scholarly journals Exploring the Principles of Andragogy: Some Comparison of University and Community College Learning Experiences

1985 ◽  
Vol 15 (1) ◽  
pp. 39-52
Author(s):  
J. L. Jack Lam
Keyword(s):  
College Students ◽  
Community College ◽  
Adult Students ◽  
Learning Process ◽  
Learning Experiences ◽  
Meaningful Learning ◽  
Individual Characteristics ◽  
Postsecondary Institutions ◽  
Basic Source ◽  
Principles Of Andragogy

The learning experiences of 740 University and Community College students from various programs have been examined from the andragogical perspective. Through the analysis of fifteen aspects of the learning process, discrepancies of real and expected learning experiences were traced to institutional, program and individual characteristics. While the principles of andragogy remain valid as instructional guidelines for postsecondary institutions, the present findings draw attention to the importance of intellectual maturity as a basic source for organizing meaningful learning for adult students.

Mindfulness and Transformation in a College Classroom

2018 ◽  
Vol 29 (1) ◽  
pp. 5-10 ◽  
Author(s):  
Moira Martin
Keyword(s):  
College Students ◽  
Community College ◽  
Community College Students ◽  
Transformational Learning ◽  
Mindfulness Meditation ◽  
Life Experiences ◽  
Learning Experiences ◽  
Educational Experience ◽  
College Classroom ◽  
College Classrooms

Community college classrooms afford students from a variety of backgrounds the possibility to engage and inform one another with respect to their unique perspectives and life experiences. Unfortunately, in many of these situations, students find themselves self-critical, and their internal comparisons with others may impede the potential of a transformational educational experience. This article discusses the benefit of utilizing mindfulness meditation as a way of bringing students more in touch with their internal processes, which in turn allows them greater availability to others in the classroom and thus creates more transformational learning experiences for these community college students.

scholarly journals Approaches to Training Teachers of Adults in the UK

2015 ◽  
Vol 5 (1) ◽  
pp. 74-79
Author(s):  
Vadym Chychuk
Keyword(s):  
Adult Education ◽  
Adult Students ◽  
Learning Strategies ◽  
Learning Process ◽  
Individual Characteristics ◽  
Adult Student ◽  
Practical Implementation ◽  
Effective Learning ◽  
The Individual ◽  
The Uk

Abstract The article deals with the theoretical foundations of teacher training for adult students in the UK. It has been found out that the system of adult education is based on the andragogical approach that reveals patterns, psychological and pedagogical factors of effective learning. In applying the andragogical approach to adult education the following factors contribute to the learning process improvement: considering the motivation of adult learning, defining educational interests and needs of each adult student, the choice made by andragogue of the learning strategies and techniques designed to increase the professional level of adult education, practical implementation of knowledge and experience acquired by adult students in training process, taking into account the individual characteristics of each participant in the learning process, the desire to cooperate with the teacherandragogue. The theoretical basis of this process is the science of andragogics. It has been revealed that when working with an adult student, the following approaches are used: traditional didactic, problem-search, facilitating that are focused on the content and the learning process. Author determined specific approaches used in the UK for teaching adults, namely active, institutional, competence, synergy and others.

The Relationship Between Prematriculation College Knowledge and Disillusionment: Was College What Students Expected?

1999 ◽  
Vol 19 (1) ◽  
pp. 12-21 ◽  
Author(s):  
Estella Williams Chizhik
Keyword(s):  
College Students ◽  
Community College ◽  
At Risk ◽  
Community Colleges ◽  
Environmental Conditions ◽  
Postsecondary Institutions ◽  
Dropping Out ◽  
Complex Relationship ◽  
College Knowledge ◽  
The Relationship

Disillusioned students are at risk for dropping out. This study examined the relationship between prematriculation college understanding and freshman students' unrealized expectations. A knowledge measure was created to assess preen-rolled students' understanding of the academic, social, and environmental conditions of postsecondary institutions. Though levels of college knowledge were expected to be associated with lesser college disillusionment, the data revealed a complex relationship. Community college students with high levels of knowledge about community colleges were less disillusioned than those with less understanding. Similar relationships were not found for students attending public or private 4-year universities. Implications for academic advisors are discussed.

