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Full-Text Articles in Education
Factors That Influence Nontraditional Adult Learners' Online Course Persistence: An Explanatory Sequential Mixed Methods Study, Millicent D. Braxton
Factors That Influence Nontraditional Adult Learners' Online Course Persistence: An Explanatory Sequential Mixed Methods Study, Millicent D. Braxton
UNLV Theses, Dissertations, Professional Papers, and Capstones
Historically, the typical first-year college student was an 18-year-old high school graduate still living at home. However, today’s college students are frequently older adults pursuing higher education in record numbers and for a myriad of reasons. In fact, these older students are nontraditional adult learners (NALs), and they are the new majority student population (NCES, 2012). Nontraditional adult learners are identified as a student 25-years and older, entering college for the first time or re-entering college after a gap in their education. Additionally, NALs prefer to enroll in online courses because of the convenience and flexibility of online learning. However, …
Exploring The Relationship Between Self-Efficacy, Academic Success And Persistence For Adult Undergraduate Students In Urban Universities, Debra Jean Fenty
Exploring The Relationship Between Self-Efficacy, Academic Success And Persistence For Adult Undergraduate Students In Urban Universities, Debra Jean Fenty
ETD Archive
Persistence to graduation for adult undergraduate students has been challenging for decades. Many adult learners enroll into the university with numerous sociodemographic characteristics that can hinder their success. Adult students must manage multiple roles and balance their personal, professional and student roles in order to succeed. Twenty-eight percent of first year undergraduate students will not return to college in their second year (American College Testing, 2012). The purpose of this study is to examine the relationship between self-efficacy, academic success and persistence for undergraduate students through the lens of Donaldson & Graham’s (1999) model of college outcomes for adult learners. …
Differences In Complete 2 Compete Participant Characteristics: What Can They Tell Us?, Audra Joan Trnovec
Differences In Complete 2 Compete Participant Characteristics: What Can They Tell Us?, Audra Joan Trnovec
Electronic Theses and Dissertations
The majority of C2C students participating at the University of Mississippi (UM) are adult students who face different barriers in their return to higher education than traditional students. These barriers necessitate the review of and changes in student services. To better understand this population, an analysis was conducted of 582 C2C participants who had already acquired some college credit at UM. The purpose of this study is to develop a sustainable program that assists more students to successfully return and complete a degree. The study looked at students’ ages, overall earned credits, gender, overall grade point average, ethnicity, number of …
Developing An Inclusive Learning Environment For Refugee Students In Higher Education, Patricia J. Higgins, Mitsunori Misawa
Developing An Inclusive Learning Environment For Refugee Students In Higher Education, Patricia J. Higgins, Mitsunori Misawa
Adult Education Research Conference
The purpose of this session is to facilitate a dialogue focused on creating an inclusive learning environment for a marginalized population of adult learners, refugee students in higher education.
Bedside Nurses' Perceptions Of Pursuing An Academic Career As Nursing Faculty, Suzanne Lynne Benfield
Bedside Nurses' Perceptions Of Pursuing An Academic Career As Nursing Faculty, Suzanne Lynne Benfield
Walden Dissertations and Doctoral Studies
There is a nursing faculty shortage at a Mid-Atlantic associate degree nursing program. In response, program administrators have hired adjunct faculty with bachelor of science in nursing degrees (BSNs), hired full-time faculty with master of science in nursing degrees in areas other than education who also are not certified nurse educators, and reduced its minimum requirement for nursing faculty clinical experience. The nursing faculty shortage combined with the resulting gaps in practice are problematic because they may (a) negatively influence the program's ability to produce degreed nurses; (b) increase faculty workload; (c) decrease the quality of student education, which may …