Adult Meaning Making In The Undergraduate Classroom

Kasworm, Carol E.

doi:10.1177/0741713602238905

Cited by 92 publications

(106 citation statements)

References 14 publications

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“…The design of the study was premised on an interpretive approach that assumed participants gave meaning to their experiences through interactions with others (Neuman, 2003). Within the broader interpretive orientation, the study's theoretical framework included distance learning models (Anderson, 2004;Berge, 2002;Huang, 2002;Kasworm, 2003;Salas, Kosarzycki, Burke, Fiore, & Stone, 2002), adult learning models (Brookfield, 1993;Freire, 1993;Knowles & Associates, 1984;Merriam, 2001;Mezirow, 2000), and Tinto's (1993) interactionalist theory of student attrition and persistence.…”

Section: Design Of the Studymentioning

confidence: 99%

Persistence of Women in Online Degree-Completion Programs

Müller

2008

IRRODL

106

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Although online courses at postsecondary institutions promise adults access, flexibility, and convenience, many barriers to online learning remain. This article presents findings from a qualitative case study, which explored the phenomenon of undergraduate and graduate women learners' persistence in online degree-completion programs at a college in the Northeast of the United States. Research questions asked why women learners persisted or failed to persist, and how factors supporting or hindering persistence influenced learners. Interviews with a purposeful sample of 20 participants revealed the complexity of variables affecting learners' persistence to graduation. Findings suggested that multiple responsibilities, insufficient interaction with faculty, technology, and coursework ranked highest as barriers to women's persistence. Strong motivation to complete degrees, engagement in the learning community, and appreciation for the convenience of an online degree-completion option facilitated persistence.

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Section: Design Of the Studymentioning

confidence: 99%

Persistence of Women in Online Degree-Completion Programs

Müller

2008

IRRODL

106

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“…Here, Tsui's (2003) and Verity's (2005) broadened definition of Vygotsky's zone of proximal development is useful for it considers the interactive and dynamic components of creating space for growth rather than emphasizing performance. As the pre-service teachers engaged with scaffolded events, they become more aware of the struggle surrounding their construction of personal and worldviews (Hatano & Wertsch, 2001;Kasworm, 2003;Verity, 2005), particularly in relation to teaching reading with resources such as picture books. From this viewpoint, there was a dynamic tension as the pre-service teachers negotiated their I-identies and D-identities (Gee, 2000(Gee, -2001.…”

Section: Discussionmentioning

confidence: 99%

“…More recently, and concurrent with back-to-basics literacy approaches, numerous educational researchers have emphasized teachers' more tightly structured roles in scaffolding learning outcomes, with less consideration of students' interaction and critical inquiry (see Lutz, Guthrie & Davies, 2006;Pentimonti & Justice, 2010;Ranker, 2009). Increasingly, qualitative researchers have argued that heuristic and cultural factors must be considered when mediating tasks for adult learners to understand their struggle in constructing personal and world views (Hatano & Wertsch, 2001;Kasworm 2003;Verity, 2005). Still, little is known about how pre-service teachers negotiate and re-negotiate their identities and understandings through scaffolded literacy events in various contexts, including home, school and on-line settings.…”

Section: Learning Social Interaction and Identity: Pre-service Teachersmentioning

confidence: 99%

Negotiating Worlds, Words and Identities: Scaffolded literacies for pre-service teachers and children

