Facilitating Learning with Adult Students in the Transcultural Classroom

2012 ◽  
pp. 193-215 ◽  
Author(s):  
Gerald E. Thomas
Keyword(s):  
Adult Students ◽  
Empirical Research ◽  
Adult Student ◽  
College Classroom ◽  
Future Research ◽  
Diverse Group

This chapter discusses the “new” college classroom, looking at the profile of an adult student, what is meant by transculturalism, and the implications of the combination of the two. A series of guidelines are offered for facilitating learning for this diverse group of students. While offering a review of some previous empirical research on the issues of adult students, multiculturalism, and transculturalism, this chapter primarily reflects the author’s experiences in working with this population. Also offered are recommendations for future research.

Facilitating Learning with Adult Students in the Transcultural Classroom

2014 ◽  
pp. 1127-1149
Author(s):  
Gerald E. Thomas
Keyword(s):  
Adult Students ◽  
Empirical Research ◽  
Adult Student ◽  
College Classroom ◽  
Future Research ◽  
Diverse Group

This chapter discusses the “new” college classroom, looking at the profile of an adult student, what is meant by transculturalism, and the implications of the combination of the two. A series of guidelines are offered for facilitating learning for this diverse group of students. While offering a review of some previous empirical research on the issues of adult students, multiculturalism, and transculturalism, this chapter primarily reflects the author's experiences in working with this population. Also offered are recommendations for future research.

Small-Scale Deliberation and Mass Democracy: A Systematic Review of the Spillover Effects of Deliberative Minipublics

2021 ◽  
pp. 003232172110072
Author(s):  
Ramon van der Does ◽  
Vincent Jacquet
Keyword(s):  
Systematic Review ◽  
Empirical Evidence ◽  
Empirical Research ◽  
Spillover Effects ◽  
Future Research ◽  
Small Scale ◽  
Long Term Effects ◽  
Current Crisis ◽  
Mass Democracy

Deliberative minipublics are popular tools to address the current crisis in democracy. However, it remains ambiguous to what degree these small-scale forums matter for mass democracy. In this study, we ask the question to what extent minipublics have “spillover effects” on lay citizens—that is, long-term effects on participating citizens and effects on non-participating citizens. We answer this question by means of a systematic review of the empirical research on minipublics’ spillover effects published before 2019. We identify 60 eligible studies published between 1999 and 2018 and provide a synthesis of the empirical results. We show that the evidence for most spillover effects remains tentative because the relevant body of empirical evidence is still small. Based on the review, we discuss the implications for democratic theory and outline several trajectories for future research.

Examining the role of passion in university students’ academic emotions, self-regulated learning and well-being

2021 ◽  
pp. 147797142110373
Author(s):  
Anna Sverdlik ◽  
Sonia Rahimi ◽  
Robert J Vallerand
Keyword(s):  
University Students ◽  
Adult Students ◽  
Self Regulation ◽  
Well Being ◽  
Future Research ◽  
Academic Emotions ◽  
Psychological Well Being ◽  
Self Regulated Learning ◽  
Regulated Learning

University students’ passion for their studies has been previously demonstrated to be important for both their academic performance and their personal well-being. However, no studies to date have explored the role of passion for one’s studies on both academic and personal outcomes in a single model. The present research sought to determine the role of passion in adult university students’ self-regulated learning and psychological well-being (Study 1), as well as the process by which passion shapes these outcomes, namely academic emotions, in Study 2. It was hypothesised that harmonious passion would positively predict both self-regulated learning and psychological well-being in Study 1. Furthermore, the mediating role of academic emotions between passion and outcomes was tested using a prospective design over time in Study 2. Results provided support for the proposed model. Implications for future research and practice focusing on the role of passion in facilitating adaptive emotions, use of self-regulation and well-being in adult students are discussed.

