scholarly journals High-Impact Practices and the Adult Online Learner

2019 ◽  
Vol 6 (4) ◽  
pp. p463
Author(s):  
Pamela Duke Morris ◽  
Christina M.Cobb ◽  
Meredith Anne S. Higgs
Keyword(s):  
Adult Learners ◽  
Online Courses ◽  
School Attendance ◽  
Adult Population ◽  
Program Completion ◽  
High Impact ◽  
Online Learners ◽  
High Impact Practices ◽  
Part Time ◽  
Adult Online Learners

Institutions of higher education are challenged to get students engaged, especially adult or non-traditional online learners. In this study, the National Survey of Student Engagement (NSSE) 2017 & 2018 data on High-Impact Practices (HIPs) are examined to understand the extent to which adult online learners are engaged in HIPs. This analysis finds that engagement levels for adult learners are lower than those of traditional learners (under the age of 24) for all HIPs surveyed by the NSSE. Moreover, the levels of engagement of the subset of adult learners who took only online courses was even lower than the levels of the broader adult population, and part-time adult online learners had the lowest engagement of all student populations examined. Based on these findings, suggestions for improving the engagement of adult and online learners in HIPs are discussed. Institutions should focus on incorporating opportunities that allow more learners to experience HIPs, as research findings suggest that HIPS increase engagement and could result in significant improvements in student success measures, such as program completion and graduate school attendance (Stoloff, Good, Smith, & Brewster, 2015).

Use Andragogy and Technology to Facilitate a Greater Sense of Connectedness for Online Students

2021 ◽  
pp. 111-127
Author(s):  
George Hanshaw ◽  
Frank Rojas
Keyword(s):  
Adult Learners ◽  
Learning Environment ◽  
Adult Students ◽  
Online Courses ◽  
Degree Programs ◽  
Online Learners ◽  
Online Classroom ◽  
Student Centered ◽  
Use Of Technology ◽  
Andragogical Principles

The use of andragogy and technology helps non-traditional adult students create a greater sense of connectedness within online courses and programs. When students feel a greater sense of connectedness, they tend to have higher academic efficacy and are more likely to complete their degree programs. Technology is continuously evolving. When we embrace technology's evolution and anchor its use to andragogical principles, we create courses and learning experiences that foster a more profound sense of connectedness for our online learners. Hanshaw, Helm-Stevens, and Lopez found that utilizing technology and a student-centered approach increased a student's sense of connectedness and intrinsic motivation to learn. The use of technology in the online classroom has to evolve to match our non-traditional learners' expectations. This chapter will explore the use of technology and the application of andragogical principles to create a learning environment where non-traditional adult learners thrive.

A Qualitative Study Exploring the Decision-Making Experiences to Participate in High-Impact Practices

2021 ◽  
Vol 39 (1) ◽  
pp. 88-102
Author(s):  
Dustin K. Grabsch ◽  
Stephanie Webb ◽  
Lori L. Moore ◽  
Kim E. Dooley
Keyword(s):  
Decision Making ◽  
Qualitative Study ◽  
High Impact ◽  
High Impact Practices

scholarly journals An Analysis on Adult Learners’ Satisfaction in Online Education Programmes

2018 ◽  
Vol 12 (7) ◽  
pp. 70
Author(s):  
Hueyzher Ng ◽  
Sakina Sofia Baharom
Keyword(s):  
Online Learning ◽  
Adult Learners ◽  
Online Education ◽  
Quantitative Methods ◽  
Online Courses ◽  
Secondary School Teachers ◽  
College Level ◽  
Mixed Methods Design ◽  
Self Regulated Learning ◽  
Students Satisfaction

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 questionnaire items), gathering the feedback of 200 adult learners whom comprises of secondary school teachers and college level teachers, enrolled in professional online courses. The online courses were designed using a problem-centered and case-based approach to learning and utilized technologies including learning management system (LMS) such as Moodle as well as functions from the LMS.  The results showed that the items such as learner-content interaction, self-regulated learning design, and Internet self-efficacy were good predictors of students’ satisfaction. Implications of these findings for higher education in providing blended or online programmes for adult learners are also discussed.

scholarly journals Differences in Student Learning Outcomes that Utilize High Impact Practices

