Pub Date : 2023-02-17DOI: 10.1177/14779714231156746
Mesut Demirbilek, Sıtar Keser
Functional literacy is the learning of knowledge and skills for vital necessities as a higher level of basic literacy and then the operational use of this information in individual, socio-cultural, or economic fields. This research aims to examine the opinions of teachers in the context of functional literacy related to the II level primary education program for adults conducted in Public Education Centers. A phenomenological design was used in the study. A total of 12 teachers working in literacy courses in Public Education Centers were included in the study group. This study was conducted by taking the opinions of teachers and concluded that the second-level literacy courses are not sufficient at the social, individual, and educational levels in the context of functional literacy. In the context of these results, it is recommended that the content of the II level primary education program is reconstructed to provide functional skills in a framework that enriches daily life practices focused on the needs of adult individuals.
{"title":"An examination of the opinions of teachers working in public education centers on adult literacy programs in the context of functional literacy","authors":"Mesut Demirbilek, Sıtar Keser","doi":"10.1177/14779714231156746","DOIUrl":"https://doi.org/10.1177/14779714231156746","url":null,"abstract":"Functional literacy is the learning of knowledge and skills for vital necessities as a higher level of basic literacy and then the operational use of this information in individual, socio-cultural, or economic fields. This research aims to examine the opinions of teachers in the context of functional literacy related to the II level primary education program for adults conducted in Public Education Centers. A phenomenological design was used in the study. A total of 12 teachers working in literacy courses in Public Education Centers were included in the study group. This study was conducted by taking the opinions of teachers and concluded that the second-level literacy courses are not sufficient at the social, individual, and educational levels in the context of functional literacy. In the context of these results, it is recommended that the content of the II level primary education program is reconstructed to provide functional skills in a framework that enriches daily life practices focused on the needs of adult individuals.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41484377","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 : 2023-02-12DOI: 10.1177/14779714231157248
Travis S. Crone, Stephanie J. Babb
The current study further explored the relationship between nontraditional students and academic entitlement. Previous research has established that the presence of more nontraditional factors predicts lower levels of reported academic entitlement. The mechanisms responsible for this connection have not been explored though. The current study examined the impact of locus of control on the relationship between nontraditional factors and academic entitlement. Participants ( N = 332) were asked to report their status on seven nontraditional factors and then completed measures exploring locus of control, academic entitlement, work engagement, and academic motivation. Analyses revealed that nontraditional factors predicted lower levels of external locus of control and external locus of control was negatively correlated with academic entitlement. Evidence for partial mediation was found for this relationship. The impact of these findings on nontraditional students, retention, and academic interventions is discussed.
{"title":"The role of locus of control in mediating the relationship between nontraditional factors and academic entitlement","authors":"Travis S. Crone, Stephanie J. Babb","doi":"10.1177/14779714231157248","DOIUrl":"https://doi.org/10.1177/14779714231157248","url":null,"abstract":"The current study further explored the relationship between nontraditional students and academic entitlement. Previous research has established that the presence of more nontraditional factors predicts lower levels of reported academic entitlement. The mechanisms responsible for this connection have not been explored though. The current study examined the impact of locus of control on the relationship between nontraditional factors and academic entitlement. Participants ( N = 332) were asked to report their status on seven nontraditional factors and then completed measures exploring locus of control, academic entitlement, work engagement, and academic motivation. Analyses revealed that nontraditional factors predicted lower levels of external locus of control and external locus of control was negatively correlated with academic entitlement. Evidence for partial mediation was found for this relationship. The impact of these findings on nontraditional students, retention, and academic interventions is discussed.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48140134","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 : 2023-02-11DOI: 10.1177/14779714231156747
Vincent TS Law, Hilary HL Yee, Tommy K.Y. Ng, B. Fong
In light of its low fertility rate and long life span, Hong Kong is facing the challenge of a rapidly ageing population. To foster successful ageing, learning throughout life regardless of age is promoted as lifelong learning. A total of 20 older adults who are studying the Diploma in Active Ageing at the School of Professional Education and Executive Development of The Hong Kong Polytechnic University participated in a questionnaire survey while 16 older adult students participated in individual in-depth interviews in the present study. The results show that those who have received both informal and formal learning opportunities experienced positive changes to their physical, psychological and social health. The participants reported that the current lifelong learning policy provides insufficient financial support and insufficient promotion of formal education for older adults. For older adults to pursue further education, there is a need to provide more generous subsidies and relax age eligibility restrictions. To sustain lifelong learning, both informal and formal education for older adults should be promoted equally in order to meet the diverse interests and ability of older learners.
