Study on the exploration process of forming self-identity through learning experiences of freshman graduate students who are office worker adult learners

2018 ◽  
Vol 18 (20) ◽  
pp. 269-302
Author(s):  
Kyunglee Kang ◽  
Keyword(s):  
Graduate Students ◽  
Adult Learners ◽  
Learning Experiences ◽  
Office Worker ◽  
Self Identity ◽  
Exploration Process

“It's Doable”: International Graduate Students’ Perceptions of Online Learning in the U.S. During the Pandemic

2021 ◽  
pp. 102831532110614
Author(s):  
Yesul Han ◽  
Yunjeong Chang ◽  
Erin Kearney
Keyword(s):  
Online Learning ◽  
Graduate Students ◽  
International Education ◽  
Online Teaching ◽  
Learning Experiences ◽  
The United States ◽  
International Graduate Students ◽  
Factors Affecting ◽  
International Graduate ◽  
Sudden Transition

This study aims to understand the learning experiences and challenges of international students enrolled in Master's and PhD programs in various institutions who were forced to transition to online learning during the pandemic. In particular, the study explores the experiences and perceptions of seven non-native English-speaking international graduate students who came from six different countries and studied at different schools of education through phenomenological interviews. Analysis yields insight into these students’ online learning experiences and identifies factors which contributed to the mixed quality of these learning experiences. Overall, students tried to adapt to the “new normal,” while enduring learning and emotional challenges due to the harsh conditions of the pandemic in the United States and their home countries. Instructors’ readiness for online teaching as well as the extra support provided to help students cope with the sudden transition in the learning environment were particularly important factors affecting the students’ learning experiences. Our findings lead us to several recommendations for practice within graduate-level online learning environments and suggestions for further research, as well as broader considerations of what broader implications the case suggests for international education in light of digitalization.

“We Had a Blast!”

2017 ◽  
Vol 9 (3) ◽  
pp. 37-53 ◽  
Author(s):  
Stephen Asunka
Keyword(s):  
Graduate Students ◽  
Adult Learners ◽  
Blended Learning ◽  
Private University ◽  
Descriptive Statistics ◽  
Learning Approach ◽  
Research And Practice ◽  
African Higher Education ◽  
African Context ◽  
Sub Saharan

As many important issues pertaining to blended learning within the Sub-Saharan African context remain unexplored, this study implemented a blended learning approach in a graduate level course at a private university in Ghana, with the objective of exploring adult learners' attitudes, experiences and behaviors towards this learning approach, as well as their perceptions towards blended learning in general. Forty-eight graduate students participated in the study as they engaged in a six-week long blended learning course. Qualitative research methods were used to gather data which were analysed using grounded theory coding techniques, descriptive statistics and content analysis. Findings reveal high levels of student engagement and satisfaction with the learning processes, and an overwhelming endorsement of blended learning as a preferred mode of learning. Implications of these findings for further research and practice are discussed within the context of technology adoption and use in the Ghanaian and Sub-Saharan African higher education contexts.

Using Principles of Andragogy to Teach Writing to Graduate Students Online

2010 ◽  
pp. 1113-1150
Author(s):  
Beth Kania-Gosche
Keyword(s):  
Graduate Students ◽  
Adult Learners ◽  
Online Courses ◽  
Teaching Writing ◽  
Graduate Course ◽  
Research Papers ◽  
Writing Courses ◽  
Final Project ◽  
Written Assignments ◽  
Principles Of Andragogy

While online courses may be more convenient and fulfilling for adult learners, they pose an additional challenge because much of the communication between student and instructor is in writing. This is in addition to more formal, traditional written assignments like research papers. The challenge multiplies with graduate students, who may be years or even decades distant from their undergraduate writing courses, while the expectations for their writing are higher. Many graduate programs culminate with a final project, thesis, or dissertation, which often involves extensive research and writing. Many similarities exist between the literature on teaching writing and teaching adult learners; however, teaching writing within the contest of an online graduate course is an area of research that still needs to be expanded.

