Pub Date : 2023-08-07DOI: 10.1080/07377363.2023.2222247
Catherine A. Cherrstrom, Carrie J. Boden, Todd Sherron
{"title":"Nontraditional Students and Credit for Prior Learning—Analytical Thinking, Clout, Drives, and Motives","authors":"Catherine A. Cherrstrom, Carrie J. Boden, Todd Sherron","doi":"10.1080/07377363.2023.2222247","DOIUrl":"https://doi.org/10.1080/07377363.2023.2222247","url":null,"abstract":"","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46453227","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-01DOI: 10.1080/07377363.2023.2218580
Kit W. Cho, Dana Kongo
{"title":"The Relations Among Math Anxiety, Math Self-Construct, and Math Achievement in Older and Underserved Minority Students","authors":"Kit W. Cho, Dana Kongo","doi":"10.1080/07377363.2023.2218580","DOIUrl":"https://doi.org/10.1080/07377363.2023.2218580","url":null,"abstract":"","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43431650","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-08DOI: 10.1080/07377363.2023.2196647
Heidi Boldway, Elizabeth Valenti, M. Zafonte
{"title":"Examining the Perception of Military Culture in the Undergraduate University Classroom","authors":"Heidi Boldway, Elizabeth Valenti, M. Zafonte","doi":"10.1080/07377363.2023.2196647","DOIUrl":"https://doi.org/10.1080/07377363.2023.2196647","url":null,"abstract":"","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42545620","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-18DOI: 10.1080/07377363.2023.2191303
Leslie Gordon, Emily C. Chen-Bendle
{"title":"The Formation and Benefits of Communal Cohorts in an EdD Program","authors":"Leslie Gordon, Emily C. Chen-Bendle","doi":"10.1080/07377363.2023.2191303","DOIUrl":"https://doi.org/10.1080/07377363.2023.2191303","url":null,"abstract":"","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49409205","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-04DOI: 10.1080/07377363.2023.2203072
Mary s. Bonhomme
{"title":"Notes and Trends","authors":"Mary s. Bonhomme","doi":"10.1080/07377363.2023.2203072","DOIUrl":"https://doi.org/10.1080/07377363.2023.2203072","url":null,"abstract":"","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42306082","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-04DOI: 10.1080/07377363.2021.2023989
Safietou Sagna, Annemarie Vaccaro
Abstract Adult students and are a rapidly growing population in U.S. higher education. Yet limited scholarship has centered on the voices of adult learners and explored the complex roles that family play in their decisions to enroll and their motivations to persist in college. This study begins to fill that gap. In a grounded theory study using individual interviews with 31 adult students at a continuing education campus in the northeast United States, we documented the complicated roles family played in adult student motivation, success, and persistence. Three grounded theory categories emerged from this study: (a) family as a source of motivation, inspiration, and pride; (b) family as a source of tangible support; and (c) family as a challenge. We suggest numerous ways that higher education institutions can use these findings to foster success and persistence for adult students.
{"title":"“I Didn’t Just Do It for Myself”: Exploring the Roles of Family in Adult Learner Persistence","authors":"Safietou Sagna, Annemarie Vaccaro","doi":"10.1080/07377363.2021.2023989","DOIUrl":"https://doi.org/10.1080/07377363.2021.2023989","url":null,"abstract":"Abstract Adult students and are a rapidly growing population in U.S. higher education. Yet limited scholarship has centered on the voices of adult learners and explored the complex roles that family play in their decisions to enroll and their motivations to persist in college. This study begins to fill that gap. In a grounded theory study using individual interviews with 31 adult students at a continuing education campus in the northeast United States, we documented the complicated roles family played in adult student motivation, success, and persistence. Three grounded theory categories emerged from this study: (a) family as a source of motivation, inspiration, and pride; (b) family as a source of tangible support; and (c) family as a challenge. We suggest numerous ways that higher education institutions can use these findings to foster success and persistence for adult students.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44502909","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-04DOI: 10.1080/07377363.2021.2024000
Yan Yin Ho, Eun-Young Yeo, Dhaniah Suhana Binte Mohammad Wijaya
Abstract The increasing number of adult learners in higher education is a trend that has been observed in recent years. An impetus for this trend is the need for upskilling and re-skilling in order to stay relevant and employable in today’s world of globalised knowledge. However, finding uninterrupted blocks of time to study in adult learners’ busy schedules may be challenging because of their many other commitments and responsibilities. Bite-sized learning, through the utilisation of micro-learning activities that learners can access anytime and anywhere on their mobile devices, is one method of helping adult learners better manage their studies and learn more effectively. Before adult educators put in the resources to develop bite-sized learning activities, it is nonetheless important to ascertain that adult learners would indeed utilise such provisions. This article discusses the results of a study conducted to investigate the utilisation of bite-sized learning by adult learners enrolled in a part-time undergraduate degree programme. Specifically, the study examined whether adult learners utilised bite-sized learning activities during pockets of “down time” in their busy schedules, especially during the daytime, since adult learners tend to study at night after work or over the weekends. The results showed that adult learners were keen to learn from bite-sized learning activities during these pockets of down time. Implications of the results and directions for future investigation, including the aptness of bite-sized learning in today’s COVID-19 situation, are also discussed.
