Virtually Onboarding and Supporting Adult Students in College Using Web 2.0 Technologies

2010 ◽  
pp. 1013-1030
Author(s):  
Pamela M. Golubski
Keyword(s):  
Academic Success ◽  
Adult Learners ◽  
Web 2.0 ◽  
Adult Students ◽  
Social Adjustment ◽  
Academic Preparation ◽  
Full Time ◽  
Web 2.0 Technologies ◽  
Difficult Time ◽  
College Staff

The transition to college is a difficult time for most students. Students experience changes in interpersonal and social adjustment, academic and career concerns, as well as personal change (Bishop, Gallagher, & Cohen, 2000). For adult learners this transition can be further complicated by working full-time and family responsibilities. Thus, failure of any student to not successfully adjust and acclimate into his or her new college community can greatly affect the student’s persistence and academic success (Tinto, 1993). While most colleges offer a short term in-person orientation to help new traditional-aged students integrate into a college campus, adult students are often left without an option. Though, an alternative method of orienting, acclimating, and supporting adult learners might be realized through the use of virtual and Web 2.0 technologies. Through this method, college staff and faculty members can onboard adult students to campus by virtually interacting, advising, communicating, and supporting them. Additionally, a virtual onboarding program can encourage adults to socialize with their peers and be acclimated to campus support services and offices, in an effort to increase a student’s social integration and interaction, academic preparation and success, and college adjustment.

Personal Learning Environments

2011 ◽  
Vol 2 (4) ◽  
pp. 1-11 ◽  
Author(s):  
Sebastian H. D. Fiedler ◽  
Terje Väljataga
Keyword(s):  
Adult Learners ◽  
Web 2.0 ◽  
Learning Environments ◽  
Formal Education ◽  
The Other ◽  
Learning Activities ◽  
Web 2.0 Technologies ◽  
Personal Learning ◽  
Digital Instrumentation ◽  
Personal Learning Environments

This paper reviews and critiques how the notion of PLEs has been conceptualised and discussed in literature so far. It interprets the variability of its interpretations and conceptualisations as the expression of a fundamental contradiction between patterns of activity and digital instrumentation in formal education on one hand, and individual experimentation and experience within the digital realm on the other. It is suggested to place this contradiction in the larger socio-historic context of an ongoing media transformation. Thus, the paper argues against the prevalent tendency to base the conceptualisation of PLEs almost exclusively on Web 2.0 technologies that are currently available or emerging, while underlying patterns of control and responsibility often remain untouched. Instead, it proposes to scrutinise these patterns and to focus educational efforts on supporting adult learners to model their learning activities and potential (personal learning) environments while exploring the digital realm.

The Cost of Convenience

2014 ◽  
pp. 308-332
Author(s):  
Jessica Miles
Keyword(s):  
Distance Education ◽  
Academic Success ◽  
Adult Learners ◽  
Sleep Quality ◽  
Adult Students ◽  
Adult Health ◽  
Health Issues ◽  
Raising Awareness ◽  
The Cost ◽  
Education Courses

Adult education tools have transformed over the years to become very Internet-based. Distance education courses represent one of the fastest-growing sectors within higher education and as an elected form of education for adult learners. Nontraditional students play an important role in the continued growth of this educational modality and are using distance education courses to further their knowledge, skills, and careers. Additionally, this tool is enabling adults who might otherwise be unable to participate in learning opportunities because they are place-bound to have access to a wealth of information and courses available through distance education courses. In regards to adult health, research has identified potential impacts on academic success including sleep quality and external responsibilities, such as work and caretaking. Nontraditional, adult students are increasingly pressured with greater external responsibilities that in turn may affect their sleep quality, creating a sort of chain reaction of potential academic obstacles. Raising awareness of these health issues and impacts is important in setting up adult learners, especially those taking distance education courses, with the greatest opportunities for academic success. This chapter explores distance education.

scholarly journals Work, Family and School – Balanced Postgraduate Programs for Full-Time Workers in Finland

2019 ◽  
Vol 12 (3) ◽  
pp. 14
Author(s):  
Matti Koivisto
Keyword(s):  
Adult Learners ◽  
Adult Students ◽  
Returning Students ◽  
Full Time ◽  
Part Time ◽  
School Roles ◽  
Work Family ◽  
Dispositional Barriers ◽  
Full Time Employment ◽  
Working World

Today employees have to update their knowledge, skills and competencies to excel in the working world. Therefore, the number of adult students has increased in all forms and levels of education including universities. Adult students bring non-traditional characteristics to campuses including part-time enrollment, full-time employment, and increased family obligations.  In this paper, an analytical model for analyzing different roles of professionals returning to university is developed. The model is then applied to describe the current support systems for adult learners in Finland and to analyze a Finnish postgraduate program solely targeted for professional returning to college. The findings of the study suggest that programs dedicated to adult learners help returning students to find a better balance between their work, family and school roles and thus overcome more easily the institutional, situational and dispositional barriers to study.

Integrating Technology for Effective Adult Education

2010 ◽  
pp. 740-752
Author(s):  
Victor X. Wang
Keyword(s):  
Adult Education ◽  
Adult Learners ◽  
Web 2.0 ◽  
Teaching And Learning ◽  
Web 2.0 Technologies ◽  
Integrating Technology ◽  
Integration Of Technology ◽  
Evolution Of Technology ◽  
Integrate Technology ◽  
Technological Integration

Teaching and learning anytime anyplace involves integrating technology into teaching and learning. Effective adult education would not occur without integrating technology into teaching and learning. Technological integration involves not only course instructors, adult learners, but also institutions. In addition, this chapter covers the evolution of technology, ranging from correspondence education to Web 2.0 technologies. By reading this chapter, readers will get to know under what circumstances integration of technology is possible and how to integrate technology into teaching and learning. More importantly, readers will change their mentality about integration into teaching and learning in the new century. They will come to the realization that integration of technology into teaching and learning will facilitate learning, not inhibit learning.

