Pub Date : 2020-01-02DOI: 10.1080/07377363.2020.1712579
C. Machado, A. Carvalho
Abstract Undergraduates need to develop critical thinking, problem-solving skills, and deep understanding of concepts. Concept maps are considered an educational tool that promotes meaningful learning and that has demonstrated potential effects in the learning process. Based on studies carried out in adult/higher education, the aim of this review is to identify the effects of concept mapping activities and to discuss their benefits and challenges in pedagogical practices. Findings show that concept maps promote development of critical thinking skills, facilitate integration between theory and practice, develop meaningful learning, promote technology inclusion, promote student collaboration, can lead to better academic scores, and can be used as a tool for the learning progress and assessment. The findings also indicate challenges in integrating concept mapping in academic practices such as students having difficulties in concept and link selection, student resistance, and software difficulties. Despite the limitations, concept maps are well accepted by students.
{"title":"Concept Mapping: Benefits and Challenges in Higher Education","authors":"C. Machado, A. Carvalho","doi":"10.1080/07377363.2020.1712579","DOIUrl":"https://doi.org/10.1080/07377363.2020.1712579","url":null,"abstract":"Abstract Undergraduates need to develop critical thinking, problem-solving skills, and deep understanding of concepts. Concept maps are considered an educational tool that promotes meaningful learning and that has demonstrated potential effects in the learning process. Based on studies carried out in adult/higher education, the aim of this review is to identify the effects of concept mapping activities and to discuss their benefits and challenges in pedagogical practices. Findings show that concept maps promote development of critical thinking skills, facilitate integration between theory and practice, develop meaningful learning, promote technology inclusion, promote student collaboration, can lead to better academic scores, and can be used as a tool for the learning progress and assessment. The findings also indicate challenges in integrating concept mapping in academic practices such as students having difficulties in concept and link selection, student resistance, and software difficulties. Despite the limitations, concept maps are well accepted by students.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":"68 1","pages":"38 - 53"},"PeriodicalIF":1.2,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07377363.2020.1712579","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47707325","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 : 2020-01-02DOI: 10.1080/07377363.2020.1712580
L. Wanjohi
Abstract Much development has happened in the education sector in African countries. In Kenya, there has been a proliferation of institutions of higher learning. Severe cuts in government funding for public higher education have resulted in the privatization of higher education and the need for adjunct faculty as a way to cut costs. Research suggests that although there is a rise in reliance on adjunct faculty in many institutions of higher learning around the world, these faculty are not always adequately prepared for the challenges they meet in the classroom. This article explores the need for full-time as well as adjunct faculty development in institutions of higher learning in Kenya. It looks at ways in which adjunct faculty can be specifically offered professional development and how they can be integrated into the life of the institutions in which they teach. Finally, it proposes possible implications for carrying out adjunct faculty development.
{"title":"Adjunct Faculty Development: A Kenyan Perspective","authors":"L. Wanjohi","doi":"10.1080/07377363.2020.1712580","DOIUrl":"https://doi.org/10.1080/07377363.2020.1712580","url":null,"abstract":"Abstract Much development has happened in the education sector in African countries. In Kenya, there has been a proliferation of institutions of higher learning. Severe cuts in government funding for public higher education have resulted in the privatization of higher education and the need for adjunct faculty as a way to cut costs. Research suggests that although there is a rise in reliance on adjunct faculty in many institutions of higher learning around the world, these faculty are not always adequately prepared for the challenges they meet in the classroom. This article explores the need for full-time as well as adjunct faculty development in institutions of higher learning in Kenya. It looks at ways in which adjunct faculty can be specifically offered professional development and how they can be integrated into the life of the institutions in which they teach. Finally, it proposes possible implications for carrying out adjunct faculty development.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":"68 1","pages":"26 - 37"},"PeriodicalIF":1.2,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07377363.2020.1712580","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46994490","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 : 2020-01-02DOI: 10.1080/07377363.2019.1680268
S. A. Perun
Abstract Developmental English in urban-serving community colleges was considered as the site where racial and ethnic minority students who are deemed underprepared for college must learn the white, middle-class literacy conventions valued in higher education. The idea of symbolic violence—the systematic devaluation of one’s culture—was used as a theoretical framework to synthesize the available evidence of students’ learning experiences in these courses. A thought experiment suggested that making transparent the symbolic violence that students experience would likely (a) shape more effective course designs and pedagogies, (b) encourage students’ autonomous learning behaviors, and (c) dignify both the professors and students in these courses.
