Phenomenological Study on the Experience of Adult Learners of the 'Late Learner' Doctoral Program

2019 ◽  
Vol 57 (3) ◽  
pp. 205-232
Author(s):  
jin suk Jo
Keyword(s):  
Adult Learners ◽  
Phenomenological Study ◽  
Doctoral Program

Using the Flipped Classroom Instructional Approach to Foster a Mathematics-Anxious-Friendly Learning Environment

2015 ◽  
pp. 1259-1282
Author(s):  
Chris L. Yuen
Keyword(s):  
Adult Learners ◽  
Learning Environment ◽  
Lived Experience ◽  
Mathematics Anxiety ◽  
Flipped Classroom ◽  
Phenomenological Study ◽  
Linear Equations ◽  
Integral Model ◽  
Hermeneutic Phenomenological ◽  
Hermeneutic Phenomenological Study

This chapter examines the nature and characteristics of mathematics anxiety learning and provides instructional implications for highly mathematics-anxious learners, which are informed by lived experience. The discussion comes from research on the Mathematics Anxiety Learning Phenomenon (MALP), a hermeneutic phenomenological study using Wilber's Integral Model as the underpinning framework. Based on the lived experience data, hermeneutic themes were developed, and it is shown that those themes are capitalized upon in the flipped approach to foster a mathematics-anxious-friendly learning environment. Using the themes from the study, the chapter argues that the flipped approach could be beneficial to students who are highly mathematics-anxious. The system of linear equations with two variables, a common mathematics topic, is used to illustrate how the flipped approach to instructional design could recognize mathematics-anxious adult learners.

scholarly journals Balancing Act: A Phenomenological Study of Female Adult Learners Who Successfully Persisted in Graduate Studies

2015 ◽  
Author(s):  
Jeff Shepherd ◽  
Barbara Nelson
Keyword(s):  
Adult Learners ◽  
Adult Learning ◽  
Phenomenological Study ◽  
Phenomenological Approach ◽  
Graduate Studies ◽  
Female Adult ◽  
Family Responsibilities

A study was conducted utilizing Cross’ (1981) barriers to adult learning as a framework to better understand how adults successfully complete their graduate studies. Participants in the study were solicited via Facebook and LinkedIn. Three female adult learners who persisted in their graduate studies while balancing demands outside academics including employment and family responsibilities were selected. The study found the barriers identified by Cross 30 years ago–institutional, dispositional and situational–were still relevant for these female graduate adult learners. The phenomenological approach allowed the participants to describe how they made meaning of these barriers while overcoming them to persist in their graduate studies.

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.

The experience of nursing students in an online doctoral program in nursing: A phenomenological study

2006 ◽  
Vol 43 (1) ◽  
pp. 99-105 ◽  
Author(s):  
Margaret Jordan Halter ◽  
Catherine Kleiner ◽  
Rosanna Formanek Hess
Keyword(s):  
Nursing Students ◽  
Phenomenological Study ◽  
Doctoral Program

scholarly journals Social Capital Phenomenology Study among People Who Treat A Mental Disorder Caregivers

2020 ◽  
Author(s):  
Adriesti Herdaetha ◽  
◽  
Aris Sudiyanto ◽  
RB Sumanto ◽  
Endang Sutisna Suleman ◽  
...  
Keyword(s):  
Social Capital ◽  
Mental Disorders ◽  
Mental Disorder ◽  
Phenomenological Study ◽  
Nuclear Family ◽  
Extended Family ◽  
Doctoral Program ◽  
Mental Illnesses ◽  
Central Java

