Relevant bibliographies by topics / Adult college students Adult college students Internet in higher education

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Academic literature on the topic 'Adult college students Adult college students Internet in higher education'

Author: Grafiati
Published: 4 June 2021
Last updated: 13 February 2022

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Journal articles on the topic "Adult college students Adult college students Internet in higher education"

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Ng, Hueyzher, and Sakina Sofia Baharom. "An Analysis on Adult Learners’ Satisfaction in Online Education Programmes." International Journal of Interactive Mobile Technologies (iJIM) 12, no. 7 (2018): 70. http://dx.doi.org/10.3991/ijim.v12i7.9665.

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The demand for online programmes is continuously increasing at varying degrees, with the major appeal coming from adult learners whom are managing with the numerous demands from other work and life domains. These adult learners have their own varied expectations from the online learning process. The purpose of this paper is to investigate the degree to which other predictors contribute to adult learners’ satisfaction in online learning environment. A mixed-methods design was used, selecting both quantitative methods (utilizing survey research) and qualitative methods (employing open-ended ques
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Ochola, Elizabeth Auma, Dorothy Omollo, and Norbert Basweti. "Adult Learners’ Perceptions Of Using Social Networking Tools In Their Learning Processes." International Journal for Innovation Education and Research 4, no. 2 (2016): 64–70. http://dx.doi.org/10.31686/ijier.vol4.iss2.518.

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Social networks are increasingly gaining importance in higher education by offering learners opportunity to virtually interact with colleagues and lecturers. The ability to leverage Social Networking Sites (SNS) for meaningful learning activities has the potential to benefit the modern adult learner who has to balance a career, family obligations, and the goals of attending college. This paper is a case study that highlights the use of Google Plus and Whatsup in the learning processes of MBA students at the University of Nairobi. The participants of this study were drawn from the MBA evening c
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Sufirmansyah, Sufirmansyah. "Actualization of Andragogical Learning Strategies for Higher Education in Disruption Era." Didaktika Religia 6, no. 2 (2019): 351–70. http://dx.doi.org/10.30762/didaktika.v6i2.1111.

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This article examines the actualization of andragogical learning strategies for higher education in disruption era. Disruption era as an effect of globalization demands optimal integrity of an individual so that they can live their lives well. College students as adult learners are expected to be able to interpret and work around so that the learning they do can run effectively for their future. The library research qualitative approach is chosen in order to compile various relevant references related to andragogical learning strategies in a holistic manner. Based on studies from several refer
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Baskan, Gulsun Atanur. "From the Editor." Contemporary Educational Researches Journal 6, no. 3 (2016): 67. http://dx.doi.org/10.18844/cerj.v6i3.1239.

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Message from EditorDear Readers,It is the great honor for us to publish sixth volume, third issue of Contemporary Educational Researches Journal.Contemporary Educational Researches Journal welcomes original empirical investigations and comprehensive literature review articles focusing on educational issues. Contemporary Educational Researches Journal is an international peer-refereed journal that promotes the researches in the field of contemporary teaching and learning approaches and theories.The scope of the journal includes, but is not limited to; the following major topics as they relate t
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Feiler, Kimberly E. "Brain Breaks Go To College." Pedagogy in Health Promotion 5, no. 4 (2018): 299–301. http://dx.doi.org/10.1177/2373379918799770.

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As health education specialists, we are called to practice what we promote. American adult physical activity levels are low, and too much time is spent sedentary. New habits can be learned early in adult life in the higher education setting. Most time students and faculty spend in higher education learning environments is spent while sedentary—this norm must change. Brain breaks in formal learning environments have worked well in K-12 schools; they can be incorporated into higher education in order to reengage students and improve their academic achievement. Brain Breaks are short (2-5 minutes
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ALNAIMI, Fatma Hamed Mohammed, and Falah Mohammed ALJABRI. "THE REALITY OF E-LEARNING PERFORMANCE IN THE MINISTRY OF HIGHER EDUCATION AND ITS RELATIONSHIP TO INDICATORS SUSTAINABLE KNOWLEDGE (AL BURAIMI UNIVERSITY COLLEGE AS A MODEL)." International Journal of Humanities and Educational Research 03, no. 04 (2021): 278–85. http://dx.doi.org/10.47832/2757-5403.4-3.24.

