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Author: Sherry Anne Chance Publisher: ISBN: Category : Electronic dissertations Languages : en Pages : 138
Book Description
Nontraditional adult students in higher education must balance a multitude of responsibilities while completing their college education. This student population juggles work, family, and college coursework. To maximize options for this student population and meet their needs, institutions of higher education have developed alternative modes of instruction, such as hybrid classes, which use both face-to-face instruction and online instruction. Delivering alternative options for instruction provides the convenience and flexibility that adult students need. However, it requires educators to design courses and create a campus climate that promotes student engagement. Research supports the theory of student engagement as a predictor of student success and degree completion; thus, the hybrid format is intended to facilitate a greater degree of engagement. This case study explored undergraduate nontraditional adult learners' perceptions of hybrid classes and student engagement in this alternative format. This study drew upon the research literature bases of adult learners, nontraditional students, student engagement, online and hybrid course design, and social presence.
Author: Sherry Anne Chance Publisher: ISBN: Category : Electronic dissertations Languages : en Pages : 138
Book Description
Nontraditional adult students in higher education must balance a multitude of responsibilities while completing their college education. This student population juggles work, family, and college coursework. To maximize options for this student population and meet their needs, institutions of higher education have developed alternative modes of instruction, such as hybrid classes, which use both face-to-face instruction and online instruction. Delivering alternative options for instruction provides the convenience and flexibility that adult students need. However, it requires educators to design courses and create a campus climate that promotes student engagement. Research supports the theory of student engagement as a predictor of student success and degree completion; thus, the hybrid format is intended to facilitate a greater degree of engagement. This case study explored undergraduate nontraditional adult learners' perceptions of hybrid classes and student engagement in this alternative format. This study drew upon the research literature bases of adult learners, nontraditional students, student engagement, online and hybrid course design, and social presence.
Author: Jonathan Blake Bostick Publisher: ISBN: Category : Blended learning Languages : en Pages : 0
Book Description
"This qualitative study explores the perceptions of nontraditional students enrolled in hybrid courses at a Mississippi community college ... six nontraditional community college students participated in individual interviews followed by a focus group interview with five participants exploring their perceptions of satisfaction and success in accelerated mini-term hybrid classes and their comparison of hybrid courses to other course formats."--from abstract.
Author: Lori K. Tanner Publisher: ISBN: 9780549015536 Category : Languages : en Pages : 185
Book Description
This research attempted to discover the theory that provides insight into analyzing and identifying critical barriers for two cohorts of adult students participating in an online alternative teacher education program. The findings of the study are in the form of grounded theory that describes and explains the experiences of the adult students, the faculty, and the staff participating in the online blended distance-education program.
Author: Tracey Pritchard Publisher: VDM Publishing ISBN: 9783836481168 Category : Blended learning Languages : en Pages : 0
Book Description
The trend in universities is moving from the traditional lecture hall to the halls of the World Wide Web, where students are experiencing a new kind of classroom; one that is exciting, fast-paced, and full of rich cultural experiences as they sit, "virtually", among classmates from all around the globe. This study focuses on graduate and undergraduate students' per-ceptions of the hybrid course format which is a blended course structure encompassing both traditional and online practices. Soliciting the opinions of students' aide institutional leaders in determining areas in which they can improve, strengthen, and grow university programs. In a world where techno-logy is advancing at breakneck speeds and is an integral part of everyday life, online learning is being embraced by students. Consequently, educational institutions must recognize student demands for innovative and effective course delivery that meets not only institutional objectives, but also meets the needs of the student body. The university that considers diversity in learning, supports learning opportunities that are innovated, flexible, interacting, and engaging, and is committed to ongoing program evaluation will see an increase in student satisfaction, thus resulting in successful program develop-ment and growth. Whether institutions are interested in creating new learning experiences, increasing access and convenience, or reducing costs, research indicates that providing the option of various online course formats is necessary to remain competitive in a global market.
Author: Vincent Tinto Publisher: University of Chicago Press ISBN: 0226804526 Category : Education Languages : en Pages : 240
Book Description
Even as the number of students attending college has more than doubled in the past forty years, it is still the case that nearly half of all college students in the United States will not complete their degree within six years. It is clear that much remains to be done toward improving student success. For more than twenty years, Vincent Tinto’s pathbreaking book Leaving College has been recognized as the definitive resource on student retention in higher education. Now, with Completing College, Tinto offers administrators a coherent framework with which to develop and implement programs to promote completion. Deftly distilling an enormous amount of research, Tinto identifies the essential conditions enabling students to succeed and continue on within institutions. Especially during the early years, he shows that students thrive in settings that pair high expectations for success with structured academic, social, and financial support, provide frequent feedback and assessments of their performance, and promote their active involvement with other students and faculty. And while these conditions may be worked on and met at different institutional levels, Tinto points to the classroom as the center of student education and life, and therefore the primary target for institutional action. Improving retention rates continues to be among the most widely studied fields in higher education, and Completing College carefully synthesizes the latest research and, most importantly, translates it into practical steps that administrators can take to enhance student success.
