Tenacious Persisters: Returning Adult Students in Higher Education

2007 ◽  
Vol 9 (1) ◽  
pp. 75-94 ◽  
Author(s):  
Kevin Kinser ◽  
Jay Deitchman
Keyword(s):  
Higher Education ◽  
Adult Students ◽  
Returning Adult Students

scholarly journals Constructing authority: Using the ACRL Framework to connect with underserved students

2020 ◽  
Vol 81 (10) ◽  
pp. 508
Author(s):  
Andy Foskey ◽  
Amanda Roper
Keyword(s):  
Community College ◽  
Adult Students ◽  
Information Literacy ◽  
Library Instruction ◽  
College Level ◽  
Supportive Services ◽  
Underserved Students ◽  
Returning Adult Students ◽  
Underserved Groups ◽  
Innovative Instruction

At the community college level, rethinking library instruction in light of the ACRL Framework for Information Literacy for Higher Education often feels like a puzzle. But like many things we do at the library, it all comes back to helping our most vulnerable students. In this column, we outline our library’s outreach efforts to engage with two intersecting and underserved groups: returning adult students and students in the LGBTQ+ community. As job markets become more competitive, older adults are returning to community colleges in order to obtain degrees and earn credentials. As awareness and acceptance of the LGBTQ+ community increases, so does the need to provide supportive services for these students. At our library, engaging with the Framework provided an opportunity to design innovative instruction and programming.

scholarly journals Going Behind the Scenes at Teacher Colleges: Online Student Knowledge Sharing through Social Network Technologies

10.28945/3863 ◽  
2017 ◽  
Vol 13 ◽  
pp. 167-184 ◽  
Author(s):  
Smadar Bar-Tal ◽  
Christa S. C. Asterhan
Keyword(s):  
Higher Education ◽  
Social Network ◽  
Adult Students ◽  
Knowledge Sharing ◽  
Peer To Peer ◽  
Future Research ◽  
Teaching Staff ◽  
Central Feature ◽  
College Life ◽  
Teacher Colleges

Aim/Purpose: The present study aims to describe existing peer-to-peer, social network-based sharing practices among adult students in teacher colleges. Background: Ubiquitous social network sites open up a wide array of possibilities for peer-to-peer information and knowledge sharing. College instructors are often unaware of such practices that happen behind the scenes. Methodology: An interpretative, qualitative research methodology was used. Thirty-seven Israeli students at a teacher college in Israel participated in either focus group discussions of (N = 29) or in-depth interviews (N = 8). Contribution: Whereas knowledge sharing has been a main focus of research in organizational and information sciences, its relevance to educational settings has thus far been underscored. Recent research shows that peer–to-peer knowledge sharing is wide-spread among teenage students. The current study extends that work to an adult student population. Findings: The findings show that knowledge sharing of this type is a common and even central feature of students’ college life and study behavior. It takes place through a variety of small and larger social network-based peer groups of different formations, including mostly college students but at time also practicing, experienced teachers. Sharing groups are formed on the spot for short term purposes or are stable, continuous over longer time periods. The contents shared are predominantly lesson summaries, material for exams, reading summaries, and lesson plans. They are used immediately or stored for future use, as students have access to vast data bases of stored materials that have been compiled throughout the years by students of previous cohorts. Teacher students mentioned a range of reasons for sharing, and overall regard it very positive. However, some downsides were also acknowledged (i.e., superficial learning, exclusion, attentional overload, and interruptions). Recommendations for Practitioners: College faculty and teaching staff should be cognizant and informed about these widespread peer-based knowledge sharing practices and consider whether perhaps changes in teaching formats and task assignments are required as a result. Future Research: Future research should extend this work to other higher education settings, cultures and countries, and should map the perceptions of higher education teaching staff about peer-to-peer, online knowledge sharing.

Online Higher Education for Nontraditional Adult Students

2021 ◽  
pp. 265-285
Author(s):  
Junghwan Kim ◽  
Heh Youn Shin ◽  
Kim L. Smith ◽  
Jihee Hwang
Keyword(s):  
Higher Education ◽  
Adult Students ◽  
Career Planning ◽  
Critical Role ◽  
Future Research ◽  
State University ◽  
University Of Oklahoma ◽  
Online Higher Education ◽  
Education Environment ◽  
The University

This chapter examines two U.S. four-year public universities, the Pennsylvania State University World Campus and the University of Oklahoma Outreach, that have successfully developed online adult education system/programs for adults. Using the principles of effectiveness for serving adult learners, the integrated review reveals not only how they advance online higher education environment for adults, but the types of challenges they have. Key findings highlight that, under a strong tradition of distance education, “self-assessment system,” “financial independence,” and “diverse active supports for life and career planning” play a critical role in increasing the academic engagement and retention of adult students. However, they also have several challenges: “high tuition rates and limited scholarship options,” “monitoring students' experience,” “learning outcome assessment,” and “commitment of faculty members.” The authors close with practical/academic implications and future research agendas.

scholarly journals Transformational Learning in Higher Education Settings: A Case Study of “Teaching Teachers to Teach”

2018 ◽  
Vol 10 (4) ◽  
pp. 20
Author(s):  
Sonya Hidalgo ◽  
Mark Koebernik ◽  
Kathlene Williams
Keyword(s):  
Higher Education ◽  
Student Achievement ◽  
Adult Students ◽  
Transformational Learning ◽  
University Faculty ◽  
Education Faculty ◽  
Higher Education Faculty ◽  
Self Reflection ◽  
Disorienting Dilemma

 Transformational learning (TL) theory posits that adult students experience a disorienting dilemma and then engage in critical self-reflection (Mezirow, 1997). University faculty are often not pursuant toward improving andragogy skills, including utilizing TL. The purpose of this study is to determine if student achievement would increase if higher education faculty were trained to be better teachers in addition to being experts in their chosen field.  

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