Empowering Adult Learners through Blog

2010 ◽  
pp. 13-22
Author(s):  
Michael Griffith ◽  
Loong Woong
Keyword(s):  
Adult Learners ◽  
Web 2.0 ◽  
Student Interaction ◽  
Disadvantaged Students ◽  
Web 2.0 Technologies ◽  
Face To Face ◽  
Catholic University ◽  
The Future ◽  
On Line

New Web 2.0 technologies have been eagerly adopted by educators both for on-line and for face to face teaching. These relatively simple technologies have been found to be extremely effective for supporting teaching, for cultivating student creativity and student interaction with their peers. This chapter explores a specific example of such adoption by an Australian academic both within his home university (Australian Catholic University) and with groups of disadvantaged students seeking alternative paths to university entrance. Within the context of an overview of the emergence of this technology during the last two decades, this chapter explores the successes of this particular adoption, but also identifies problem areas and suggests pathways for the future.

scholarly journals The Effects of Web 2.0 Technologies Usage in Programming Languages Lesson on the Academic Success, Interrogative Learning Skills and Attitudes of Students towards Programming Languages

2017 ◽  
Vol 7 (1) ◽  
pp. 114 ◽  
Author(s):  
Abdullah Tarik Gencturk ◽  
Agah Tugrul Korucu
Keyword(s):  
Academic Success ◽  
Learning Environment ◽  
Web 2.0 ◽  
Programming Languages ◽  
Control Group ◽  
Instructional Technologies ◽  
Web 2.0 Technologies ◽  
Learning Skills ◽  
Post Test ◽  
Experimental Group

It is observed that teacher candidates receiving education in the department of Computer and Instructional Technologies Education are not able to gain enough experience and knowledge in “Programming Languages” lesson. The goal of this study is to analyse the effects of web 2.0 technologies usage in programming languages lesson on the academic success, interrogative learning skills and attitudes of students towards programming languages. “Pre-test-Post-test Control Group Quasi-Experimental Design Model” is used as research model in this study. Participants are divided into two groups named experimental group and control group. The work group chosen from the population for this study consists of 75 students in total receiving education in the 2nd grade of Computer and Instructional Technologies Teaching Department of Faculty of Ahmet Keleşoğlu, Necmettin Erbakan University in 2015-2016 academic year. “Academic Success Test” developed by researcher, “Attitude Towards Programming Languages Scale” which is adapted into Turkish by Durak (2013) and “Interrogative Skills Scale” developed by Aldan, Kandemir and Saraçoğlu (2013) are used in the study. As a result of the study, it is concluded that students receiving education within the experimental group are more successful. When analysing their attitudes towards programming languages, it is concluded that attitudes of students in experimental group are more positive than that of those in control group. Analysing the effects of students using and not using cooperative learning environment developed with Web 2.0 technologies on their interrogative learning skills, it is determined that post-test grades of experimental group are higher than those of control group. According to the result of the study, a learning environment designed with Web 2.0 technologies has high-level effects on students’ academic success and attitudes towards programming languages and has medium-level effect on their interrogative learning skills.

Realism 2.0

2019 ◽  
pp. 663-679
Author(s):  
Augusta Rohrbach
Keyword(s):  
Web 2.0 ◽  
Knowledge Sharing ◽  
Real Time ◽  
Social Reform ◽  
Data Modeling ◽  
Political Consciousness ◽  
Web 2.0 Technologies ◽  
Reform Agenda ◽  
Social Purpose ◽  
The Social

This chapter looks to the future of teaching realism with Web 2.0 technologies. After discussing the ways in which technologies of data modeling can reveal patterns for interpretation, the chapter examines how these technologies can update the social-reform agenda of realism as exemplified by William Dean Howells’s attempted intervention into the Haymarket Riot in 1886. The advent of Web 2.0 techologies offers students a way to harness the genre’s sense of social purpose to knowledge-sharing mechanisms to create a vehicle for political consciousness-raising in real time. The result is “Realism 2.0,” a realism that enables readers to engage in their world, which is less text-centric than it was for previous writers.

Postsecondary Adult Learner Motivation: An Analysis of Credentialing Patterns and Decision Making Within Higher Education Programs

2021 ◽  
pp. 104515952098836
Author(s):  
Alexander C. Gardner ◽  
Heather N. Maietta ◽  
Philip D. Gardner ◽  
Niki Perkins
Keyword(s):  
Adult Learners ◽  
Adult Students ◽  
Postsecondary Education ◽  
Work Experience ◽  
Adult Learner ◽  
Educational Aspirations ◽  
Academic Program ◽  
Extrinsic Factors ◽  
Learner Motivation ◽  
Post Secondary

This study sought to fill a gap in the literature by considering the role of motivation in post-secondary aspirations of adult learners, specifically full versus part-time status, previous level of educational attainment, years of work experience, and the selection of an academic program. The data from this study came from adult students ages 25 and older at 8 institutions in the Midwest. Statistical analysis determined there were significant differences in gender motivation, level of education is predictive of type of educational credential being pursued, and type of adult learner motivation influences which degree, academic program, and enrollment status is pursued by adult learners. Furthermore, this research revealed as adults acquire more work experience, their postsecondary educational aspirations are more likely motivated by extrinsic factors. These findings have meaningful implications for linking motivation with continuance and graduation from collegiate programs for which this paper identifies and discusses in the context of postsecondary education.

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