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":" ","pages":""},"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":" ","pages":""},"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}
Pub Date : 2022-11-14DOI: 10.1080/07377363.2022.2119800
Carrie J. Boden, Catherine A. Cherrstrom, Todd Sherron, Maria Mohamed, L. Wilson, Kandi Pomeroy
{"title":"A Decade of Global Prior Learning Assessment: A Systematic Literature Review","authors":"Carrie J. Boden, Catherine A. Cherrstrom, Todd Sherron, Maria Mohamed, L. Wilson, Kandi Pomeroy","doi":"10.1080/07377363.2022.2119800","DOIUrl":"https://doi.org/10.1080/07377363.2022.2119800","url":null,"abstract":"","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46587183","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 : 2022-11-14DOI: 10.1080/07377363.2022.2119799
Susan M. Yelich Biniecki
{"title":"International Continuing Professional Education: An Interpretive Study of Ecuadorian Educators’ Meaning-Making","authors":"Susan M. Yelich Biniecki","doi":"10.1080/07377363.2022.2119799","DOIUrl":"https://doi.org/10.1080/07377363.2022.2119799","url":null,"abstract":"","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47459320","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 : 2022-09-20DOI: 10.1080/07377363.2022.2108642
Annelise Ewing Goodman
{"title":"Post-Traditional Students’ Perceptions of Mattering: The Role of Faculty and Student Interaction","authors":"Annelise Ewing Goodman","doi":"10.1080/07377363.2022.2108642","DOIUrl":"https://doi.org/10.1080/07377363.2022.2108642","url":null,"abstract":"","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45318020","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 : 2022-09-19DOI: 10.1080/07377363.2022.2108649
Jonali Baruah, D. Dalton, J. Borchardt
{"title":"A Comparison of Online and Offline Support Modalities as Predictors of Stress Among Traditional and Non-Traditional College Students","authors":"Jonali Baruah, D. Dalton, J. Borchardt","doi":"10.1080/07377363.2022.2108649","DOIUrl":"https://doi.org/10.1080/07377363.2022.2108649","url":null,"abstract":"","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45756539","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 : 2022-09-14DOI: 10.1080/07377363.2022.2106085
Melanie C. Zollner
{"title":"A Phenomenological Study: Challenges for Undergraduate Nontraditional Hispanic Women Students on the Path to Degree Attainment","authors":"Melanie C. Zollner","doi":"10.1080/07377363.2022.2106085","DOIUrl":"https://doi.org/10.1080/07377363.2022.2106085","url":null,"abstract":"","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43531187","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 : 2022-08-10DOI: 10.1080/07377363.2022.2087169
Carmel Roofe, Therese Ferguson, Saran Stewart, Neveta S. Roberts
The demand for higher education has been increasing in Jamaica as in many other Caribbean countries. Those who respond to such demands, pursuing further studies in higher education, will need to navigate many obligations and challenges. Additionally, some individuals may be First Generation (FG) adult learners and may lack the tacit knowledge and emotional sustenance to help them succeed. Consequently, adult learners pursuing postgraduate studies will need support in understanding themselves as learners and how to succeed. This study reports findings on challenges that non-traditional adult learners in a Jamaican higher education context face in pursuing postgraduate studies. Using the photovoice research method, qualitative data were collected from 10 adult learners through photographed representations of prompts, photovoice focus group discussions, and participants' reflections. The main findings revealed that the adult learners experienced multiple conflicting emotions as they engaged in their postgraduate programmes of study;experienced challenges balancing their multiple roles and responsibilities, some of which were linked to their status as FG adult learners;and characterised the COVID-19 pandemic as having a dualistic nature, one that exacerbated challenges whilst also offering them opportunities to focus on their studies as well as themselves. The article makes recommendations for supporting these adult learners at the institutional and personal levels as they pursue their studies.
{"title":"Provoking Reflection: A Photovoice Exploration of Non-Traditional Adult Learners’ Challenges in a Jamaican Higher Education Context","authors":"Carmel Roofe, Therese Ferguson, Saran Stewart, Neveta S. Roberts","doi":"10.1080/07377363.2022.2087169","DOIUrl":"https://doi.org/10.1080/07377363.2022.2087169","url":null,"abstract":"The demand for higher education has been increasing in Jamaica as in many other Caribbean countries. Those who respond to such demands, pursuing further studies in higher education, will need to navigate many obligations and challenges. Additionally, some individuals may be First Generation (FG) adult learners and may lack the tacit knowledge and emotional sustenance to help them succeed. Consequently, adult learners pursuing postgraduate studies will need support in understanding themselves as learners and how to succeed. This study reports findings on challenges that non-traditional adult learners in a Jamaican higher education context face in pursuing postgraduate studies. Using the photovoice research method, qualitative data were collected from 10 adult learners through photographed representations of prompts, photovoice focus group discussions, and participants' reflections. The main findings revealed that the adult learners experienced multiple conflicting emotions as they engaged in their postgraduate programmes of study;experienced challenges balancing their multiple roles and responsibilities, some of which were linked to their status as FG adult learners;and characterised the COVID-19 pandemic as having a dualistic nature, one that exacerbated challenges whilst also offering them opportunities to focus on their studies as well as themselves. The article makes recommendations for supporting these adult learners at the institutional and personal levels as they pursue their studies.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":"1 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41627979","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：