{"title":"Turning Coffee Time into Teaching Moments Through Bite-Sized Learning for Adult Learners","authors":"Yan Yin Ho, Eun-Young Yeo, Dhaniah Suhana Binte Mohammad Wijaya","doi":"10.1080/07377363.2021.2024000","DOIUrl":"https://doi.org/10.1080/07377363.2021.2024000","url":null,"abstract":"Abstract The increasing number of adult learners in higher education is a trend that has been observed in recent years. An impetus for this trend is the need for upskilling and re-skilling in order to stay relevant and employable in today’s world of globalised knowledge. However, finding uninterrupted blocks of time to study in adult learners’ busy schedules may be challenging because of their many other commitments and responsibilities. Bite-sized learning, through the utilisation of micro-learning activities that learners can access anytime and anywhere on their mobile devices, is one method of helping adult learners better manage their studies and learn more effectively. Before adult educators put in the resources to develop bite-sized learning activities, it is nonetheless important to ascertain that adult learners would indeed utilise such provisions. This article discusses the results of a study conducted to investigate the utilisation of bite-sized learning by adult learners enrolled in a part-time undergraduate degree programme. Specifically, the study examined whether adult learners utilised bite-sized learning activities during pockets of “down time” in their busy schedules, especially during the daytime, since adult learners tend to study at night after work or over the weekends. The results showed that adult learners were keen to learn from bite-sized learning activities during these pockets of down time. Implications of the results and directions for future investigation, including the aptness of bite-sized learning in today’s COVID-19 situation, are also discussed.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42331344","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-13DOI: 10.1080/07377363.2022.2145553
Tara Hornor, J. Brooks
{"title":"Strengthening Esprit de Corps: Enhancing Student Veterans’ Sense of Belonging in Colleges and Universities","authors":"Tara Hornor, J. Brooks","doi":"10.1080/07377363.2022.2145553","DOIUrl":"https://doi.org/10.1080/07377363.2022.2145553","url":null,"abstract":"","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43337301","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-28DOI: 10.1080/07377363.2022.2139430
Yolanda Muñoz Martínez, P. Gómez Hernández, Marcos Gómez Puerta, Constanza San Martín Ulloa
Spanish universities still face many barriers to the training of people with disabilities, especially with intellectual disabilities (ID). In general, continuing higher education courses are the main training response for the latter. Knowing the impact that confinement by COVID-19 has had on the students of these courses is a relevant element. The present investigation focused on analyzing the case of the confinement experience of 12 young students with ID who attended the continuing training program called Unidiversidad at the University of Alcala (Spain). In particular, the implications on their emotional well-being, interpersonal relationships, and individual training were analyzed. Information was collected through a semi-structured interview with the students and a questionnaire with their relatives. The results reflect changes in emotional well-being linked to the increased concern of students for the health of their families. Interpersonal relationships were also affected, although participants tried to compensate for the lack of face-to-face interaction with instant messaging applications and video calls. The change in training to the online modality generated concern and uncertainty in students, although it also provided learning opportunities, which have been supported by peer tutoring and support from teachers.
西班牙大学在培训残疾人，特别是智障人士(ID)方面仍然面临许多障碍。一般来说，继续高等教育课程是对后者的主要培训。了解COVID-19隔离对这些课程学生的影响是一个相关因素。本研究主要分析了西班牙阿尔卡拉大学(University of Alcala)继续培训项目Unidiversidad的12名年轻ID学生的坐月子经历。特别是对他们的情绪健康、人际关系和个人训练的影响进行了分析。通过对学生进行半结构化访谈和对其亲属进行问卷调查来收集信息。研究结果反映出，学生们对家庭健康的关注程度有所提高，这与他们情绪健康的变化有关。人际关系也受到了影响，尽管参与者试图用即时通讯应用和视频通话来弥补面对面交流的缺失。培训方式向在线模式的转变引起了学生的关注和不确定性，尽管它也提供了学习机会，这些机会得到了同伴辅导和教师支持的支持。
{"title":"The Impact of the Pandemic on Young People with Intellectual Disabilities Participating in a University Training Course for Employment in Spain","authors":"Yolanda Muñoz Martínez, P. Gómez Hernández, Marcos Gómez Puerta, Constanza San Martín Ulloa","doi":"10.1080/07377363.2022.2139430","DOIUrl":"https://doi.org/10.1080/07377363.2022.2139430","url":null,"abstract":"Spanish universities still face many barriers to the training of people with disabilities, especially with intellectual disabilities (ID). In general, continuing higher education courses are the main training response for the latter. Knowing the impact that confinement by COVID-19 has had on the students of these courses is a relevant element. The present investigation focused on analyzing the case of the confinement experience of 12 young students with ID who attended the continuing training program called Unidiversidad at the University of Alcala (Spain). In particular, the implications on their emotional well-being, interpersonal relationships, and individual training were analyzed. Information was collected through a semi-structured interview with the students and a questionnaire with their relatives. The results reflect changes in emotional well-being linked to the increased concern of students for the health of their families. Interpersonal relationships were also affected, although participants tried to compensate for the lack of face-to-face interaction with instant messaging applications and video calls. The change in training to the online modality generated concern and uncertainty in students, although it also provided learning opportunities, which have been supported by peer tutoring and support from teachers.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45475097","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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