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The study aimed at the reality of education in the Ministry of Higher Education (Al-Buraimi University College as a model) and its relationship to indicators of sustainable knowledge, and to achieve the objectives of the study the descriptive analytical approach, a set of study objectives from all Buraimi College students for the academic year (2021/2020) and their adults according to: Personnel Affairs Department ( 3500) male and female students, while the study sample consisted of (347) male and female students distributed among the faculties of the University College. The researcher used th
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Alshebou, Suaad M. "Non-Traditional Students in A Traditional College—A Feminist Perspective." International Education Studies 12, no. 7 (2019): 28. http://dx.doi.org/10.5539/ies.v12n7p28.

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This research explores who participates in higher education (HE) in general and in the College of Basic Education (CBE) in particular from adult female learners’ groups. This entails identifying the specific characteristics of these groups and understanding their learning experiences and obstacles they need to overcome. The study begins with an overview of the changing HE system in Kuwait followed by a review of relevant literature. This involves constructing a theoretical framework based upon attributes of adult education and setting out the critical feminist perspective at the heart of this
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Canan, F., and A. Ataoglu. "The association between internet addiction, dissociation, and socio-demographic features among college students." European Psychiatry 26, S2 (2011): 1705. http://dx.doi.org/10.1016/s0924-9338(11)73409-5.

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AimsThis study aims to investigate Internet addiction among young adult university students and to examine the correlation between excessive Internet use, dissociative symptoms, and socio-demographic features. University student Internet use patterns are also investigated.MethodsThe study was conducted among 1034 students, aged between 18 and 27 years, from the Duzce University. Internet Addiction Scale (IAS), Dissociative Experiences Scale, and a sociodemographic query form was employed in the collection of data. Pearson correlation analysis, the t-test, one-way analysis of variance, and chi-
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Karmelita, Courtney. "Advising Adult Learners During the Transition to College." NACADA Journal 40, no. 1 (2020): 64–79. http://dx.doi.org/10.12930/nacada-18-30.

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Adult learners represent a growing population of students in higher education who need various types of support to successfully embark on the transition to college. One popular type of support is a transition program, which aims to promote successful entrance to higher education. This study's findings imply that, while adult learners who have participated in transition programs continue to face challenges as they attempt to pursue higher education, the connections the participants made within transition programs helped mitigate the barriers they encountered. Additionally, the narratives of adu
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Martin, Patricia E., and Barry G. Sheckley. "Indicators of Client Satisfaction in Academic, Career, and Personal Counseling in Higher Education." Journal of College Student Retention: Research, Theory & Practice 1, no. 4 (2000): 289–310. http://dx.doi.org/10.2190/nhkq-cff6-3ug7-hx3d.

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There will be an increasingly older cast to American society during the next twenty to thirty years. Middle-aged and older Americans will face numerous changes in the workplace, including technological change, a global economy, lack of promotional opportunities, and layoffs. As a result of these changes, many adult workers will chose to enter or re-enter college programs to upgrade their employment skills. Personnel within institutions of higher education, including those in the counseling office, may not be fully prepared to serve these older students who will need assistance with their trans
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Dissertations / Theses on the topic "Adult college students Adult college students Internet in higher education"

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Bartholomew, Mitchell K. "College Students' Attachment and Their Observed Community Blogging Activity." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1396958884.

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DeTurk, Patricia Marie. "Lighting the Fire: How Peer-Mentoring Helps Adult Learners Increase Their Interest in STEM Careers: A Case Study at the Community College Level." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1095.