Cumming-Potvin

2013

mje

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Aiming to extend sociocultural theory about the teaching and learning of literacies, this article reports on data from a qualitative study underpinned by a sociocultural framework (Rogoff, 1990; Vygotsky, 1986). Conducted in an Australian university community, the project tracked a group of pre-service teachers engaging in scaffolded literacy events, such as face-to-face and on-line discussions and shared reading experiences with children. Highlighting the importance of examining the teaching and learning of literacies across formal and informal settings, results offer information about how these pre-service teachers constructed understandings and situated identities (Gee, 1990, 2000-2001) through scaffolding. Pedagogical implications for pre-service teacher education are discussed.L’objectif de cet article est d’élargir la portée de la théorie socioculturelle de l’enseignement et de l’apprentissage de la littératie. Il fait le compte-rendu des données tirées d’une étude qualitative étayée dans un cadre socioculturel (Rogoff, 1990; Vygotsky, 1986). Pilotée par une communauté universitaire d’Australie, ce projet a suivi un groupe de futurs enseignants participant à des événements de soutien à l’apprentissage de la littératie, telles que des discussions face à face et en ligne ainsi que des expériences de lecture partagée avec des enfants. Soulignant l’importance d’analyser l’enseignement et l’apprentissage de la littératie dans des contextes formels et informels, les résultats présentent des informations sur la manière dont les futurs enseignants élaborent leur compréhension et situent leur identité professionnelle (Gee, 1990, 2000-2001) à l’aide du soutien à l’apprentissage. Les implications pédagogiques pour la formation des futurs enseignants sont exposées

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“…Many researchers define students using different age ranges such as age 25 and older, age 27 and older, or even age 30 and older (Donaldson, Graham, Martindill & Long, 1999;Kasworm, 2003;Spitzer, 2000) while other researchers (Graham, 1998;Graham & Gisi, 2000) group traditional as age 23 or younger and nontraditional as age 27 and older.…”

Section: Defining Traditional and Nontraditional Studentsmentioning

confidence: 99%

“…It is critical to understand the importance of individuals with diverse backgrounds such as race, gender and nontraditional student status with regard to applying student development theories. A number of researchers have examined how traditional and nontraditional students' differ in the way they experience college (Bishop-Clark & Lynch, 1992;Brookfied, 1999;Donaldson, Graham, Martindill & Long;Kasworm, 2003;Meehan & Negy, 2003;Woodside, Wong & Dudley, 1999). The following is a review of the literature examining undergraduate students' academic involvement, co-curricular involvement, peer interactions, and faculty interactions.…”

Section: College Involvement and Student Developmentmentioning

confidence: 99%

Quality of student involvement and college contribution toward development of traditional and nontraditional undergraduate students

Broschard¹

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Broschard, Dawn Marie, "Quality of student involvement and college contribution toward development of traditional and nontraditional undergraduate students" (2005 Using theory of involvement as a framework, the purpose of this study was to test if there were differences between traditional and nontraditional undergraduate students in their ratings of quality of college involvement (academic, co-curricular, student interactions, and faculty interactions) and perceptions of college contribution toward development (intellectual, personal, social, and career). A two part survey was distributed to a random cluster sample of sophomore and higher level undergraduate classes equaling 400 undergraduate students.Results of a 2 X 4 repeated measures ANOVA indicated that traditional students rated quality for co-curricular involvement and student involvement significantly higher than nontraditional students. Both traditional and nontraditional students had similar vi ratings of college contribution toward development. There were different patterns of correlations between involvement and development. Traditional students' ratings of academic and student involvement were more highly correlated with development than were the ratings of nontraditional students. However, nontraditional students' ratings of academic and faculty involvement were more highly correlated with development. When testing for differences in correlations between quality of involvement and college contribution toward development, the largest observed differences were quality of student involvement and college contribution toward personal and social development. Although not significantly different, traditional students had stronger correlations between those factors than did the nontraditional students.This research demonstrates the importance of using social role when defining student type. It contributes to involvement theory by explaining how traditional and nontraditional students differ in their ratings of quality of involvement. Further, it identifies different patterns of correlations between ratings of quality of involvement and college contribution toward development for the two types of students. While traditional students may need a more rounded college experience that includes more social and cocurricular experiences, nontraditional students use the classroom as their stage for learning.

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Adult Meaning Making In The Undergraduate Classroom

Cited by 92 publications

References 14 publications

Persistence of Women in Online Degree-Completion Programs

Persistence of Women in Online Degree-Completion Programs

Negotiating Worlds, Words and Identities: Scaffolded literacies for pre-service teachers and children

Quality of student involvement and college contribution toward development of traditional and nontraditional undergraduate students

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