{"title":"Evaluating the impact of lifelong education on older adults: A case study from Hong Kong","authors":"Vincent TS Law, Hilary HL Yee, Tommy K.Y. Ng, B. Fong","doi":"10.1177/14779714231156747","DOIUrl":"https://doi.org/10.1177/14779714231156747","url":null,"abstract":"In light of its low fertility rate and long life span, Hong Kong is facing the challenge of a rapidly ageing population. To foster successful ageing, learning throughout life regardless of age is promoted as lifelong learning. A total of 20 older adults who are studying the Diploma in Active Ageing at the School of Professional Education and Executive Development of The Hong Kong Polytechnic University participated in a questionnaire survey while 16 older adult students participated in individual in-depth interviews in the present study. The results show that those who have received both informal and formal learning opportunities experienced positive changes to their physical, psychological and social health. The participants reported that the current lifelong learning policy provides insufficient financial support and insufficient promotion of formal education for older adults. For older adults to pursue further education, there is a need to provide more generous subsidies and relax age eligibility restrictions. To sustain lifelong learning, both informal and formal education for older adults should be promoted equally in order to meet the diverse interests and ability of older learners.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45421613","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 : 2023-01-23DOI: 10.1177/14779714231153815
Kara A. Fulton, Audon Archibald, Cassie Hudson, J. Rogers, Scott Peecksen, T. Heap
A responsible citizen is someone who understands their role in the community and attempts to make a positive impact. Service-learning is one way to encourage responsible citizenship by asking students to engage with and reflect on their communities. This study explores student perceptions toward civic engagement in an undergraduate course focused on the multidisciplinary examination of social issues, with some sections incorporating service-learning pedagogy. Using a validated measure, changes among students were documented in six topic areas: civic action, interpersonal and problem-solving skills, political awareness, leadership skills, social justice attitudes, and diversity attitudes. Results were compared across sections with different service-learning requirements and delivery formats. Additionally, results were compared across students from diverse backgrounds, including age and race.
{"title":"Cultivating responsible citizenship in a non-traditional degree program through a service-inclusive pedagogy","authors":"Kara A. Fulton, Audon Archibald, Cassie Hudson, J. Rogers, Scott Peecksen, T. Heap","doi":"10.1177/14779714231153815","DOIUrl":"https://doi.org/10.1177/14779714231153815","url":null,"abstract":"A responsible citizen is someone who understands their role in the community and attempts to make a positive impact. Service-learning is one way to encourage responsible citizenship by asking students to engage with and reflect on their communities. This study explores student perceptions toward civic engagement in an undergraduate course focused on the multidisciplinary examination of social issues, with some sections incorporating service-learning pedagogy. Using a validated measure, changes among students were documented in six topic areas: civic action, interpersonal and problem-solving skills, political awareness, leadership skills, social justice attitudes, and diversity attitudes. Results were compared across sections with different service-learning requirements and delivery formats. Additionally, results were compared across students from diverse backgrounds, including age and race.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43545427","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: 10.1177/14779714231151836
David Strukel, Linda White, Saleem Alhabash
Nontraditional students pursuing an advanced degree face unique challenges as compared to full-time traditional students. Current and former masters and PhD students ( N = 266) were surveyed to examine differences in their educational experiences and emotional outcomes, and determinants of their positive and negative graduate education experiences. Traditional and nontraditional students differed significantly on most of the variables. Compared to traditional students, nontraditional students reported higher positive emotional experiences. Simple linear ordinary least squares (OLS) regression models were used to examine the determinants of positive and negative experiences during graduate education. Self-fulfillment motives were the strongest predictors of positive emotional experiences, while stress and anxiety uniformly predicted negative experiences; with variability in determinants of emotional experiences between traditional and nontraditional students.