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In the U.S., about 7,000 high school students drop out each school day, representing a loss of talent and ability. Concurrently, there are a decreasing number of enrolled students taking science-related courses at the high school and college levels. Adults, who return to obtain their General Educational Development (GED) certification, are an untapped resource that could be steered toward STEM (Science, Technology, Engineering and Mathematics) careers. In this case study, 15 GED students were shown a STEM video, and then peer mentored by 8 CLA (Clinical Laboratory Assistant) students, in a stu
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Kelly, Kathleen F. Franklin David L. "Forecasting adult participation in higher education." Normal, Ill. Illinois State University, 1985. http://wwwlib.umi.com/cr/ilstu/fullcit?p8514775.

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Thesis (Ph. D.)--Illinois State University, 1985.<br>Title from title page screen, viewed June 8, 2005. Dissertation Committee: David Franklin (chair), John L. Brickell, Edward R. Hines, William E. Piland, Robert A. Wallhaus. Includes bibliographical references (leaves 165-170) and abstract. Also available in print.
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Smith, Christopher. "An analysis of structural changes in the provision of continuing education services indications of a shift in higher education access /." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008smithc.pdf.

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Williams, Aysel Renay. "Military Students' Persistence in Earning an Online College Degree." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3076.

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The purpose of this basic qualitative study was to gain insight into the factors that military students perceive to have an impact on their persistence. The conceptual framework for this study was Knowles' principles of andragogy. The research questions were designed to explore military students' persistence, measures of engagement in academic activities, decisionmaking to assure success, and the strategies considered important to earn a degree at an online college. Demographic surveys, status reports and degree plans, and semistructured telephone interviews were collected from 13 military stu
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Channing, Jill. "Increase Access for Adult Students." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/4879.

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Are you seeing a decline in your population of adult students? Are you wondering how to reach, enroll, engage, and retain these students? This interactive session will present a framework for recruiting adult students and will give participants an opportunity to develop their own adult student recruitment and retention plans.
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Izzo, Nemec Therese A. "Servant Leadership and Student Success| Perspectives of Midwest Technical College Manufacturing Students." Thesis, Marian University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10689183.

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<p> In the United States, colleges and universities are under pressure from multiple sources to improve course completion and graduation rates and to reduce the cost of obtaining a degree. This qualitative phenomenological case study, underpinned by the social constructivist perspective, explored second-year manufacturing degree students&rsquo; perceptions of the impact of their teachers&rsquo; servant leadership behaviors on their successful course completions at a Midwest technical college. Servant leadership was the theoretical base for the study, which consisted of Q sorts by, and intervie
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Bellamy, Deborah. "College Faculty Members' Perceptions of Students' Writing Abilities." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3861.

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The college open door policy initiated in the 1960s made access to higher education available for more students in the United States. People who were once excluded from enrolling in college now have an opportunity to earn a college degree. Some first-time students, significantly underprepared in writing, have been required to enroll in developmental or remedial writing courses before entering college-level English despite research indicating that taking noncredit courses increases the time for college completion and the cost of college, while also reducing the likelihood of completion. This il
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Walkuski, Christy B. "Civic Narratives: Exploring the Civic Identity of Community College Students." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1488979292765753.

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Henderson, Holly. "Local students in higher education cold spots : placed possible selves and college-based higher education." Thesis, University of Birmingham, 2019. http://etheses.bham.ac.uk//id/eprint/8841/.

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This thesis explores experiences of college-based higher education (CBHE) in England, positioning this type of provision within the national and local geographies of English higher education. Focusing on institutions located in higher education 'cold spots', the thesis situates these institutions within local and policy narratives of both lack of and need for educational opportunity. The case study research design examines two case institutions, and involves documentary analysis and interviews with higher education directors, tutors and final year students on two degree courses in each college
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Books on the topic "Adult college students Adult college students Internet in higher education"

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William, Patrick, ed. Courageous learning: Finding a new path through higher education. Hudson Whitman, 2011.

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Back to school: Why everyone deserves a second chance at education. New Press, The, 2012.

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Y, Tanabe Kelly, and ebrary Inc, eds. 501 ways for adult students to pay for college. SuperCollege, 2009.

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New beginnings: A guide for adult learners and returning students. Prentice Hall, 1999.

