to how working part-time, the employment status of nearly 20% of the U.S. workforce, affects redistribution preferences. In this article, we theoretically develop and empirically test an argument about the ways that part-time work, and its relationship to gender, shape redistribution preferences. We articulate two gender-differentiated pathways—one material and one about threats to social status—through which part-time work and gender may jointly shape individuals’ preferences for redistribution. We test our argument using cross-sectional and panel data from the General Social Survey in the United States. We find that the positive relationship between part-time employment, compared to full-time employment, and redistribution preferences is stronger for men than for women. Indeed, we do not detect a relationship between part-time work and redistribution preferences among women. Our results provide support for a gendered relationship between part-time employment and redistribution preferences and demonstrate that both material and status-based mechanisms shape this association.

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