Exploring absorptive capacity in cross-sector social partnerships

2015 ◽  
Vol 53 (6) ◽  
pp. 1170-1183 ◽  
Author(s):  
Thomas G Pittz ◽  
Melissa Intindola
Keyword(s):  
Knowledge Sharing ◽  
Empirical Research ◽  
Absorptive Capacity ◽  
Social Needs ◽  
Future Research ◽  
Economic Sectors ◽  
Content Type ◽  
New Model ◽  
Goal Interdependence ◽  
Social Partnerships

Purpose – The purpose of this paper is to explore cross-sector partnerships (CSSPs) from a strategic perspective to consider collaborations that are long lasting and transcend initial objectives. The authors integrate the concept of absorptive capacity (ACAP) with the CSSP literature and derive two new antecedents of ACAP, trust and goal interdependency, with relevance to this context. This work responds to a call from ACAP scholars to consider the construct in alternative settings and from collaboration scholars to employ strategy research that approaches CSSPs from a viewpoint beyond a mere transactional approach. Design/methodology/approach – This manuscript presents a thorough analysis of the process literature regarding CSSPs and the construct of ACAP to consider the importance of knowledge sharing and participatory decision making in the success of collaboration efforts. The combination of these research streams results in a refined model of ACAP to be used in the CSSP context. Findings – This manuscript provides conceptual and theoretical insights into how knowledge is acquired and exploited within CSSPs. A model for ACAP in CSSPs is proposed and suggests that two new antecedents of ACAP, trust and goal interdependence, be explored in this context through subsequent empirical research. Research limitations/implications – This type of conceptual work can benefit greatly from subsequent empirical research to test the developed propositions. This model shows considerable promise for future testing, however, and has the potential to encourage additional research into knowledge sharing and long-term success of cross-sector collaborations. Practical implications – This paper fulfills the need to apply a strategic lens to CSSPs and invites future research into the mutual organizational benefits derived from collaborations that cross economic sectors. It suggests that internal organizational mechanisms exist to be developed by managers that have the potential to enhance a firms ability to recognize the value of external knowledge, acquire it, and transform it for commercial and/or social objectives. Social implications – As collaborations across economic sectors are proving vital for addressing complex social needs, this manuscript provides a new model to serve as a guidepost for successful partnerships. Originality/value – This manuscript fulfills a need to integrate strategy scholarship with CSSPs that transcends the heretofore transactional perspective. Through an exploration of the literature, a new model for ACAP is proposed including two new antecedents, trust and goal interdependence, with application to the context of cross-sector collaborations.

scholarly journals A Systematic Review and Meta-Analysis on Mental Illness Symptoms in Spain in the COVID-19 Crisis

2021 ◽  
Author(s):  
Richard Z. Chen ◽  
Stephen X. Zhang ◽  
Wen Xu ◽  
Allen Yin ◽  
Rebecca Kechen Dong ◽  
...  
Keyword(s):  
Mental Illness ◽  
General Population ◽  
Adult Students ◽  
Meta Analysis ◽  
Total Sample ◽  
Future Research ◽  
Depression Symptoms ◽  
Prevalence Rates ◽  
Pooled Prevalence ◽  
Insomnia Symptoms

AbstractObjectiveThis paper systematically reviews and assesses the prevalence of anxiety, depression, and insomnia symptoms in the general population, frontline healthcare workers (HCWs), and adult students in Spain during the COVID-19 crisis.Data sourcesArticles in PubMed, Embase, Web of Science, PsycINFO, and medRxiv from March 2020 to February 6, 2021.ResultsThe pooled prevalence of anxiety symptoms in 23 studies comprising a total sample of 85,560 was 20% (95% CI: 15% - 25%, I2 = 99.9%), that of depression symptoms in 23 articles with a total sample comprising of 86,469 individuals was 23% (95% CI: 18% - 28%, I2 = 99.8%), and that of insomnia symptoms in 4 articles with a total sample of 915 were 52% (95% CI: 42-64%, I2 = 88.9%). The overall prevalence of mental illness symptoms in frontline HCWs, general population, and students in Spain are 42%, 19%, and 50%, respectively.DiscussionThe accumulative evidence from the meta-analysis reveals that adults in Spain suffered higher prevalence rates of mental illness symptoms during the COVID-19 crisis with a significantly higher rate relative to other countries such as China. Our synthesis reveals high heterogeneity, varying prevalence rates and a relative lack of studies in frontline and general HCWs in Spain, calling future research and interventions to pay attention to those gaps to help inform evidence-based mental health policymaking and practice in Spain during the continuing COVID-19 crisis. The high prevalence rates call for preventative and prioritization measures of the mental illness symptoms during the Covid-19 pandemic.