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New beginnings: A reference guide for adult learners. 3rd ed. Skidmore College Pearson/Prentice Hall, 2006.

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Simon, Linda. New beginnings: A reference guide for adult learners. 4th ed. Prentice Hall, 2010.

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Marianne, Boeke, and American Council on Education. Center for Policy Analysis., eds. Adult learners in the United States: A national profile. American Council on Education, Center for Policy Analysis, Center for Lifelong Learning, 2006.

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Paulson, Karen. Adult learners in the United States: A national profile. American Council on Education, Center for Policy Analysis, Center for Lifelong Learning, 2006.

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Beyond fragments: Adults, motivation, and higher education : a biographical analysis. Taylor & Francis, 1996.

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Identity and education: The links for mature women students. Ashgate, 2000.

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Book chapters on the topic "Adult college students Adult college students Internet in higher education"

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Coulter, Xenia, and Alan Mandell. "Nontraditional Students and Information Technology." In Information Technology and Constructivism in Higher Education. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-654-9.ch007.

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The adult college student, caught between the competing demands of work and home, has recently become a valuable commodity in today’s fast-changing American universities. The authors argue that the response of the university to the personal circumstances and credentialing needs of adult learners, accentuated by the forces of globalization and the availability of new information technologies, particularly the Internet, has been to focus upon the efficient delivery of information deemed important in our post-industrial society. This response, particularly well exemplified by the virtual classroom, is not conducive to the fluid and open-ended inquiry associated with progressive education. In the end, the authors speculate, adult students may taste the true progressive and constructivist approaches to learning better outside the confines of formal higher education.
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Collins, Royce Ann, and James B. Martin. "Integrating Adult Learning and Technology for Effective Education." In Integrating Adult Learning and Technologies for Effective Education. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-694-0.ch011.

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This chapter is an examination of the influences involved in the integrating of adults into higher education. The chapter begins with an exploration of the increase in the number of adults in higher education since 1969. Comparing the changes in demographics from 1969 to 2007 shows how little large public universities have done to integrate adults into higher education. This examination shows significant participation by three types of institutions; community colleges, small private four year liberal arts institutions, and for-profit institutions created to meet the higher education needs of adults. The chapter defines adult and higher education and discusses how they differ or interact. A discussion of how adult students learn and effective techniques to facilitate learning in adult classrooms follows these definitions. Finally, a discussion identifying how teaching techniques that are effective for adults can be integrated into traditional classrooms in higher education brings the chapter to a close.
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Russell, Jacob R., and Dani V. McMay. "Pre-College Instruction." In Higher Education Accessibility Behind and Beyond Prison Walls. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3056-6.ch007.

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Instructors at prison-based college programs face many challenges not encountered on traditional college campuses. Instructors used to conventional campus-based students and teaching environments often find themselves unprepared or overwhelmed because prison-based programs differ in many ways from traditional college classrooms. Many incarcerated students lack the necessary fundamental academic writing and communication skills to succeed in college-level courses but not the intelligence and dedication. Instructors often find themselves unprepared for and inexperienced in teaching remedial-level writing and grammar skills, especially to non-traditional adult learners. This chapter discusses the differences between campus and prison classrooms, incarcerated students' academic backgrounds and needs, and the instructional limitations of teaching in prisons. This chapter provides instructional methodology tailored to the unique needs of incarcerated students, as well as examples of syllabi, worksheets, and practice exercises.
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Thorp, Holden, and Buck Goldstein. "Students Are Not Customers." In Our Higher Calling. University of North Carolina Press, 2018. http://dx.doi.org/10.5149/northcarolina/9781469646862.003.0005.

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The relationship with undergraduate students is responsible for the primary opinions that the public has about higher education. Popular culture creates an image that all college students are eighteen years old, live in residence halls, and are recent high school graduates who pay the full tuition rate. In reality, many college students are adult learners, do not live on campus, and most get significant financial aid. Recent economic studies show that there are large numbers of unserved college students in the United States who do not know that they can attend excellent colleges and that low-income students who do attend excellent colleges graduate at a very similar rate and achieve financial status that is very similar to wealthier students.
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Deggs, David. "Adult Learners." In Exploring the Technological, Societal, and Institutional Dimensions of College Student Activism. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7274-9.ch008.

