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Changing Paradigms In Online Education: Perceptions And Experiences Of Nontraditional Adult Learners In The Emergency Services, R. Jeffery Maxfield
Changing Paradigms In Online Education: Perceptions And Experiences Of Nontraditional Adult Learners In The Emergency Services, R. Jeffery Maxfield
R. Jeffery Maxfield
Planning for the unknown incident or emergency event makes the task of college and university educators not only interesting, but also extremely challenging. Max van Manen (1990) argued that the prescribed method for human science, in contrast to natural science involved description, interpretations, and self-reflective or critical analysis. In other words, we explain nature, but we must understand human life. This assertion seems to suggest learning strategies that expand beyond traditional pedagogies. The experience of nontraditional, emergency services students, in an asynchronous online environment appeared to be filled with comparison and contrast. While using prior experience and learning schemas, the …
Using Critical Reflection As An Applied Learning Technique Among Online Emergency Services Students, R. Jeffery Maxfield, John Fisher
Using Critical Reflection As An Applied Learning Technique Among Online Emergency Services Students, R. Jeffery Maxfield, John Fisher
R. Jeffery Maxfield
Non-traditional students in an online introductory course in Homeland Security used the DEAL model of critical reflection to describe (a) what they learned, (b) how they learned it, (c)why it matters, and (d) what they will do with what they learned. Online discussion of readings proved to be the most effective learning technique used in the course because it incorporated reflective practices and allowed application of real-life experiences.
Employing Critical Reflection In An Online Emergency Services Course, R. Jeffery Maxfield, John Fisher
Employing Critical Reflection In An Online Emergency Services Course, R. Jeffery Maxfield, John Fisher
R. Jeffery Maxfield
Non-traditional students in an online introductory course in Homeland Security used the DEAL model of critical reflection to describe (a) what they learned, (b) how they learned it, (c)why it matters, and (d) what they will do with what they learned. Online discussion of readings proved to be the most effective learning technique used in the course because it incorporated reflective practices and allowed application of real-life experiences.
Reflective Practices In Online Education For Non-Traditional Students, Dr. R. Jeffery Maxfield
Reflective Practices In Online Education For Non-Traditional Students, Dr. R. Jeffery Maxfield
R. Jeffery Maxfield
The goal of this research was to better understand the lived experiences and perceptions of nontraditional, adult college students in an asynchronous online environment. Contemporary researchers have investigated the differences between online education and the traditional, in-class learning. Most of the work has been done in quantitative methodologies, focusing on the similarities and differences in cognitive achievement. The extant literature is replete with studies and positions claiming little or no difference between the two delivery methods. However, most research is not presented in a theoretical construct; therefore, it is difficult to create a nexus between one study and the next. …
Asynchronous Online Learning: Perceptions And Experiences Of Nontraditional Adult Emergency Services Students, Dr. R. Jeffery Maxfield
Asynchronous Online Learning: Perceptions And Experiences Of Nontraditional Adult Emergency Services Students, Dr. R. Jeffery Maxfield
R. Jeffery Maxfield
This study used hermeneutic phenomenology, a qualitative methodology, to explore and interpret the lived experience of nontraditional emergency services students in an asynchronous online learning environment. This understanding was achieved through rigorous analysis of in-depth, semistructured interviews and journal entries of four nontraditional adult students enrolled in an online baccalaureate degree program. The research question for this study was: How do nontraditional adult undergraduate students experience asynchronous online instruction? Results revealed that student experiences fell into two overarching themes, each with related subthemes. The two identified themes and subthemes are: (a) Flexible Learning, with the subthemes of convenience, self-directedness/self-discipline, and …
Online Education For Nontraditional Adult Students: Perceptions And Attitudes Of Emergency Services Workers In Asynchronous Learning Environments, Dr. R. Jeffery Maxfield
Online Education For Nontraditional Adult Students: Perceptions And Attitudes Of Emergency Services Workers In Asynchronous Learning Environments, Dr. R. Jeffery Maxfield
R. Jeffery Maxfield
The goal of this research was to better understand the lived experiences and perceptions of nontraditional, adult college students in an asynchronous online environment. Contemporary researchers have investigated the differences between online education and the traditional, in-class learning. Most of the work has been done in quantitative methodologies, focusing on the similarities and differences in cognitive achievement. The extant literature is replete with studies and positions claiming little or no difference between the two delivery methods. However, most research is not presented in a theoretical construct; therefore, it is difficult to create a nexus between one study and the next. …
Reflective Practices In Technology-Based Deliveries For Non-Traditional Students, Dr. R. Jeffery Maxfield
Reflective Practices In Technology-Based Deliveries For Non-Traditional Students, Dr. R. Jeffery Maxfield
R. Jeffery Maxfield
Adult students seem to have a different learning style requiring a careful approach when using modern technology. They have an expectation for immediate response and effect. The use of learning-at-distance models in higher education, due to the fact that work schedules may interfere with attendance in the traditional manner, could be a major factor in motivating an adult student to return to school. However, traditional pedagogies may not be effective with this adult population. In fact, andragogy or “adult learning,” as a means of educational delivery may be a necessity rather than an optional approach with online instruction. Because online …