{"title":"Toward the Transparency of Symbolic Violence in Developmental English at Urban-Serving Community Colleges: A Thought Experiment","authors":"S. A. Perun","doi":"10.1080/07377363.2019.1680268","DOIUrl":"https://doi.org/10.1080/07377363.2019.1680268","url":null,"abstract":"Abstract Developmental English in urban-serving community colleges was considered as the site where racial and ethnic minority students who are deemed underprepared for college must learn the white, middle-class literacy conventions valued in higher education. The idea of symbolic violence—the systematic devaluation of one’s culture—was used as a theoretical framework to synthesize the available evidence of students’ learning experiences in these courses. A thought experiment suggested that making transparent the symbolic violence that students experience would likely (a) shape more effective course designs and pedagogies, (b) encourage students’ autonomous learning behaviors, and (c) dignify both the professors and students in these courses.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":"68 1","pages":"1 - 14"},"PeriodicalIF":1.2,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07377363.2019.1680268","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44146752","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 : 2019-09-02DOI: 10.1080/07377363.2019.1660844
Robert C. Mizzi, Jared Star
Abstract Little is known about the experiences of lesbian and gay faculty and students in continuing education. In order to address this gap, this article introduces and discusses a research project conducted to understand the struggles and accomplishments of both lesbian and gay male faculty and students in continuing education (CE) in university settings. Six CE instructors and six CE students were recruited to participate in in-depth interviews from universities across western Canada. Using grounded theory for data analysis, two broad themes emerged: (a) CE in western Canada excludes lesbian, gay, bisexual, transgender, and queer (LGBTQ )content in their student and instructor orientation processes despite being placed in “progressive” institutions; and (b) safety concerns appear commonplace in such environments due to the heteronormative organizational culture of CE. Despite these drawbacks, study participants demonstrated strategies to minimize risk and find safety and support. Study findings suggest that CE review its work and learning structures to include queer-inclusive pedagogies and content.
{"title":"Queer Eye on Inclusion: Understanding Lesbian and Gay Student and Instructor Experiences of Continuing Education","authors":"Robert C. Mizzi, Jared Star","doi":"10.1080/07377363.2019.1660844","DOIUrl":"https://doi.org/10.1080/07377363.2019.1660844","url":null,"abstract":"Abstract Little is known about the experiences of lesbian and gay faculty and students in continuing education. In order to address this gap, this article introduces and discusses a research project conducted to understand the struggles and accomplishments of both lesbian and gay male faculty and students in continuing education (CE) in university settings. Six CE instructors and six CE students were recruited to participate in in-depth interviews from universities across western Canada. Using grounded theory for data analysis, two broad themes emerged: (a) CE in western Canada excludes lesbian, gay, bisexual, transgender, and queer (LGBTQ )content in their student and instructor orientation processes despite being placed in “progressive” institutions; and (b) safety concerns appear commonplace in such environments due to the heteronormative organizational culture of CE. Despite these drawbacks, study participants demonstrated strategies to minimize risk and find safety and support. Study findings suggest that CE review its work and learning structures to include queer-inclusive pedagogies and content.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":"67 1","pages":"72 - 82"},"PeriodicalIF":1.2,"publicationDate":"2019-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07377363.2019.1660844","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46661214","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 : 2019-09-02DOI: 10.1080/07377363.2019.1664807
Mary s. Bonhomme
At Stevens Institute of Technology, students had written computer programs or bots to help speed up their ability to register for classes and get an edge in course selection. For those students without the bots, they found themselves at a disadvantage in class selection. And for those with the bots, if they forgot to delete their names from the bots, other students using the bots could disenroll those students from selected classes. The university has now put additional security precautions in place to make it more difficult for students to run similar scripts. Inside Higher Ed, January 25, 2019 (https://www.insidehighered.com/news/2019/01/15/computer-program-automatically-registers-students-classes-has-unintended)