{"title":"The good, the bad, the ugly: Predictors of positive and negative experiences of traditional and nontraditional graduate students","authors":"David Strukel, Linda White, Saleem Alhabash","doi":"10.1177/14779714231151836","DOIUrl":"https://doi.org/10.1177/14779714231151836","url":null,"abstract":"Nontraditional students pursuing an advanced degree face unique challenges as compared to full-time traditional students. Current and former masters and PhD students ( N = 266) were surveyed to examine differences in their educational experiences and emotional outcomes, and determinants of their positive and negative graduate education experiences. Traditional and nontraditional students differed significantly on most of the variables. Compared to traditional students, nontraditional students reported higher positive emotional experiences. Simple linear ordinary least squares (OLS) regression models were used to examine the determinants of positive and negative experiences during graduate education. Self-fulfillment motives were the strongest predictors of positive emotional experiences, while stress and anxiety uniformly predicted negative experiences; with variability in determinants of emotional experiences between traditional and nontraditional students.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43091709","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 : 2023-01-06DOI: 10.1177/14779714221149601
Daniel Woldeab, Gemma Puntí, Richard W. Bohannon
This study explores the lived experiences of individualized and interdisciplinary students enrolled in a 4-year public university in the Upper Midwest region of the United States. Those enrolled in this individualized degree program are working adults with significant family, work, and life obligations. As Brookfield (2006) , Knowles (1980) , and Dewey (1903) indicated, adult learners want to be in charge of their education and find meaning in coursework that relates to their professional or out of school experiences. While this seems to be a common discourse for most of our learners, some also struggle with the complexity and uncertainty of directing one’s own degree. This study, based on focus groups conducted as part of classroom activities, reveal how working adults find their individualized degrees to be student-centered yet constrained by university policies, experience the process as liberating and empowering while also anxiety provoking, and worry about the perception of an “easy” degree while striving for a rigorous and passion-driven one.
{"title":"The lived experiences of adult learners in an individualized program: Empowerment, responsibility, tensions, and anxiety","authors":"Daniel Woldeab, Gemma Puntí, Richard W. Bohannon","doi":"10.1177/14779714221149601","DOIUrl":"https://doi.org/10.1177/14779714221149601","url":null,"abstract":"This study explores the lived experiences of individualized and interdisciplinary students enrolled in a 4-year public university in the Upper Midwest region of the United States. Those enrolled in this individualized degree program are working adults with significant family, work, and life obligations. As Brookfield (2006) , Knowles (1980) , and Dewey (1903) indicated, adult learners want to be in charge of their education and find meaning in coursework that relates to their professional or out of school experiences. While this seems to be a common discourse for most of our learners, some also struggle with the complexity and uncertainty of directing one’s own degree. This study, based on focus groups conducted as part of classroom activities, reveal how working adults find their individualized degrees to be student-centered yet constrained by university policies, experience the process as liberating and empowering while also anxiety provoking, and worry about the perception of an “easy” degree while striving for a rigorous and passion-driven one.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46090722","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 : 2022-12-27DOI: 10.1177/14779714221145863
John M Muchira, Francis Kiroro, M. Mutisya, V. Ochieng, M. Ngware
Africa could benefit from the demographic dividend by identifying strategies for investing in the massive youthful workforce. The current study employs the social cognitive career theory perspective to assess Technical Vocational Education and Training (TVET) institutions’ curriculum coverage of various skills in Kenya. We further examine the relevance of the curricula to the labour market and barriers affecting institutions' capacity to implement practical-oriented and demand-driven curricula. A cross-sectional research design was adopted using a mixed-method approach to gather and analyse data. Findings revealed different levels of coverage of soft and technical skills in the curriculum. Inadequate resources, lack of modern equipment and technology, and minimal adoption of practical components in the curriculum were identified as barriers to acquiring skills, consequently affecting TVET students' capacity to secure employment. To promote requisite skills acquisition and accelerate youth employability, we recommend a partnership between TVET institutions and the industry. Assessing how the competencies acquired align with labour market demands is also critical. Evidence gathered from this assessment will inform the improvement of existing on-the-job training, enable institutions to scale-up successful models and foster the development of human capital that is more adaptable to the dynamic world of work.