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Student activism is mostly thought of as an activity that engages and motivates the traditional-aged students in American higher education to action. The emergence of student activism in the 1960s occurred when enrollment in American higher education was still primarily limited to youth from middle- and upper-class families. The demographics of American higher education have shifted, and the adult learner or non-traditional student now represents a significant amount, if not the majority, of most campus populations. The adult learner brings unique perspective to the higher education classroom based upon their real-world experiences that directly impacts their values, beliefs, and ideas about societal issues. Adult learners in American higher education have the potential to change the ways, means, and longstanding outcomes related to activism in American higher education.
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Newman, Dianna L., Meghan Morris Deyoe, and David Seelow. "Serving Nontraditional Students." In Models for Improving and Optimizing Online and Blended Learning in Higher Education. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6280-3.ch006.

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The role of technology and educational media in supporting nontraditional adult learners is growing. One key area in which more research and development is needed is the improvement of writing, especially writing that is related to formal education. This chapter presents findings related to the use of online writing modules developed to support English as a Second Language and nontraditional English speaking college students. Participants reported improved content-specific writing skills, transfer of writing skills to other content areas, and increased self-efficacy in writing. Differences continued to be noted by key student characteristics. The study has implications for continued development and use of digitally supported writing tutorials for nontraditional adult learners.
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Brint, Steven, and Jerome Karabel. "The Great Transformation: 1970–1985." In The Diverted Dream. Oxford University Press, 1989. http://dx.doi.org/10.1093/oso/9780195048155.003.0008.

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During the 1970s, the community colleges were finally able to realize the vocationalization project that visionaries in the junior college movement from Koos to Gleazer had favored for almost half a century. Since the 1920s, as we saw in Chapters 2 and 3, the advocates of junior college vocationalization pursued their project in the face of persistent student indifference and occasional overt opposition. But in the early 1970s, a complex concatenation of forces—among them, a changed economic context and an unprecedented degree of support for vocational education from key institutions—including private foundations, the federal government, and business—tilted the balance in favor of the vocationalizers. A key factor behind the sharp increase in vocational enrollments at the community college, we shall argue, was the declining labor market for graduates of four-year institutions. But the objective change in the structure of economic opportunities for college graduates was not, as the consumer-choice model would have it, the sole factor responsible for the shift in junior college enrollments; indeed, the impact of such objective changes is, of necessity, mediated through subjective perceptions—perceptions that, we shall attempt to demonstrate below, tended to exaggerate the economic plight of college graduates. Moreover, the community college itself, driven by a powerful organizational interest in expanded enrollments and in carving out a secure niche for itself in the highly competitive higher education industry, actively shaped its economic environment by pursuing those segments of its potential market—in particular, adults and part-time students— most likely to enroll in occupational programs. By almost any standard, the rise in vocational enrollments during the 1970s was remarkable. Between 1970–1971 and 1979–1980, for example, the proportion of A.A. degrees awarded in occupational fields rose from 42.6 percent to 62.5 percent (Cohen and Brawer 1982, p. 203). With respect to total enrollments (full-time and part-time) the picture was similar: between 1970 and 1977, the proportion of students enrolled in occupational programs rose from less than one-third to well over half (Blackstone 1978). In the midst of a long-term decline in the liberal arts, Cohen and Brawer (1982, p. 23) observed, “occupational education stands like a colossus on its own.”
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Dani, Danielle E., Min Lun Wu, Sara L. Hartman, et al. "Leveraging Partnerships to Support Community-Based Learning in a College of Education." In Handbook of Research on Adult Learning in Higher Education. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1306-4.ch003.

