Consider nontraditional learners in totality to draw students with grit

2018 ◽  
Vol 22 (4) ◽  
pp. 12-12
Author(s):  
Halley Sutton
Keyword(s):  
Nontraditional Learners

Arranging for School Jazz Ensembles

2019 ◽  
pp. 257-272
Author(s):  
Matthew Clauhs
Keyword(s):  
Music Teachers ◽  
School Setting ◽  
Nontraditional Learners ◽  
Jazz Ensemble ◽  
Music Program ◽  
School Music ◽  
Jazz Ensembles ◽  
Intrinsic Desire ◽  
Jazz Arranging

School music teachers have a unique opportunity to cultivate creativity, yet teachers often report spending little time on composing, improvising, and arranging music. This chapter demystifies the process of writing for a school jazz ensemble so that arranging becomes a part of the culture in a school music program. Jazz arranging in a school setting can foster an intrinsic desire among students to create music, allow for a variety of instrumentation best suited for the school, accommodate nontraditional learners, differentiate for the strengths and weaknesses of the ensemble, allow the teacher to assess knowledge through performance-based activities, and increase the school’s library of repertoire without breaking the budget. This chapter explores (a) considerations before arranging, (b) writing for rhythm sections, (c) writing for winds, and (d) basic harmonization techniques.

scholarly journals Exploring the Factors Associated with MOOC Engagement, Retention and the Wider Benefits for Learners

2016 ◽  
Vol 19 (2) ◽  
pp. 112-129 ◽  
Author(s):  
Dominic Petronzi ◽  
Munib Hadi
Keyword(s):  
Undergraduate Students ◽  
Online Courses ◽  
Drop Out ◽  
Pedagogical Practices ◽  
Scholarly Activity ◽  
Nontraditional Learners ◽  
Learning And Teaching ◽  
Course Materials ◽  
Pedagogical Design ◽  
Instructor Interaction

Abstract Massive Open Online Courses (MOOCs) have and continue to change the way in which nontraditional learners’ access education. Although the free element of these has been linked to low completion rates due to no invested interest, the MOOC platform enables innovative technologies and practices to be trialled. Therefore, rather than attributing varied intentions of learners for high drop-out rates, it is suggested that an increase in completion can be achieved through more focussed pedagogical practices. In this way, it is necessary to understand the wider benefits of MOOC engagement for learners and what factors are key to their engagement and retention. The current research qualitatively analysed open feedback obtained from learners that corresponded to their goals of course participation. The feedback was also matched to categorical data that related to initial course intentions, the value of course materials and activities, the preferred extent of instructor interaction, unit completion and their overall rating of the MOOC. Thematic analysis revealed eight key themes that can be linked to engagement and wider benefits of course participation and widely related to professional and educational development, for example, supplementary learning for undergraduate students. Moreover, the MOOC appeared to have encouraged learners to revaluate their perspectives of and attitudes towards Dementia and those diagnosed with it, demonstrating another key element of this course. The open feedback revealed that quality assured MOOCs have significant impact on the lives of enrolled learners and pedagogical design and advances in these courses are considered, particularly in relation to collaborative learning. Finally, the application of MOOCs to wider learning and teaching at Higher Education Institutions (HEIs) is discussed, with emphasis placed on the advantages of readily available resources and scope for scholarly activity.

Distance Education And Learning Style

2011 ◽  
pp. 243-247
Author(s):  
Victor X. Wang
Keyword(s):  
Distance Education ◽  
Learning Style ◽  
The United States ◽  
Work And Family ◽  
Nontraditional Learners ◽  
University Of Phoenix ◽  
Working Adults ◽  
Increasing Demand ◽  
The University ◽  
Electronic Delivery