2020 ◽  
Vol 27 (1) ◽  
pp. 3049-3072
Author(s):  
Lori Simons ◽  
Charlotte Marshall ◽  
Nancy Blank ◽  
Natalie Weaver
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
High Impact ◽  
High Impact Practices

scholarly journals Spreading High-Impact Practices from the Genomics Lab to the Entire College and Beyond

2016 ◽  
Vol 36 (4) ◽  
Author(s):  
Gita Bangera ◽  
◽  
Cheryl Vermilyea ◽  
Kim Harrington ◽  
◽  
...  
Keyword(s):  
High Impact ◽  
High Impact Practices

scholarly journals Expanding Learning Presence to Account for the Direction of Regulative Intent: Self-, Co- and Shared Regulation in Online Learning

2015 ◽  
Vol 19 (3) ◽  
Author(s):  
Suzanne Hayes ◽  
Sedef Uzuner-Smith ◽  
Peter Shea
Keyword(s):  
Online Learning ◽  
Online Courses ◽  
Self Regulation ◽  
Theoretical Models ◽  
Underlying Structure ◽  
Learning Needs ◽  
Online Learners ◽  
Online Instructors ◽  
Pedagogical Strategies ◽  
Learning Presence

As the pivotal role of self-regulation has been widely accepted in online learning literature, much interest is focused on identifying pedagogical strategies to help foster regulatory behaviors in online learners. The authors of this article argue that the learning presence (LP) construct, a recently proposed addition to the Community of Inquiry (CoI) theoretical framework of online learning, needs to be included in these conversations. To this end, they re-articulate and clarify the underlying structure of LP by drawing on the theoretical models of self-regulation, co-regulation, and socially shared regulation. They further present examples to illustrate how LP can manifest itself in learners’ discourse in the online learning environment. Finally, they conclude by outlining strategies online instructors can use to help learners execute regulatory behaviors and thus demonstrate LP in online courses.

scholarly journals A Case Study on Experiential Learning in a First-Year General Education Course

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Niki Weller ◽  
Julie Saam
Keyword(s):  
Experiential Learning ◽  
Student Success ◽  
General Education ◽  
High Impact ◽  
Faculty Members ◽  
First Year ◽  
Learning Collaborative ◽  
Indiana University ◽  
High Impact Practices

Experiential-learning provides opportunities for students that feature a variety of high-impact practices including first-year seminars, internships, community learning, collaborative projects, and capstone seminars. To offer these high-impact practices for students, faculty from across disciplines and majors must be willing to incorporate these opportunities within their courses and degrees. Indiana University Kokomo has offered two successful programs to support these high-impact practices. One program, the Kokomo Experience and You (KEY), supports faculty in the development and implementation of events and activities to support student learning. The other, the Student Success Academy Faculty Fellows Program, provided faculty members the opportunity to examine research and concepts so that they can better promote student success in their classrooms. Building on the success of these two programs, a third initiative, the Experiential Learning Academy (ELA), was launched in 2018, funded by a Reimagining the First Years mini-grant from AASCU.

scholarly journals A snapshot of online learners: e-Readiness, e-Satisfaction and expectations

2015 ◽  
Vol 16 (2) ◽  
Author(s):  
Hale Ilgaz ◽  
Yasemin Gülbahar
Keyword(s):  
Online Learning ◽  
Adult Learners ◽  
Qualitative Data ◽  
Learning Experience ◽  
Online Learners ◽  
Satisfaction Scale ◽  
Online Programs ◽  
Program Administrators ◽  
Learning Programs ◽  
E Learning

The popularity of online programs that educational institutions offer is continuously increasing at varying degrees, with the major demand coming from adult learners who have no opportunity to access traditional education. These adult learners have to be sufficiently ready and competent for online learning, and have their own varied expectations from the online learning process. Hence, this mixed method study is conducted to explore the participants’ readiness and expectations at the beginning and their satisfaction levels at the end of an online learning experience. An e-readiness scale and an e-satisfaction scale was administered as quantitative measures, with open-ended questions gathering qualitative data. Participants of the research were registered to different e-learning programs at Ankara University Distance Education Center, Turkey, during the 2013-2014 academic year. Analysis of both quantitative and qualitative data revealed facts about online learners, which should prove useful to both e-instructors and e-program administrators.

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