{"title":"Notes and Trends","authors":"Mary s. Bonhomme","doi":"10.1080/07377363.2019.1664807","DOIUrl":"https://doi.org/10.1080/07377363.2019.1664807","url":null,"abstract":"At Stevens Institute of Technology, students had written computer programs or bots to help speed up their ability to register for classes and get an edge in course selection. For those students without the bots, they found themselves at a disadvantage in class selection. And for those with the bots, if they forgot to delete their names from the bots, other students using the bots could disenroll those students from selected classes. The university has now put additional security precautions in place to make it more difficult for students to run similar scripts. Inside Higher Ed, January 25, 2019 (https://www.insidehighered.com/news/2019/01/15/computer-program-automatically-registers-students-classes-has-unintended)","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":"67 1","pages":"129 - 131"},"PeriodicalIF":1.2,"publicationDate":"2019-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07377363.2019.1664807","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44565684","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 : 2019-09-02DOI: 10.1080/07377363.2019.1664880
David Des Armier, D. Bolliger
Abstract This study investigated students’ Internet attitudes and feelings of connectedness in their graduate programs using a quantitative survey design approach. Two modified instruments were administered to students in graduate programs at a small, land-grant university. One hundred forty-three graduate students completed the online survey. Findings indicate participants had moderately positive Internet attitudes, but their feelings of connectedness overall were mixed. Internet attitudes did not impact connectedness; however, general Internet use impacted feelings of comfort and facilitation. Answers to open-ended questions showed that the use of a variety of tools made participants feel more connected to others. Participants shared how their attitudes about Internet use influenced their feelings of connectedness. Gender and age did not yield significant differences in responses. A significant difference between academic programs pertaining to connectedness was found. The findings are discussed in the context of the literature.
{"title":"An Investigation of Graduate Students’ Internet Attitudes and Their Feelings of Connectedness","authors":"David Des Armier, D. Bolliger","doi":"10.1080/07377363.2019.1664880","DOIUrl":"https://doi.org/10.1080/07377363.2019.1664880","url":null,"abstract":"Abstract This study investigated students’ Internet attitudes and feelings of connectedness in their graduate programs using a quantitative survey design approach. Two modified instruments were administered to students in graduate programs at a small, land-grant university. One hundred forty-three graduate students completed the online survey. Findings indicate participants had moderately positive Internet attitudes, but their feelings of connectedness overall were mixed. Internet attitudes did not impact connectedness; however, general Internet use impacted feelings of comfort and facilitation. Answers to open-ended questions showed that the use of a variety of tools made participants feel more connected to others. Participants shared how their attitudes about Internet use influenced their feelings of connectedness. Gender and age did not yield significant differences in responses. A significant difference between academic programs pertaining to connectedness was found. The findings are discussed in the context of the literature.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":"67 1","pages":"83 - 96"},"PeriodicalIF":1.2,"publicationDate":"2019-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07377363.2019.1664880","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45447560","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 : 2019-09-02DOI: 10.1080/07377363.2019.1664805
M. Schulte
A few months ago, for my professional job at Pearson Online Learning Services, I co-conducted a training that covered online engineering program accreditation, education requirements, and licensure. Yes, it was scintillating (full sarcasm intended). While the topic was not riveting for most people, the training was necessary to assist online student support advisors who needed to reference specific information as they talked to prospective engineering students. As a necessary balm for the heavy content, the end of the training included a short section titled “How to talk to an engineer.” The purpose of this section, while peppered with some humor, was to assist the online advisors with practical tips to converse with engineers. The online advisors had experienced difficulties in conversations and e-mails with these prospective students, noting that the engineers would be curt, find a conversation about the school’s sport teams to be a waste of time (small talk), or not include socially accepted niceties such as “Have a nice day” or “I appreciate your help.” It is no secret that some people with certain technical expertise and minds struggle with what others take for granted as normal communications and interactions. There have been a number of peerreviewed published papers which address scientific individuals who struggle with casual communication and social expectations. My short piece for the advisor training, however, relied on non-published online articles and informative blog postings. After the training, I moved on to other projects. But my mind kept returning to the item on communicating with engineers. I surmised that this issue might not be confined to just engineering, but to other disciplines and professions as well. As further inspiration that this was not a unique phenomenon, I was struggling with a very artistic person who seemed incapable of staying on track with his work. All our transactions, due to geographical location, were at a distance (phone, e-mail, text pictures). Phone communications were often strained because his explanations seemed to wander, as can