Who Are Today's College Students?

2020 ◽  
pp. 1-13
Author(s):  
Ginger C. Black
Keyword(s):  
College Students ◽  
First Century ◽  
Work Status ◽  
Online Learners ◽  
Online Instructors ◽  
Digital World ◽  
Brick And Mortar ◽  
On Line ◽  
Race Ethnicity ◽  
On Line Learning

The doors to attending college exist beyond brick and mortar institutions due to the technological globalization of our world. Students from various walks of life can now attend college due to the continued expansion of our digital world. The idea of a ‘college student' can no longer be assumed to be someone who recently graduated high school 18-24 years old. This chapter presents data of twenty-first century college students, including but not limited to, age, gender, race/ethnicity, previous schooling, work status, and family dynamics to help identify potential learners that may exist in the on-line learning environment and explores characteristics of traditional and non-traditional learners. Further, the chapter presents information for online instructors regarding ways to support online learners related to online pedagogy and theory. Providing this awareness will help online instructors understand students they may instruct, help them consider the needs of their learners and build an online environment that is conducive for learning.

Diversity in Career and Technical Education On-Line Classrooms

2010 ◽  
Vol 1 (3) ◽  
pp. 46-59
Author(s):  
Mary C. Ware ◽  
Mary F. Stuck
Keyword(s):  
Career And Technical Education ◽  
Technical Education ◽  
Traditional Students ◽  
Career And Technical ◽  
The Past ◽  
Brick And Mortar ◽  
On Line ◽  
Non Traditional Students ◽  
On Line Learning ◽  
Education Courses

Designers and instructors of courses in career and technical education have realized the value of on-line delivery of instruction during the past several decades. Many students enrolled in career and technical education courses are what have been labeled “non-traditional” students. On-line learning is helpful to these students because it provides the flexibility to do coursework from home, or to do schoolwork at hours when brick-and-mortar colleges are not traditionally offering classes. However, it is increasingly being realized that all students may not equally embrace, or equally succeed in the on-line environment. In this paper, the authors examine recent research studies in an effort to see if there have been documented differences in preference for, or success in, on-line learning based on gender, race and/or age.

Constructivist Online Learning Environment Survey

2007 ◽  
pp. 299-301 ◽  
Author(s):  
J. Baker
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Environment ◽  
Classroom Environment ◽  
Self Report ◽  
Online Learning Environment ◽  
Online Instructors ◽  
Face To Face ◽  
On Line ◽  
On Line Learning

Understanding the psychosocial classroom environment has been important in both traditional face-to-face courses and online education. Trickett and Moos (1974) pioneered the use of post-course self-report instruments to measure the classroom environment through the Classroom Environment Scale. More recently, Taylor and Maor (2000) developed the Constructivist On-Line Learning Environment Survey (COLLES) to examine the students’ perceptions of online learning environment in light of social constructivist pedagogical principles. The 24-item, Likert-type COLLES instrument is a popular measure for examining online learning environments for a least two reasons. First, it measures the online learning environment along constructivist categories, which makes it in line with the dominant pedagogical philosophy for online instruction. Second, the COLLES instrument is freely included in the Survey Module of Moodle, the most popular open source course management system available. This makes it particularly convenient for online instructors to use COLLES in their teaching and research.

Diversity in Career and Technical Education On-Line Classrooms

2012 ◽  
pp. 116-130
Author(s):  
Mary C. Ware ◽  
Mary F. Stuck
Keyword(s):  
Career And Technical Education ◽  
Technical Education ◽  
Traditional Students ◽  
Career And Technical ◽  
The Past ◽  
Brick And Mortar ◽  
On Line ◽  
Non Traditional Students ◽  
On Line Learning ◽  
Education Courses

Designers and instructors of courses in career and technical education have realized the value of on-line delivery of instruction during the past several decades. Many students enrolled in career and technical education courses are what have been labeled “non-traditional” students. On-line learning is helpful to these students because it provides the flexibility to do coursework from home, or to do schoolwork at hours when brick-and-mortar colleges are not traditionally offering classes. However, it is increasingly being realized that all students may not equally embrace, or equally succeed in the on-line environment. In this paper, the authors examine recent research studies in an effort to see if there have been documented differences in preference for, or success in, on-line learning based on gender, race and/or age.

scholarly journals Online Learning Facilities to Support Coding and Robotics Courses for Youth

2018 ◽  
Vol 8 (3) ◽  
pp. 69 ◽  
Author(s):  
Eleftheria Demertzi ◽  
Nikitas Voukelatos ◽  
Yannis Papagerasimou ◽  
Athanasios S. Drigas
Keyword(s):  
Social Life ◽  
Learning Activities ◽  
Formal Learning ◽  
Long Period ◽  
Digital World ◽  
Digital Era ◽  
Innovative Program ◽  
On Line ◽  
On Line Learning ◽  
And Robotics

Nowadays programming and computational skills are of great importance in working and social life. Knowing how to code is empowering. It allows to understand the digital world we live in and to shape it. Basic coding skills are essential for accessing the jobs of today and tomorrow and for achieving a better skills-match between education and the labor market. This paper presents a European Project entitled “Coding and Youth: An innovative program in the digital era” (Code@Youth), which attempted to utilize constructively the long period of summer vacations in European countries in order to introduce students to the world of programming and robotics by offering hybrid learning activities in parallel with on-line learning facilities. The main purpose of this program was to plan, implement and evaluate these activities for young people, through the on-line platform, in order to lead to the acquisition, recognition and validation of computational skills obtained through non-formal learning.