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.

Homophily and Online Politics

2015 ◽  
pp. 958-971
Author(s):  
Kevin Wallsten ◽  
Dilyana Toteva
Keyword(s):  
Political Science ◽  
Deliberative Democracy ◽  
Empirical Research ◽  
Mass Communication ◽  
Future Research ◽  
The Internet ◽  
Representative Government ◽  
Internet Users ◽  
Online Politics ◽  
Insight Into

The expansion of the Internet and the sudden popularity of Web 2.0 applications, such as blogs, YouTube, Twitter, and Facebook, raise important questions about the extent and consequences of homophilous sorting in online political discussions. In particular, there is growing concern that Internet users' ability to filter out alternative points of view will lead political discourse to become more polarized and fragmented along ideological lines. The decline of deliberative democracy and the breakdown of America's system of representative government, the story goes, will be the inevitable causalities of political discussions moving from in-person to online. Unfortunately, the empirical research in fields such as mass communication, political science, and sociology provides no hard and fast conclusions about the amount of online homophily in political discussions. This article details this conflicted body of research and points to some areas where future research may provide more insight into the intersection of online politics and homophilous sorting.

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.

Online Instructors as Distance Education Experts

2015 ◽  
pp. 167-189
Author(s):  
Libi Shen
Keyword(s):  
Distance Education ◽  
Educational Technology ◽  
Empirical Research ◽  
Online Teaching ◽  
National Standards ◽  
Future Research ◽  
Technology Standards ◽  
Online Instructors ◽  
Online Teachers ◽  
National Educational Technology Standards

An expert is a person with content knowledge and professional skills in a field. Are online teachers distance education experts? What are the main behavioral, cognitive, and emotional characteristics of distance education instructors? What competencies should online instructors possess in order to be distance education experts? In this chapter, the researcher examines National Educational Technology Standards for teachers, National Standards for Quality Online Teaching, and empirical research on teachers' roles and competencies to seek a definition for online instructors as distance education experts. Several issues related to online teachers' competencies and technology standards are discussed. Future research studies are recommended.

scholarly journals Lesbian, Gay, Bisexual, and Trans Aging in a U.K. Context: Critical Observations of Recent Research Literature

2019 ◽  
Vol 89 (1) ◽  
pp. 93-107 ◽  
Author(s):  
Kathryn Almack ◽  
Andrew King
Keyword(s):  
Older Adults ◽  
Empirical Research ◽  
Evidence Base ◽  
Research Literature ◽  
Future Research ◽  
Policy And Practice ◽  
International Evidence ◽  
Care Systems ◽  
The Impact ◽  
People’S Perceptions

In this article, we provide critical observations of empirical research from leading U.K. researchers relating to the lives of lesbian, gay, bisexual, and trans older adults. We suggest learning that may be applied in differing global contexts as well as contributing to the development of an international evidence base. We illustrate the importance of paying attention to distinct health and care systems and legislation, which present global differences as well as similarities in terms of lesbian, gay, bisexual, and trans people’s perceptions and access to resources. With this contextual background, we then discuss the cutting-edge U.K. research in this field from 2010 onward. We identify key strengths including the contribution our evidence has made to policy and practice and the development of theoretical insights such as the impact of intersectionality. The article concludes with a discussion of future research in this field which has relevance at national and international levels.

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