occur with an open and fluid worldview. Frustratingly, the person would fail to take notes and direction, yet he was working on a major construction effort! This person had some of the best design skills I had ever witnessed, enhancing already created building plans with an artistic change here and there that resulted in beauty and function. His ability to see art and use science in his work was a definite asset. However, he seemed to bounce from task to task and often would not fully complete a project, much less on time. It seemed to me that his artistic, fluid, and open predilection interfered with completing a project. In a different span of time, I also seemed to be inundated with examples of poor communication in both verbal and written form: online applications and instructions that seemed to lead nowhere in very Kafka-esque fashion; directions for a community event
{"title":"Using the Muses to Ease Distance Learning Transactions","authors":"M. Schulte","doi":"10.1080/07377363.2019.1664805","DOIUrl":"https://doi.org/10.1080/07377363.2019.1664805","url":null,"abstract":"A few months ago, for my professional job at Pearson Online Learning Services, I co-conducted a training that covered online engineering program accreditation, education requirements, and licensure. Yes, it was scintillating (full sarcasm intended). While the topic was not riveting for most people, the training was necessary to assist online student support advisors who needed to reference specific information as they talked to prospective engineering students. As a necessary balm for the heavy content, the end of the training included a short section titled “How to talk to an engineer.” The purpose of this section, while peppered with some humor, was to assist the online advisors with practical tips to converse with engineers. The online advisors had experienced difficulties in conversations and e-mails with these prospective students, noting that the engineers would be curt, find a conversation about the school’s sport teams to be a waste of time (small talk), or not include socially accepted niceties such as “Have a nice day” or “I appreciate your help.” It is no secret that some people with certain technical expertise and minds struggle with what others take for granted as normal communications and interactions. There have been a number of peerreviewed published papers which address scientific individuals who struggle with casual communication and social expectations. My short piece for the advisor training, however, relied on non-published online articles and informative blog postings. After the training, I moved on to other projects. But my mind kept returning to the item on communicating with engineers. I surmised that this issue might not be confined to just engineering, but to other disciplines and professions as well. As further inspiration that this was not a unique phenomenon, I was struggling with a very artistic person who seemed incapable of staying on track with his work. All our transactions, due to geographical location, were at a distance (phone, e-mail, text pictures). Phone communications were often strained because his explanations seemed to wander, as can occur with an open and fluid worldview. Frustratingly, the person would fail to take notes and direction, yet he was working on a major construction effort! This person had some of the best design skills I had ever witnessed, enhancing already created building plans with an artistic change here and there that resulted in beauty and function. His ability to see art and use science in his work was a definite asset. However, he seemed to bounce from task to task and often would not fully complete a project, much less on time. It seemed to me that his artistic, fluid, and open predilection interfered with completing a project. In a different span of time, I also seemed to be inundated with examples of poor communication in both verbal and written form: online applications and instructions that seemed to lead nowhere in very Kafka-esque fashion; directions for a community event","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":"67 1","pages":"132 - 134"},"PeriodicalIF":1.2,"publicationDate":"2019-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07377363.2019.1664805","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45120695","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 : 2019-09-02DOI: 10.1080/07377363.2019.1680265
David Jones
Abstract Failure to thrive among nontraditional graduate students—whether by attrition, degree noncompletion, or failure—may represent an inability to manage competing demands rather than an inability to perform academically. University personnel have considered themselves limited in the ability to support non-traditional students to overcome nonacademic barriers to persistence and degree completion. However, nontraditional graduate students possess a capacity to change in order to participate successfully in higher education, and university personnel can positively inform such changes. This study examined the experiences of nine students who overcame imposed withdrawal (i.e., dismissal or academic disqualification) and continued successfully or completed a graduate degree. An analysis of interview transcripts revealed eight change attribution themes demonstrating how nontraditional students enacted several changes to themselves or their approaches to learning and how they shared responsibility for changing in their relations to others—all as an effort to overcome failure and to succeed academically.