scholarly journals Analysis of Online Learning Behavior of College Students during the Anti-epidemic Period—Take Suqian College as an Example

2021 ◽  
Vol 5 (2) ◽  
pp. p46
Author(s):  
Yang Ling ◽  
Zhang Lei
Keyword(s):  
College Students ◽  
Online Learning ◽  
Large Scale ◽  
Ministry Of Education ◽  
Learning Behavior ◽  
Learning Efficiency ◽  
Epidemic Period ◽  
Teachers And Students ◽  
On Line ◽  
On Line Learning

Affected by the COVID-19 epidemic, in order to prevent the virus from spreading again caused by students’ off-line learning and realize the normalization of anti-epidemic, colleges and universities have implemented the relevant requirements of the Ministry of Education on “suspension of classes and non-stop learning” during the epidemic, and college students across the country have started large-scale on-line learning. Facing this reality, teachers and students actively cooperate with online learning. However, with the development of online learning, college students are gradually exposed to low learning efficiency. Taking Suqian University as an example, this paper conducts an empirical study to analyze college students’ online learning behavior and its influencing factors, and puts forward an improvement path to optimize college students’ online learning behavior and improve online learning efficiency.

scholarly journals Examining the Efficacy and Results of a Short-Form Alzheimer's Survey With College Students

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 489-490
Author(s):  
Debra Valencia-Laver ◽  
Brooke Buchanan ◽  
Chelsea McPheron ◽  
Anna Rogers ◽  
Alex DeTurck ◽  
...  
Keyword(s):  
College Students ◽  
Asian American ◽  
Short Form ◽  
The Other ◽  
Student Knowledge ◽  
Percent Correct ◽  
Mixed Heritage ◽  
Significant Difference ◽  
On Line ◽  
Race Ethnicity

Abstract College students are important stakeholders in addressing the significant costs of Alzheimer’s disease in their future roles as caretakers, health care consumers, taxpayers, and as individuals in the workforce whose careers may interact with and impact those with Alzheimer’s and their caregivers. To assess their knowledge of Alzheimer’s, a 10-item True/False on-line quiz was presented to 912 students in Introductory Psychology classes. Participants were 61% white, 13% Asian/Asian American, and 10% Latinx, with 14% reporting other racial and ethnic groups, including that of mixed heritage; 59% of the sample self-reported as female. The quiz was counterbalanced such that items appearing in one format (e.g., True) appeared in the other format (e.g., False) across the two forms of the quiz. A significant difference was found for percent correct in Form A (61.4%) versus Form B (59.3%). In order to prompt participants to consider the ways the disease may impact their own lives, additional questions examined students’ own experience with Alzheimer’s, their interest and willingness to take action towards supporting Alzheimer’s research, and their perceptions about how Alzheimer’s would impact their lives personally, financially, and in their career pursuits. The research extends the findings of earlier research on student knowledge of Alzheimer’s (e.g., Bailey, 2000; Eshbaugh, 2014) by allowing the results to be broken down by gender, race/ethnicity, and student major. It also expands upon those findings by identifying how college students project the societal effects and costs of Alzheimer’s to their own lives and livelihoods.

Patterns of Implicit Learning Below the Level of Conscious Knowledge

2010 ◽  
Vol 24 (2) ◽  
pp. 91-101 ◽  
Author(s):  
Juliana Yordanova ◽  
Rolf Verleger ◽  
Ullrich Wagner ◽  
Vasil Kolev
Keyword(s):  
Implicit Learning ◽  
Explicit Knowledge ◽  
Implicit Knowledge ◽  
Knowledge Generation ◽  
Sleep Stages ◽  
Implicit Processing ◽  
Implicit Processes ◽  
Late Night ◽  
On Line ◽  
On Line Learning

The objective of the present study was to evaluate patterns of implicit processing in a task where the acquisition of explicit and implicit knowledge occurs simultaneously. The number reduction task (NRT) was used as having two levels of organization, overt and covert, where the covert level of processing is associated with implicit associative and implicit procedural learning. One aim was to compare these two types of implicit processes in the NRT when sleep was or was not introduced between initial formation of task representations and subsequent NRT processing. To assess the effects of different sleep stages, two sleep groups (early- and late-night groups) were used where initial training of the task was separated from subsequent retest by 3 h full of predominantly slow wave sleep (SWS) or rapid eye movement (REM) sleep. In two no-sleep groups, no interval was introduced between initial and subsequent NRT performance. A second aim was to evaluate the interaction between procedural and associative implicit learning in the NRT. Implicit associative learning was measured by the difference between the speed of responses that could or could not be predicted by the covert abstract regularity of the task. Implicit procedural on-line learning was measured by the practice-based increased speed of performance with time on task. Major results indicated that late-night sleep produced a substantial facilitation of implicit associations without modifying individual ability for explicit knowledge generation or for procedural on-line learning. This was evidenced by the higher rate of subjects who gained implicit knowledge of abstract task structure in the late-night group relative to the early-night and no-sleep groups. Independently of sleep, gain of implicit associative knowledge was accompanied by a relative slowing of responses to unpredictable items suggesting reciprocal interactions between associative and motor procedural processes within the implicit system. These observations provide evidence for the separability and interactions of different patterns of processing within implicit memory.

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