{"title":"Assessing technical vocational education and training institutions’ curriculum in Kenya: What strategies can position the youth for employment?","authors":"John M Muchira, Francis Kiroro, M. Mutisya, V. Ochieng, M. Ngware","doi":"10.1177/14779714221145863","DOIUrl":"https://doi.org/10.1177/14779714221145863","url":null,"abstract":"Africa could benefit from the demographic dividend by identifying strategies for investing in the massive youthful workforce. The current study employs the social cognitive career theory perspective to assess Technical Vocational Education and Training (TVET) institutions’ curriculum coverage of various skills in Kenya. We further examine the relevance of the curricula to the labour market and barriers affecting institutions' capacity to implement practical-oriented and demand-driven curricula. A cross-sectional research design was adopted using a mixed-method approach to gather and analyse data. Findings revealed different levels of coverage of soft and technical skills in the curriculum. Inadequate resources, lack of modern equipment and technology, and minimal adoption of practical components in the curriculum were identified as barriers to acquiring skills, consequently affecting TVET students' capacity to secure employment. To promote requisite skills acquisition and accelerate youth employability, we recommend a partnership between TVET institutions and the industry. Assessing how the competencies acquired align with labour market demands is also critical. Evidence gathered from this assessment will inform the improvement of existing on-the-job training, enable institutions to scale-up successful models and foster the development of human capital that is more adaptable to the dynamic world of work.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2022-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46527046","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 : 2022-12-21DOI: 10.1177/14779714221147297
Rodney H. Magwenya, A. Ross, L. S. Ngatiane
Background: Continuing professional development (CPD) provides support to healthcare workers to keep up to date with best practices and addresses deficits in their knowledge and practice. Aim: The purpose of this scoping review is to summarise data from the past decade on CPD models. Method: For this scoping review, we searched PubMed, Web of Science and Scopus databases and conducted a grey literature search for studies/documents describing models of CPD. We limited our search to those written in English and published since 2010. Results: 74 references were included. These were grouped under two main questions: (1) What CPD models are available in various settings globally? (2) What are the perceptions and views of medical practitioners towards these? Under the first question, they were grouped into six categories: (a) Legislation, theoretical framework/learning theories, (b) CME credit systems, revalidation/recertification and maintenance of certification, (c) content delivery (choice of format), (d) quality standards, monitoring and evaluation, (e) funding and (f) country/region CPD models. Conclusions: CPD should be supported by appropriate legislation and policy, be directed at the needs of practitioners, and based on adult learning theory, have a mechanism in place for evaluation and improvement and have sustainable funding.
背景：持续专业发展（CPD）为医护人员提供支持，以跟上最佳实践的步伐，并解决他们在知识和实践方面的不足。目的：本范围界定审查的目的是总结过去十年CPD模型的数据。方法：在这篇范围界定综述中，我们搜索了PubMed、Web of Science和Scopus数据库，并对描述CPD模型的研究/文件进行了灰色文献搜索。我们将搜索范围限制在自2010年以来用英语撰写并发表的文章。结果：纳入参考文献74篇。这些问题分为两个主要问题：（1）在全球各种环境中有哪些CPD模型？（2） 医生对这些有何看法和看法？在第一个问题下，他们被分为六类：（a）立法、理论框架/学习理论，（b）继续医学教育信贷系统、重新验证/重新认证和认证维护，（c）内容交付（格式选择），（d）质量标准、监测和评估，（e）资金和（f）国家/地区持续专业发展模式。结论：CPD应得到适当的立法和政策的支持，针对从业者的需求，以成人学习理论为基础，建立评估和改进机制，并拥有可持续的资金。
{"title":"Continuing professional development in the last decade – A scoping review","authors":"Rodney H. Magwenya, A. Ross, L. S. Ngatiane","doi":"10.1177/14779714221147297","DOIUrl":"https://doi.org/10.1177/14779714221147297","url":null,"abstract":"Background: Continuing professional development (CPD) provides support to healthcare workers to keep up to date with best practices and addresses deficits in their knowledge and practice. Aim: The purpose of this scoping review is to summarise data from the past decade on CPD models. Method: For this scoping review, we searched PubMed, Web of Science and Scopus databases and conducted a grey literature search for studies/documents describing models of CPD. We limited our search to those written in English and published since 2010. Results: 74 references were included. These were grouped under two main questions: (1) What CPD models are available in various settings globally? (2) What are the perceptions and views of medical practitioners towards these? Under the first question, they were grouped into six categories: (a) Legislation, theoretical framework/learning theories, (b) CME credit systems, revalidation/recertification and maintenance of certification, (c) content delivery (choice of format), (d) quality standards, monitoring and evaluation, (e) funding and (f) country/region CPD models. Conclusions: CPD should be supported by appropriate legislation and policy, be directed at the needs of practitioners, and based on adult learning theory, have a mechanism in place for evaluation and improvement and have sustainable funding.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48287884","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 : 2022-12-09DOI: 10.1177/14779714221145861
D. Toimbek
Recent economic diversifications of Kazakhstan from over-reliance on the extraction of natural resources are mainly based on increasing the quality of human capital by building a knowledge-based economy as an instrument for long-term sustainable development. In this regard, the paper explores the level of cognitive skills of the adult population in Kazakhstan and their associations with important life outcomes. Research is based on one of the prominent studies in adult literacy — The Programme for the International Assessment of Adult Competencies (PIAAC), and revealed that the performance of Kazakhstanis in information-processing skills is below the average; smaller differences in competencies between the top and bottom performers, which indicates small inequalities in skills acquisition; and a low level of variance between adults with tertiary and secondary education, demonstrating the low education quality. Multiple linear regression of the research indicates that the educational attainment of the population has the highest association with all three information-processing skills, while labor force participation negatively affects the growth of literacy, numeracy, and problem-solving in technology-rich environment (PS-TRE) skills. The main recommendations of the paper are to profoundly transform social institutions, enhance national educational quality, and exercise continuous learning in the country.