The father of adult education, Malcolm Knowles (1913-1997), predicted in the 1970s that teaching, especiallythe teaching of adults in the 21st century, would be delivered electronically (1970, 1975). His prediction came true. Distance education was created primarily to meet the needs of working adults who could not come to campuses to takes classes because of work and family responsibilities. Today’s academic institutions are in transition. Although colleges continue to attract 62% of high school graduates onto their campuses immediately following graduation, larger numbers of so-called nontraditional learners also are seeking degrees via distance education (Hammonds, Jackson, DeGeorge, & Morris, 1997; Palloff & Pratt, 1999). In response to Knowles’s prediction, giant online universities have been established to meet the increasing demand of degree-seeking working adults. For example, in 2002, the University of Phoenix, part of the Apollo Group, saw its enrollment surpass 100,000 students, making it the largest institution of higher learning in the United States (Bash, 2003). Without its new electronic delivery system, teaching of such a large number of students would be unimaginable. Thanks to the development of information technology (IT), it has solved many problems by changing the roles of students and faculty.

scholarly journals The Evolving Military Learner Population: A Review of the Literature

2014 ◽  
Vol 19 (1) ◽  
Author(s):  
Kate Ford ◽  
Karen Vignare
Keyword(s):  
Online Learning ◽  
Grey Literature ◽  
Academic Risk ◽  
Nontraditional Learners ◽  
Role Identities ◽  
Retention Models ◽  
Adult Transition ◽  
Student Supports ◽  
Work Family ◽  
Military Learner

This literature review examines the evolving online military learner population with emphasis on current generation military learners, who are most frequently Post-9/11 veterans. The review synthesizes recent scholarly and grey literature on military learner demographics and attributes, college experiences, and academic outcomes against a backdrop of conceptual frameworks addressing adult transition theory, learner persistence, and institutional responsiveness. Military learner demographics and academic risk profiles are most similar to nontraditional, first generation learners, although military learners face additional challenges associated with service-connected injuries and disabilities. Like other nontraditional learners juggling work, family, and academic responsibilities, military learners have become increasingly reliant on online learning. Intersecting community memberships, role identities, and commitments often complicate the transition to college and perceived sense of fit, a finding more pronounced in studies involving military learners attending campuses predominately serving traditional students. The significant lack of research examining online military learners limited further comparative analysis. Overall, current research suggests military learners adapt and persist in college by drawing upon deeply engrained military traits and tendencies, including self-discipline, mission-first focus, and reliance on fellow military learners. A few studies have suggested that institutional support systems for military learners, such as offering customized services and courses online, contributed to learner satisfaction and persistence. A growing number of institutions have adopted military-friendly approaches to program and service delivery since the enactment of the Post-9/11 GI Bill in 2008. Yet impact findings were mostly anecdotal. Confirming these findings requires additional quantitative empirical research with larger and more precisely defined population samples. As technology continues to blur previously sharp distinctions between face-to-face and online learning, the next wave of military learner research must focus on military learner retention models encompassing multiple learning modes and delivery methods, institutional student supports needed to enhance success, understanding military learner paths through multiple institutions, and population samples that provide generalizable information about military learners.

Classroom Without Borders

2011 ◽  
pp. 99-103
Author(s):  
Victor X. Wang
Keyword(s):  
Global Education ◽  
The United States ◽  
Work And Family ◽  
Cultural Immersion ◽  
Family Responsibilities ◽  
Nontraditional Learners ◽  
Foreign Countries ◽  
Education Community ◽  
Long Time ◽  
Foreign Universities

Today the global education community has become the buzz term in the realm of education and training. Learners in every location around the globe must acquire new skills, be literate, and understand constantly changing dynamics in globalization (Schrum, 2000, p. 91). College courses taught in the United States of America can be taken by students in Asia. Likewise, courses taught in Europe can be taken by learners in North America. Although younger learners like to travel to a different university in a different country in order to obtain a much-desired degree and to get cultural immersion in order to learn a different language, nontraditional learners prefer taking courses offered by foreign universities or corporations in foreign countries via distance education technologies in their home countries. This is not to say that nontraditional learners do not like to travel to foreign countries. Rather, they have multiple work and family responsibilities (Wang, 2006) that prevent them from being away from home for a long time. Obtaining a college degree is a several years long endeavor to anyone.

Sign in / Sign up

Export Citation Format

Share Document