Adult learners in transition

Compton, Jonathan I.; Cox, Elizabeth M.; Laanan, Frankie Santos

doi:10.1002/ss.208

Cited by 83 publications

(95 citation statements)

References 4 publications

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“…Such reflection requires time, and therefore an asynchronous approach was appropriate. The benefits of an asynchronous learning approach allows the university to consider the life of distance learners outside of an educational context (Compton, Cox, & Laanan, 2006), providing a continuing platform for developmental group work, and providing opportunity for on-going reflection.…”

Section: Methodological Considerationsmentioning

confidence: 99%

Sketching up new geographies: Open sourcing and curriculum development

Boyd

Ellis

2013

AJET

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The functionality of web 2.0 technologies has caused academics to rethink their development of teaching and learning methods and approaches. The editable, open access nature of web 2.0 encourages the innovative collaboration of ideas, the creation of equitable visual and tactile learning environments, and opportunity for academics to develop contemporary assessment tasks. In reviewing an example of a teaching tool based on Google SketchUp 3D Warehouse, we have had to consider social and cultural changes required by academics adopting and adapting such technology. In using open source and collaborative knowledge technology there is a risk of work – including the work of students and others – being seen to be plagiarised, and this coming into conflict with established rules of academic behaviour. We conclude that universities must not only be willing to invest in the educational infrastructure to avoid communication, ownership, and authority issues, but, more importantly, be prepared to examine cultural change regarding values and beliefs around ownership of knowledge and the roles of collaborative knowledge generation.

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Section: Methodological Considerationsmentioning

confidence: 99%

Sketching up new geographies: Open sourcing and curriculum development

Boyd

Ellis

2013

AJET

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“…However, it is argued that widow(er)s are motivated to learn in later life by the opportunity to study subjects previously unavailable in childhood or too time-consuming during working years and not solely by the desire to fill time after the death of a spouse (Compton et al, 2006). In summary, although not a direct initial motivation, widowhood appears to contribute in different ways to motivations for taking up classes.…”

Section: Motivations For Class Attendancementioning

confidence: 99%

“…Factors influencing motivation In the wider field of adult learning, major life events including divorce or widowhood have been shown to lead adults back to education (Compton et al, 2006). However, it is argued that widow(er)s are motivated to learn in later life by the opportunity to study subjects previously unavailable in childhood or too time-consuming during working years and not solely by the desire to fill time after the death of a spouse (Compton et al, 2006).…”

Section: Motivations For Class Attendancementioning

confidence: 99%

Computer classes for older people: motivations and outcomes

Zaidman

Tinker

2016

Working With Older People

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Computer classes for older people: motivations and outcomes. ABSTRACTPurpose: A 'digital divide' exists between older and younger people in terms of computer use and older people's uptake of computer training programmes in the UK remains low. This study aims to identify the motivations and outcomes of computer classes for some older people and the contributory factors.Design/methodology/approach: One-to-one qualitative semi-structured interviews were conducted with eight participants at a computer class in a London community centre. Using a topic guide interview transcripts underwent thematic analysis. The theoretical perspective of 'ageing in place' (the ability to stay in one's own home in later life) was used when interpreting the findings.Findings: Participants had been motivated to attend the class initially to gain computer skills. Initial motivation was influenced by the death of a spouse and the desire to remain mentally active. The main outcome by the class was acquisition of computer skills. Psychological and social benefits were also reported, the latter constituting motivation for continued attendance. Computer ownership and gender differences in preferred teaching style influenced class outcomes. Research limitations and implications:Although this was a small sample comprising older people solely from one community, participant backgrounds varied and the findings suggest that further research with a larger, more culturally heterogeneous sample would be valuable. Originality/value:Computer classes benefit older people wishing to learn computer skills which may facilitate 'ageing in place'. There has been little research in this area.

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“…The experiences that determine the learning satisfaction of traditional learners and non-traditional learners are different (Bontenbal, 2000;Bull & Kimball, 2000). Compton, Cox, and Laanan (2006), Wei (2007) and Wintre and Yaffe (2000) stated that there may be differences in learning goals, motivation and commitment between non-traditional learners and…”

Section: Introductionmentioning

confidence: 99%

An analysis of the relationship between learning satisfaction and academic achievement of non-traditional learners in Singapore

Khiat¹

2013

IJRSE

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This study investigated the relationship between the learning satisfaction and academic achievement of non-traditional learners in Singapore. Data were collected from 880 students through a component of the student evaluation exercise in a Singapore university in 2011. A mixed-methods approach was adopted in the analysis. Spearman's rho coefficient stated that there is a weak but significant correlation between academic achievement and learning satisfaction. Coding and categorization of the qualitative data explained that the types of learning satisfaction can be derived from three categories as perceived by the respondents: a) Instructors; b) Learning resources and c) Non learning related factors. Pearson Chi-square test for independence further indicated that there is a significant association between the level of learning satisfaction and the types of learning satisfaction. Understanding how learning satisfaction originated from non-traditional learners in the case university is important as the case university can focus on addressing them as a starting point to improve their learning satisfaction which can impact on student learning. At the same time, from a research viewpoint, this study can contribute to the existing relevant literature related to learning satisfaction of non-traditional learners.

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Adult learners in transition

Abstract: This chapter discusses the challenges, characteristics, and transitional roles of adult learners. Implications for student services professionals are presented.

Cited by 83 publications

References 4 publications

Sketching up new geographies: Open sourcing and curriculum development

Sketching up new geographies: Open sourcing and curriculum development

Computer classes for older people: motivations and outcomes

An analysis of the relationship between learning satisfaction and academic achievement of non-traditional learners in Singapore

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