Journal of Continuing Higher Education最新文献_第4页

Intensive Experiential ESP Programmes for Continuing Education: Analysis and Effectiveness 持续教育强化体验式ESP课程:分析与效果

IF 1.2

Journal of Continuing Higher Education Pub Date : 2022-01-04 DOI: 10.1080/07377363.2021.2002605

Elena de Prada Creo

{"title":"Intensive Experiential ESP Programmes for Continuing Education: Analysis and Effectiveness","authors":"Elena de Prada Creo","doi":"10.1080/07377363.2021.2002605","DOIUrl":"https://doi.org/10.1080/07377363.2021.2002605","url":null,"abstract":"Abstract Acquiring and improving advanced foreign language communication skills are considerable challenges for graduates, especially when they require a specialised approach. Additionally, their specific needs and time limitations condition their possibilities of getting suitable programmes once they finish their higher education. This research tries to fill this gap by describing an intensive experiential programme design based on foreign language learning principles and checking the possible effectiveness of this structure in three areas: opportunities to practice, motivating atmosphere, and language improvement. A survey was administered to all the participants present in the last session of each intensive programme (28 in total; 381 participants). Participants had to indicate to what extent they agreed or disagreed with a series of statements regarding the programme’s effectiveness. It was made clear that participation was anonymous, voluntary, and confidential. Results suggest that the experiential programme’s intensive and focussed character is especially suitable for this target group within the context of continuing education due to the extensive access to meaningful input and interaction and the emotionally favourable learning environment. Regarding learning outcomes, students found that the intensive experience was successful from a language acquisition perspective, and they reported improvement in their perceived comprehension, lexical development, and general communication skills.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":"71 1","pages":"224 - 236"},"PeriodicalIF":1.2,"publicationDate":"2022-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42939459","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}

引用次数: 1

A Trauma-Informed Inquiry of COVID-19’s Initial Impact on Students in Adult Education Programs in the United States 新冠肺炎对美国成人教育项目学生的初步影响的创伤信息调查

IF 1.2

Journal of Continuing Higher Education Pub Date : 2021-12-16 DOI: 10.1080/07377363.2021.1992077

David A. Housel

{"title":"A Trauma-Informed Inquiry of COVID-19’s Initial Impact on Students in Adult Education Programs in the United States","authors":"David A. Housel","doi":"10.1080/07377363.2021.1992077","DOIUrl":"https://doi.org/10.1080/07377363.2021.1992077","url":null,"abstract":"Abstract The COVID-19 pandemic has had a profound impact on adult education programs throughout the world, abruptly transforming in-person instruction to distance teaching/learning. Can the lessons learned from adult students, especially related to the “digital divide,” be leveraged to enhance adult education and create more inclusive policies and practices moving forward? To grapple with this question, this exploratory qualitative study sought the insights of adult learners in the northeastern United States through an online survey of primarily open-ended questions. Through multiple rounds of coding using a trauma-informed lens, the following themes emerged: (a) anxiety and loss; (b) distractions, adjustments, and balance; and (c) distance learning and its advantages and disadvantages. Recommendations for modifying preservice preparation and ongoing professional development for educators of adults were asserted. These recommendations focused globally on addressing adult students’ needs for ongoing academic and psycho-social-emotional support to enhance their digital literacy and educational outcomes. Limitations of the study and areas for future research were also identified.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":"71 1","pages":"119 - 133"},"PeriodicalIF":1.2,"publicationDate":"2021-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44358794","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}

引用次数: 2

A Holistic Perspective on Students’ Lives and Learning During COVID-19 Can Help Shape the University Experience 新冠肺炎期间学生生活和学习的整体视角有助于塑造大学体验

IF 1.2

Journal of Continuing Higher Education Pub Date : 2021-11-12 DOI: 10.1080/07377363.2021.1977528

Michael L. Harris, Kathryn W. Ernstberger, K. Cox, C. Watson

引用次数: 0

Outcomes of Participation in a Transition Program: One Year Later 参与过渡计划的结果:一年后

IF 1.2

Journal of Continuing Higher Education Pub Date : 2021-10-29 DOI: 10.1080/07377363.2021.1969826

Courtney E. Karmelita

引用次数: 1

Keeping the Party in Full Swing: Findings on Online Student Engagement With Teacher Education Students 保持党的全面发展：在线学生与师范生互动的调查结果

IF 1.2

Journal of Continuing Higher Education Pub Date : 2021-10-28 DOI: 10.1080/07377363.2021.1966922

Belinda Hopwood, Janet E. Dyment, Jillian Downing, C. Stone, T. Muir, E. Freeman, N. Milthorpe