ABSTRACT Background: It’s a stressor to have a family of mental illnesses. Financial, social, psychological, and physical burdens are created by looking after people with mental disorders. For the patient, the family is the informal caregiver. It is important to discuss, with a great burden, how social capital can be developed and how the role of social capital is played in treating people with mental disorders. The research was carried out on Javanese individuals who have a cultural structure that prioritizes the importance of peace in collective life. Not only the nuclear family, but also the extended family and the larger community are active in the life of Javanese society. This study aimed to describe the social capital phenomenology study among people who treat mental disorder caregivers. Subjects and Method: This was a qualitative study using a phenomenological study approach. The study was carried out in Surakarta City, Central Java, in September and October 2019. These study subjects were people who were carers for people with mental disorders. The sample was taken using purposive sampling technique. Data were collected using in-depth interviews and observation. Qualitative data analysis was obtained by means of data reduction, data presentation, and drawing conclusions and verification. Data reliability was carried out using NVivo 12 software. Data validity was done by matching the results of interviews with observations, as well as multiple interviews. Results: Data was collected from four respondents with different demographic backgrounds. Six themes were obtained, namely 1) trust in God, government, family, and neighbors; 2) The role of family and neighbors in seeking help; 3) The role of family and neighbors in caring for patients; 4) building social networks; 5) Participation in society; and 6) Social capital is dynamic. Conclusion: The respondents are found to have the same social cognitive capital, but different social structural capital. The level of education, the economic level, self-esteem, and the behavior of people with mental disorders are influenced by structural social capital. Family and neighbors can have a positive or negative role in looking after people with mental disorders. They also play a role in the decision to seek assistance for individuals with mental disorders. Keywords: mental disorders, carers, social capital Correspondence: Adriesti Herdaetha. Doctoral Program of Community Development / Empowerment, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta, Central Java. Email: [email protected]. Mobile: +628122582995 DOI: https://doi.org/10.26911/the7thicph.01.40

scholarly journals Effective Practices in Facilitating Non-Traditional Adult Learners' Dissertation Writing in an Online Doctoral Program

2021 ◽  
Vol 18 (3) ◽  
Author(s):  
Mei Jiang ◽  
Ava Munoz ◽  
Melissa Arrambide
Keyword(s):  
Adult Learners ◽  
Learning Community ◽  
Doctoral Program ◽  
The United States ◽  
Public University ◽  
Effective Practices ◽  
Online Learning Community ◽  
Doctoral Level ◽  
Dissertation Writing ◽  
Competency Based

To address the challenges nontraditional adult doctoral learners face in completing dissertations online, we reflect on the effective practices utilized in an online doctoral-level educational leadership program at a public university in the United States. This paper focused on two major topics: 1) how to prepare students to write a dissertation through coursework based on the Competency-based Education (CBE) theory; and 2) how to build relationships between mentors and students writing dissertations based on the Community of Inquiry (CoI) framework. The theoretically founded practices based on CBE and CoI must be utilized in building an interactive, collaborative online learning community.

scholarly journals A Phenomenological Study of Attrition from a Doctoral Cohort Program: Changes in Feelings of Autonomy and Relatedness in the Dissertation Stage

10.28945/4158 ◽  
2018 ◽  
Vol 13 ◽  
pp. 517-537 ◽  
Author(s):  
Ellie M. Burns ◽  
Catherine W Gillespie
Keyword(s):  
Secondary Education ◽  
Doctoral Students ◽  
Phenomenological Study ◽  
Doctoral Program ◽  
Doctoral Degree ◽  
Cohort Model ◽  
Post Secondary Education ◽  
Post Secondary ◽  
Cohort Programs ◽  
Program Changes

Aim/Purpose: This study examined why Ed.D students discontinued their doctoral programs during the dissertation phase as well as how a student’s needs of autonomy, relatedness, and competence were met during different stages of the program. Background: Time to complete the doctoral degree continues to increase. Between 40-60% of doctoral students are making the decision to discontinue work toward a degree they have already invested significant amounts of time, money, and energy into earning. Methodology: This phenomenological study utilized the lens of Self-Determination Theory. Seven participants (three women and four men) with between nine and sixteen years of post-secondary education, were interviewed three times each to gain a better understanding of the factors that impacted their attrition. Contribution: Past research has suggested using a cohort model to encourage retention of doctoral students. All seven participants were enrolled in cohort programs. This study incorporated suggestions from prior research such as a cohort model of learning and ensuring the students’ needs of autonomy, relatedness, and competence are met. The study investigates the experience of students in cohort programs who did not finish their dissertations. Findings: This study found that the doctoral students who did not complete their dissertations experienced changes in feelings of autonomy and relatedness between their coursework and their dissertations. This made it difficult for them to persist through the dissertation stage of the program. Changes in autonomy and relatedness, when coupled with changes in advisors, career, or family responsibilities resulted in students reprioritizing their goals and thus leaving the dissertation incomplete. Recommendations for Practitioners: Evaluate students’ autonomy needs as they progress through the program and attempt to pair students with advisors based on needs. Offer opportunities for students to gather and work on the dissertation after they finish the coursework stage of the program. Recommendation for Researchers: Understand the importance of advocating for one’s own needs as one moves through the doctoral program. Attempt to finish the dissertation as quickly as possible after the coursework stage of the doctoral program. Do not to allow the dissertation to move to the back burner. Impact on Society: Attrition at any level of post-secondary education is costly to both students and institutions. Doctoral students are often funding their own education while balancing careers and families. There is great potential financial impact on society if more students’ complete programs that they have already invested in heavily. Future Research: Examine the needs of autonomy in people who complete the doctoral program. Assess student needs and compare the results with advisor behaviors. Conduct a study with participants who have not earned a specialist degree. Conduct a study to determine the degree to which finances played a role in a students’ decision to discontinue working toward the doctoral degree. Study the impact of taking time off after completing the coursework and comprehensive exam stage of the program.