scholarly journals EXPLORING STUDENTS BEHAVIOUR IN USING GOOGLE CLASSROOM DURING COVID-19 PANDEMIC: UNIFIED THEORY OF ACCEPTANCE AND USE OF TECHNOLOGY (UTAUT)

2021 ◽  
Vol 3 (8) ◽  
pp. 182-195
Author(s):  
Rahayu Mokhtar ◽  
Mohd Hyrul Abu Karim
Keyword(s):  
College Students ◽  
Community College ◽  
Community College Students ◽  
Learning Process ◽  
Unified Theory ◽  
Process Data ◽  
Performance Expectancy ◽  
Use Of Technology ◽  
Effort Expectancy ◽  
Facilitating Conditions

Covid-19 pandemic has become one of the reasons for online education became an important area to explore worldwide nowadays. Google Classroom has popularly chosen by online educators to empower the teaching and learning process. However, limited research discussed the student’s acceptance and students' use behaviour using Google Classroom among Community College students in Malaysia. Since the worldwide have been affected by pandemic covid-19, the educators need to run the classes online, including subjects that related to the technical and vocational. Thus, this study adapted the Unified Theory of Acceptance and Use of Technology (UTAUT) model to understand the relationship between the five predictors in the framework in creating the student behaviour to use Google Classroom application in the learning process. Data were derived from an online survey involving 293 students from seven Malaysian Community colleges and been analysed using Statistical Package Social Science (SPSS) version 26.0. Findings from this study indicate that effort expectancy is the most significant dimension that influences behaviour intention, followed by social expectancy and performance expectancy. In addition, student’s use behaviour has been significantly influenced by the behaviour intention and facilitating conditions support by the college lecturers. Although there is a moderating effect shown in the relationships between performance expectancy and effort expectancy, yet it not supported in the link of social influence with behaviour intention and facilitating conditions with students' user behaviour. The results provide useful insight on the acceptance and use of Google Classroom among Malaysian Community College students. It is hoped that results from this study can be used as a guideline for educators to focus on and strategize their teaching methods and adapt to a new norm teaching environment.

scholarly journals Reflective Practices To Explore Postgraduate Students Learning Experience In Mobile Learning Platform

2020 ◽  
Vol 12 (3) ◽  
Author(s):  
Malini Thiagraj ◽  
Abdul Malek Abdul Karim
Keyword(s):  
Reflective Practice ◽  
Mobile Learning ◽  
Learning Process ◽  
Learning Experience ◽  
Learning Experiences ◽  
Meaningful Learning ◽  
Reflective Practices ◽  
Postgraduate Students ◽  
Course Content ◽  
Learning Platform

Mobile Learning (M-learning) has great potential to be an effective learning tool in creating meaningful learning experiences. The purpose of this study is to explore postgraduate students M-learning experiences in Massive Open Online Courses (MOOCs) platform. Reflective practice is used to measure the students M-learning experience based on mobile-based task-centered activity. This study is qualitative in nature employed thematic analysis method. Therefore, 34 postgraduate students from a public university in Malaysia were selected for this purposive sampling. The postgraduate students were initially introduced to M-learning course content in FutureLearn platform followed by reflective practices. Pre-reflective practice happened before students are enlisted into the M-learning process, During-reflective process in FutureLearn platform and Post-reflective upon completion of task-centered activity. The findings revealed that majority of these students were unsure of M-learning platform during the pre-reflective stage. This is due to lack of prior knowledge and experience in M-learning platform using mobile devices as real time hindered the students from exploring. However, most of them progress to gained positive M-learning experiences as their able to monitoring and self-evaluate their own learning development throughout this learning process and completed the task-centered activity successfully. Therefore, the reflective approach practice has given students insight on their meaningful learning experience and their own learning capabilities.

Assessing the Efficacy of an Online Stress Management Intervention for Community College Students

2014 ◽  
Author(s):  
Liza N. Meredith ◽  
Patricia A. Frazier ◽  
Jacob A. Paulsen ◽  
Christiaan S. Greer ◽  
Kelli G. Howard ◽  
...  
Keyword(s):  
College Students ◽  
Community College ◽  
Community College Students ◽  
Stress Management ◽  
Management Intervention ◽  
Stress Management Intervention
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