{"title":"Keeping the Party in Full Swing: Findings on Online Student Engagement With Teacher Education Students","authors":"Belinda Hopwood, Janet E. Dyment, Jillian Downing, C. Stone, T. Muir, E. Freeman, N. Milthorpe","doi":"10.1080/07377363.2021.1966922","DOIUrl":"https://doi.org/10.1080/07377363.2021.1966922","url":null,"abstract":"Abstract The proportion of Australian students enrolling in a fully distance, online mode has been increasing over the past decade across a range of courses, including initial teacher education (ITE). The COVID-19 pandemic has further increased the need to teach and design courses in ways that successfully engage students online. This research set out to gain a deeper understanding of what it means for ITE students to be engaged in online learning and how teacher educators can enhance pedagogical practices in the online learning space. Our research tracked the experiences of nine ITE students through a series of interviews before, during, and at the conclusion of a 13-week semester, enabling us to gain valuable insights into the factors that contributed to student engagement throughout this length of time. Our findings offer some pragmatic suggestions for successfully “hosting” these students as they join and participate in the teacher education community. Using the analogy of hosting a party, we propose ways to effectively welcome online students into their learning community, encourage them to participate, enjoy the experience, and be less inclined to leave early.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":"71 1","pages":"40 - 58"},"PeriodicalIF":1.2,"publicationDate":"2021-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42793043","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}

引用次数: 2

Less Is More: Exploring the Value of Micro-Credentials Within a Graduate Program 少即是多：探索研究生项目中微型证书的价值

IF 1.2

Journal of Continuing Higher Education Pub Date : 2021-10-22 DOI: 10.1080/07377363.2021.1966923

K. Woods, J. Woods

引用次数: 7

Profiles of Undergraduate Completers: Acknowledging Alternative Paths 本科生完成者简介：承认替代路径

IF 1.2

Journal of Continuing Higher Education Pub Date : 2021-10-22 DOI: 10.1080/07377363.2021.1966921

S. T. Skidmore, L. Zientek, Hsien-Yuan Hsu, Stacey L. Edmonson

引用次数: 1

Effective Theory to Practice in Prior Learning Assessment: Self-Authorship and the Learning Partnership Model 先前学习评估的有效理论与实践:自我创作与学习伙伴模式

IF 1.2

Journal of Continuing Higher Education Pub Date : 2021-10-01 DOI: 10.1080/07377363.2021.1964878

Ashley Gleiman

引用次数: 0

Moving toward the Inclusion of University Students with Disabilities: Barriers, Facilitators, and Recommendations Identified by Inclusive Faculty 走向残疾大学生的包容性：包容性教师确定的障碍、促进者和建议

IF 1.2

Journal of Continuing Higher Education Pub Date : 2021-09-29 DOI: 10.1080/07377363.2021.1946635

M. N. Sánchez-Díaz, B. Morgado

引用次数: 4

Acculturative Stress and Adjustment Among Adult International Students in Goa 果阿邦成年留学生的异文化压力与适应

IF 1.2

Journal of Continuing Higher Education Pub Date : 2021-09-29 DOI: 10.1080/07377363.2021.1964852

Kshipra Vora

{"title":"Acculturative Stress and Adjustment Among Adult International Students in Goa","authors":"Kshipra Vora","doi":"10.1080/07377363.2021.1964852","DOIUrl":"https://doi.org/10.1080/07377363.2021.1964852","url":null,"abstract":"Abstract Access to primary education, implemented in many nations as a fundamental right, is enshrined in the United Nations Declaration of Human Rights, Article 26(1). However, higher education requires enhanced levels of financial, institutional, and infrastructural commitment from the governments and the student, and sometimes neither has the wherewithal to do so, especially with the global COVID-19 pandemic incapacitating systems everywhere. The quality of higher education and the availability of multiple choices in foreign degree programs are also key considerations. And in meeting personal ambitions, the students predispose themselves to the additional stressors of cultural differences, adjustment issues, and the academic demands of host nations. This research involves a study of acculturative stress and adjustment using a convenient sample of 60 adult international students from Afghanistan, China, Nepal, Saudi Arabia, the Philippines, and South Africa, in Goa. The respondent test scores were statistically analyzed. The findings reveal partial gender-based differences along with significant influences of educational qualification and financial support for the variables of acculturative stress and adjustment. In addition to the quantitative data, the opinions of a group of educators, foreign students, and psychologists were sought to understand the issues and challenges experienced in continuing adult education. Implications for interventions are also discussed.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":"71 1","pages":"1 - 23"},"PeriodicalIF":1.2,"publicationDate":"2021-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47477979","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}

引用次数: 0