Industry-Agency Program for Employee Counseling

1975 ◽  
Vol 56 (7) ◽  
pp. 404-410 ◽  
Author(s):  
Paul R. Brooks
Keyword(s):  
Graduate Students ◽  
Learning Experiences ◽  
Blue Collar ◽  
Blue Collar Workers

A family agency simultaneously brings needed services to blue-collar workers on the job and provides graduate students with enriched learning experiences

Teaching, Teaching Teaching, and Research on Teaching

1987 ◽  
Vol 14 (3) ◽  
pp. 135-139 ◽  
Author(s):  
Wilbert J. McKeachie
Keyword(s):  
Graduate Students ◽  
Prospective Teachers ◽  
Learning Experiences ◽  
Psychology Training ◽  
Teaching And Research ◽  
Research On Teaching ◽  
Teaching Psychology

Teaching psychology, training graduate students in teaching, and doing research on teaching are interwoven in the author's career. This article reviews significant learning experiences in my career from 1946–1986. From my experience, I have learned the importance of support from peers for students, prospective teachers, and researchers. I have also learned the importance of thinking about the thoughts and motives of others in teaching, training teachers, and doing research.

Adult Learners’ Informal Learning Experiences in Formal Education Setting

2014 ◽  
Vol 21 (3) ◽  
pp. 181-192 ◽  
Author(s):  
Jeltsen Peeters ◽  
Free De Backer ◽  
Tine Buffel ◽  
Ankelien Kindekens ◽  
Katrien Struyven ◽  
...  
Keyword(s):  
Adult Learners ◽  
Informal Learning ◽  
Formal Education ◽  
Learning Experiences

scholarly journals Learning Strategies Used by Good EFL Adult Learners: a Case Study on University Students in Pare-Pare

2018 ◽  
Vol 5 (2) ◽  
pp. 114
Author(s):  
Buyung Renaldy Adisaputra ◽  
Haryanto Atmowardoyo ◽  
Kisman Salija
Keyword(s):  
Graduate Students ◽  
Adult Learners ◽  
Foreign Language ◽  
Learning Strategies ◽  
Qualitative Method ◽  
Cognitive Strategy ◽  
Metacognitive Strategy ◽  
Social Strategy ◽  
Audio Recorder

This research aimed to find out the good EFL adult learners learning strategies in acquiring the foreign language and how the learning strategies affect the leaners achievement at Universitas Muhammadiyah Parepare. The method used in this research was qualitative method. The instrument were an interview and audio recorder. The participant of the research were the graduate students of Universitas Muhammadiyah Parepare within the age of 25-65 as one of the criteria of adult learners. The result of the research showed that the learning strategies applied by the learner were direct and indirect strategy. Direct strategy covered memory related strategy, cognitive strategy and compensatory strategy while metacognitive strategy, affective strategy and social strategy were included in indirect strategy.

scholarly journals Advising Experiences and Needs of Online, Cohort, and Classroom Adult Graduate Learners

2015 ◽  
Vol 35 (1) ◽  
pp. 42-55 ◽  
Author(s):  
Shawnda M. Schroeder ◽  
Katherine L. Terras
Keyword(s):  
Graduate Students ◽  
Adult Learners ◽  
Learning Environment ◽  
Learning Environments ◽  
Phenomenological Study ◽  
Older Students ◽  
Online Classroom ◽  
Graduate Advising ◽  
Traditional Institutions ◽  
Definition Of

Although a majority of graduate students fall under the definition of adult learners (over age 24 years), many traditional institutions do not offer advising specific to them, nor do they recognize advising needs of these older students in online, classroom, or cohort situations. In this phenomenological study, 9 adult graduate learners were interviewed, 3 from each learning environment, to understand and explain the perceived advising needs and experiences within and among learning environments. Findings suggest that adult learners, regardless of learning environment, require complex and holistic advising. Five themes of good graduate advising are discussed. The need for immediate advisor response varied with respect to participants' learning environments. Implications for practice are discussed.

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