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This chapter presents a model for leveraging community engagement to support learning in higher education institutions. The model capitalizes on bi-directional and mutually beneficial school-university and university-community partnerships. It purposefully attends to local societal problem-solving. The model uses collaborative and problem-based learning as pedagogical approaches to promote interdisciplinary learning in and about the local and regional community. The chapter provides examples of how this model was applied in third space; utilized the distributed expertise of faculty, students, and community organizations and professionals; and developed technology-enhanced products and processes that impact formal and informal learning of individuals in P-24 and beyond.
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Bannister, John. "Mentoring at Minority-Serving Institutions." In Competency-Based and Social-Situational Approaches for Facilitating Learning in Higher Education. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8488-9.ch005.

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This chapter highlights mentorship strategies of a southeastern Historically Black College and University (HBCU) adult degree program. In serving the nontraditional student population of this Black university, the institutions have cultivated strategies used to mentor and motivate adult students to achieve successful outcomes. Some of these strategies are built around activities and organizations designed to include adult students while other measures can be contributed to the development of the family like atmosphere that the college provides nontraditional students on campus and virtually. These insights were gathered from the experiences of current and previous students of the program as well as faculty and administrators through informal interviews and observation. This work will first address the literature on mentoring adult learners, highlight the strategies that were used to develop the college's approach to adult mentorship, and share examples. The chapter will close with recommendations and insights on how our approach could be replicated at other minority-serving institutions (MSIs).
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Conway, Deirdre, David Deggs, and Kelyn Rola. "Convergence of Adult Learners, STEM Programs, and Promise Programs in Community Colleges." In Community Colleges and Workforce Preparation in the 21st Century. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4123-4.ch003.

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American higher education is currently experiencing a convergence of three trends: a rise in adult learners as the largest population of students on college campuses, an increased focus on academic STEM degree programs and credentials, and the proliferation of promise programs that provide financial assistance to students. Community colleges as open access institutions are at the nexus of where these three trends converge and thrive. This chapter provides an overview of these three trends with recommendations for practice to guide community college leaders and faculty who are charged with management of these three trends during this unique time in higher education.
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Conference papers on the topic "Adult college students Adult college students Internet in higher education"

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Mete, Ipek, and Yonca Toker. "Relative importance of college success predictors: fluid intelligence, crystallized intelligence, and grit." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5568.

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This study aimed to compare the predictive power of grit and two cognitive ability tests of fluid and crystallized intelligence used for university admission on the success of college students in Turkey. Utilizing Cattell’s Investment Theory and Ackerman’s PPIK Theory of Adult Intelligence, we hypothesized that knowledge tests would be a better predictor of academic achievement in college than tests of fluid intelligence. We collected data from 441 students enrolled in engineering, physical sciences, social sciences, and administrative sciences majors in a technical university. Our results bas
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Davison, Mark L., Ben Seipel, Sarah E. Carlson, Virginia Clinton, and Patrick C. Kennedy. "MOCCA College: An assessment of inferential narrative and expository comprehension." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11081.

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MOCCA-C is an assessment of adult reading ability designed for early diagnosis of reading problems, for formative assessment in reading intervention planning, for assessment of reading improvement over time, and for assessment of reading intervention outcomes. It uses both narrative and expository reading passages and it currently has four forms. Two goals of this research were to compare narrative and expository passages on (a) their difficulty and (b) their ability to discriminate between good and poor readers. An additional goal was to assess whether narrative and expository passages measur
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Okay Toprak, Aslı, Canan Özge Eğri, and Güldenur Çetin. "The Usage of Credit Cards: An Empirical Analysis on Turkish College Students." In International Conference on Eurasian Economies. Eurasian Economists Association, 2019. http://dx.doi.org/10.36880/c11.02263.

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In recent years, there has been a dramatic increase in the number of credit card usage among university students. Credit cards can be a convenient payment tool that gives university students a number of advantages and benefits to learn financial responsibility when it can be used in a controlled and responsible manner. On the other hand, using credit cards also have serious financial consequences when mismanagedly used. The excessive credit card debt and overdue payments give burden on university students’ shoulders before starting their full-time jobs. Besides that, when the other debts such
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