Using the Flipped Classroom Instructional Approach to Foster a Mathematics-Anxious-Friendly Learning Environment

2016 ◽  
pp. 1168-1191
Author(s):  
Chris L. Yuen
Keyword(s):  
Adult Learners ◽  
Learning Environment ◽  
Lived Experience ◽  
Mathematics Anxiety ◽  
Flipped Classroom ◽  
Phenomenological Study ◽  
Linear Equations ◽  
Integral Model ◽  
Hermeneutic Phenomenological ◽  
Hermeneutic Phenomenological Study

This chapter examines the nature and characteristics of mathematics anxiety learning and provides instructional implications for highly mathematics-anxious learners, which are informed by lived experience. The discussion comes from research on the Mathematics Anxiety Learning Phenomenon (MALP), a hermeneutic phenomenological study using Wilber's Integral Model as the underpinning framework. Based on the lived experience data, hermeneutic themes were developed, and it is shown that those themes are capitalized upon in the flipped approach to foster a mathematics-anxious-friendly learning environment. Using the themes from the study, the chapter argues that the flipped approach could be beneficial to students who are highly mathematics-anxious. The system of linear equations with two variables, a common mathematics topic, is used to illustrate how the flipped approach to instructional design could recognize mathematics-anxious adult learners.

scholarly journals Doctoral Preparation Influence on New Faculty's Perception of Role Transition

2018 ◽  
Vol 13 (4) ◽  
pp. 340-347 ◽  
Author(s):  
Brianne F. Kilbourne ◽  
Stephanie M. Mazerolle ◽  
Thomas G. Bowman
Keyword(s):  
Higher Education ◽  
Doctoral Education ◽  
Phenomenological Study ◽  
Doctoral Program ◽  
Junior Faculty ◽  
Full Time ◽  
Faculty Role ◽  
Faculty Position ◽  
Doctoral Preparation ◽  
National Athletic Trainers Association

Context: Teaching, scholarship, and service are required of all faculty in order to earn tenure. Faculty members hired directly from doctoral programs may not be adequately prepared to face the responsibilities of a full-time position in the professoriate. Objective: To explore what mechanisms as part of doctoral education influenced the perceptions of junior faculty development while transitioning postgraduation. Design: Qualitative phenomenological study. Setting: Fourteen higher education institutions. Patients or Other Participants: Sixteen junior faculty (7 male, 9 female, age = 32 ± 3.5 years) representing 7 National Athletic Trainers' Association districts participated. At the time of the interview, participants were within their first 3 years of a full-time faculty position. All participants earned doctorates from residential programs and had an assistantship position. Main Outcome Measure(s): All participants completed a semistructured telephone interview. The interview guide was focused on the experiences of junior faculty within their first 3 years in a tenure-track position. Questions were grounded within the literature and purpose of the study. We analyzed the interviews through a psychosocial developmental lens using a general inductive approach. Results: Two themes of doctoral preparation emerged that influenced the perceptions of junior faculty transitioning into a faculty role: breadth and depth of the doctoral assistantship and doctoral coursework related to academia. Doctoral assistantships with breadth and depth helped participants develop competence, while doctoral coursework related to academia provided content expertise. Conclusions: Doctoral education is the platform for transition into academia. Our findings suggest that doctoral program assistantships that provided both breadth and depth of experience facilitated transition. Coursework related to academia influenced perceptions of transition into the faculty role by exposing participants to pedagogy and higher education infrastructure.

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