{"title":"Building the human capital in Kazakhstan: Information-processing skills and socio-economic outcomes of the population","authors":"D. Toimbek","doi":"10.1177/14779714221145861","DOIUrl":"https://doi.org/10.1177/14779714221145861","url":null,"abstract":"Recent economic diversifications of Kazakhstan from over-reliance on the extraction of natural resources are mainly based on increasing the quality of human capital by building a knowledge-based economy as an instrument for long-term sustainable development. In this regard, the paper explores the level of cognitive skills of the adult population in Kazakhstan and their associations with important life outcomes. Research is based on one of the prominent studies in adult literacy — The Programme for the International Assessment of Adult Competencies (PIAAC), and revealed that the performance of Kazakhstanis in information-processing skills is below the average; smaller differences in competencies between the top and bottom performers, which indicates small inequalities in skills acquisition; and a low level of variance between adults with tertiary and secondary education, demonstrating the low education quality. Multiple linear regression of the research indicates that the educational attainment of the population has the highest association with all three information-processing skills, while labor force participation negatively affects the growth of literacy, numeracy, and problem-solving in technology-rich environment (PS-TRE) skills. The main recommendations of the paper are to profoundly transform social institutions, enhance national educational quality, and exercise continuous learning in the country.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2022-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43770028","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 : 2022-11-30DOI: 10.1177/14779714221142908
Jacqueline S. Stephen
Since the mid-1970s, researchers have provided theoretical frameworks that continue to be used today to explain persistence and attrition of nontraditional undergraduate students in higher education. Previous frameworks emphasized specific skills nontraditional undergraduate students need upon admission into an online program to support their persistence. Recent research has confirmed the importance of these skills to student persistence in an online program. While these frameworks remain relevant, none reflect advancements and developments that have shaped today’s online learning environment. The characteristics of nontraditional undergraduate online students and programs have evolved over the years. Hence, this article introduces a modified Contemporary Persistence Model, predicated on existing frameworks, and informed by the results of recent research into nontraditional undergraduate online students. The projected growth in online learning, coupled with the increased interest among nontraditional undergraduate students to enroll in online programs, necessitates a persistence model that is aligned with the contemporary needs of students.
{"title":"Persistence of Nontraditional Undergraduate Online Students: Towards a Contemporary Conceptual Framework","authors":"Jacqueline S. Stephen","doi":"10.1177/14779714221142908","DOIUrl":"https://doi.org/10.1177/14779714221142908","url":null,"abstract":"Since the mid-1970s, researchers have provided theoretical frameworks that continue to be used today to explain persistence and attrition of nontraditional undergraduate students in higher education. Previous frameworks emphasized specific skills nontraditional undergraduate students need upon admission into an online program to support their persistence. Recent research has confirmed the importance of these skills to student persistence in an online program. While these frameworks remain relevant, none reflect advancements and developments that have shaped today’s online learning environment. The characteristics of nontraditional undergraduate online students and programs have evolved over the years. Hence, this article introduces a modified Contemporary Persistence Model, predicated on existing frameworks, and informed by the results of recent research into nontraditional undergraduate online students. The projected growth in online learning, coupled with the increased interest among nontraditional undergraduate students to enroll in online programs, necessitates a persistence model that is aligned with the contemporary needs of students.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47462427","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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