{"title":"Modulations by Nontraditional Graduate Students to Overcome Imposed Withdrawal","authors":"David Jones","doi":"10.1080/07377363.2019.1680265","DOIUrl":"https://doi.org/10.1080/07377363.2019.1680265","url":null,"abstract":"Abstract Failure to thrive among nontraditional graduate students—whether by attrition, degree noncompletion, or failure—may represent an inability to manage competing demands rather than an inability to perform academically. University personnel have considered themselves limited in the ability to support non-traditional students to overcome nonacademic barriers to persistence and degree completion. However, nontraditional graduate students possess a capacity to change in order to participate successfully in higher education, and university personnel can positively inform such changes. This study examined the experiences of nine students who overcame imposed withdrawal (i.e., dismissal or academic disqualification) and continued successfully or completed a graduate degree. An analysis of interview transcripts revealed eight change attribution themes demonstrating how nontraditional students enacted several changes to themselves or their approaches to learning and how they shared responsibility for changing in their relations to others—all as an effort to overcome failure and to succeed academically.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":"67 1","pages":"108 - 97"},"PeriodicalIF":1.2,"publicationDate":"2019-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07377363.2019.1680265","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43469521","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 : 2019-09-02DOI: 10.1080/07377363.2019.1663100
Matt Bergman
Universities across the United States are grappling with both funding and enrollment pressures and will continue to do so for the foreseeable future. Decreasing state funding coupled with lower bir...
{"title":"Advanced Placement for Adults: Using PLA to Complement a Relevant, Rigorous, and Research-Based Adult Degree Completion Program","authors":"Matt Bergman","doi":"10.1080/07377363.2019.1663100","DOIUrl":"https://doi.org/10.1080/07377363.2019.1663100","url":null,"abstract":"Universities across the United States are grappling with both funding and enrollment pressures and will continue to do so for the foreseeable future. Decreasing state funding coupled with lower bir...","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":"67 1","pages":"123 - 128"},"PeriodicalIF":1.2,"publicationDate":"2019-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07377363.2019.1663100","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47694735","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 : 2019-09-02DOI: 10.1080/07377363.2019.1680266
Catherine A. Cherrstrom, S. Robbins, Carrie J. Boden, Jonathan C. Bixby
Abstract Improved educational technology provides new opportunities and tools for enhanced teaching and learning. However, low efficacy with technology adversely affects nontraditional students’ course and college outcomes. The purpose of this qualitative study was to examine nontraditional student perceptions of educational technology tools. We thematically coded 10 discussion forums and 239 analyses of 125 student-selected tools. This article highlights traditional student voices and presents a list of tools organized by purpose, the template used by students to analyze tools, and student perceptions of tools. Discussed major themes comprise a wide breadth of tools and purposes, differing experiences in applying theory to practice, and tools supporting learning and interaction in multiple domains.
{"title":"Need Tech? Nontraditional Student Perceptions of Educational Technology Tools","authors":"Catherine A. Cherrstrom, S. Robbins, Carrie J. Boden, Jonathan C. Bixby","doi":"10.1080/07377363.2019.1680266","DOIUrl":"https://doi.org/10.1080/07377363.2019.1680266","url":null,"abstract":"Abstract Improved educational technology provides new opportunities and tools for enhanced teaching and learning. However, low efficacy with technology adversely affects nontraditional students’ course and college outcomes. The purpose of this qualitative study was to examine nontraditional student perceptions of educational technology tools. We thematically coded 10 discussion forums and 239 analyses of 125 student-selected tools. This article highlights traditional student voices and presents a list of tools organized by purpose, the template used by students to analyze tools, and student perceptions of tools. Discussed major themes comprise a wide breadth of tools and purposes, differing experiences in applying theory to practice, and tools supporting learning and interaction in multiple domains.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":"67 1","pages":"109 - 122"},"PeriodicalIF":1.2,"publicationDate":"2019-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07377363.2019.1680266","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47688412","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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