Author: Samantha C. Mercanti-Anthony Publisher: ISBN: Category : Blended learning Languages : en Pages : 318
Book Description
This mixed methods exploratory single case study examined instructors' and graduate students' perceptions of the factors that support high quality student engagement in hybrid learning communities in selected doctoral courses at a private university. The purpose of this study was to analyze the graduate student and instructor perceptions of the factors that support high quality student engagement in hybrid learning communities so that a framework for high quality student engagement could be developed. The literature review was designed to review the faculty and student perceptions of the online learning constructs within the engagement theory. These constructs are connected to the quality components of online learning, and the perceptions reflect both student and instructor perceptions of quality. The study showed that instructors and students within the hybrid-learning environment positively perceived the components connected to a quality fully online learning environment. Moreover, the study showed that team building to create a cohesive positive cohort was paramount for students' perceptions of their program. Lastly, the study showed that the role of the instructor was at times constrained in the course due to the pre-loaded content and the role of the student required more ownership to engage the content.
Author: Patricia McAteer Publisher: ISBN: Category : Languages : en Pages : 102
Book Description
The purpose of this study was to examine students' expectations for course workload, difficulty of course, timeliness of instructor feedback, and interaction of instructor and if expectations varied after participating in a hybrid course. Additionally, students' perceived satisfaction with faculty, academic experience, quality of learning, and sense of community in hybrid courses was examined and if these measures varied according to gender was explored. The population studied consisted mainly of undergraduate students enrolled in hybrid courses. The quantitative, correlation research method was used for this study. The study revealed that interaction with the instructor was the most significant contributor to perceived learning and satisfaction for students in hybrid courses. The elements that may influence perceived student satisfaction as indicated by this study are (1) faculty interaction with students, (2) sense of community, (3) students' prior experience, (4) skills, (5) knowledge, and (6) learning expectations. Contained within the conclusions of this study are recommendations for faculty and universities and a revised hybrid learning framework for other researchers to consider.
Author: Dr. R. Maxfield Publisher: ISBN: Category : Faculty contributions Languages : en Pages :
Book Description
The goal of this research was to better understand the lived experiences and perceptions of nontraditional, adult college students in an asynchronous online environment. Contemporary researchers have investigated the differences between online education and the traditional, in-class learning. Most of the work has been done in quantitative methodologies, focusing on the similarities and differences in cognitive achievement. The extant literature is replete with studies and positions claiming little or no difference between the two delivery methods. However, most research is not presented in a theoretical construct; therefore, it is difficult to create a nexus between one study and the next. Investigating the different ways in which students report their experiences and perceptions in the asynchronous, online environment provides a much richer understanding of nontraditional, adult students. One interesting result of the study was the student's perception and experience of the importance of using refection and/or reflective activities in meeting educational objectives. This was particularly true in assignments and communication through online discussion boards.
Author: Management Association, Information Resources Publisher: IGI Global ISBN: 1799887340 Category : Education Languages : en Pages : 1551
Book Description
Whether it is earning a GED, a particular skill, or technical topic for a career, taking classes of interest, or even returning to begin a degree program or completing it, adult learning encompasses those beyond the traditional university age seeking out education. This type of education could be considered non-traditional as it goes beyond the typical educational path and develops learners that are self-initiated and focused on personal development in the form of gaining some sort of education. Essentially, it is a voluntary choice of learning throughout life for personal and professional development. While there is often a large focus towards K-12 and higher education, it is important that research also focuses on the developing trends, technologies, and techniques for providing adult education along with understanding lifelong learners’ choices, developments, and needs. The Research Anthology on Adult Education and the Development of Lifelong Learners focuses specifically on adult education and the best practices, services, and educational environments and methods for both the teaching and learning of adults. This spans further into the understanding of what it means to be a lifelong learner and how to develop adults who want to voluntarily contribute to their own development by enhancing their education level or knowledge of certain topics. This book is essential for teachers and professors, course instructors, business professionals, school administrators, practitioners, researchers, academicians, and students interested in the latest advancements in adult education and lifelong learning.
Author: Sherry Anne Chance
Author: Sherry Anne Chance
Author: Jonathan Blake Bostick
Author: Lori K. Tanner
Author: Tracey Pritchard
Author: Vincent Tinto
Author: Samantha C. Mercanti-Anthony
Author: Patricia McAteer
Author: Dr. R. Maxfield
Author: Management Association, Information Resources
Author: Michael Ellis Scheuermann