Phenomenological Study on the Experiences of Adult Learners’ Academic Adjustment to Ciber University

2018 ◽  
Vol 14 (4) ◽  
pp. 85-110
Author(s):  
Hyesun Yun
Keyword(s):  
Adult Learners ◽  
Phenomenological Study ◽  
Academic Adjustment

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.

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.

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

2014 ◽  
pp. 245-268 ◽  
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.

Socio-demographic influences on language structure and change: Not all learners are the same

2016 ◽  
Vol 39 ◽  
Author(s):  
Till Bergmann ◽  
Rick Dale ◽  
Gary Lupyan
Keyword(s):  
Adult Learners ◽  
Large Share ◽  
Demographic Differences ◽  
Language Structure

AbstractThe Now-or-Never bottleneck has important consequence for understanding why languages have the structures they do. However, not addressed by C&C is that the bottleneck may interact with who is doing the learning: While some languages are mostly learned by infants, others have a large share of adult learners. We argue that such socio-demographic differences extend and qualify C&C's thesis.

Learning Motivation of Adults Involved in AAC Intervention

2011 ◽  
Vol 20 (2) ◽  
pp. 69-74 ◽  
Author(s):  
Amber Thiessen ◽  
Christy Horn ◽  
David Beukelman ◽  
Sarah E. Wallace
Keyword(s):  
Adult Learners ◽  
Augmentative And Alternative Communication ◽  
Learning Motivation ◽  
Alternative Communication ◽  
Key Characteristics

Abstract The augmentative and alternative communication (AAC) personnel framework identifies the various types of people involved in successful AAC interventions. The purposes of this article are to summarize information in the AAC intervention literature that documents the role and impact of various AAC personnel, describe key characteristics of adult learners, and review research that focuses on learning motivations and preferences of adults within the AAC framework.

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