Journal of Continuing Higher Education最新文献_第5页

Assessing the Impact of Military Cultural-Competence Training: Lessons for Creating an Inclusive Campus Environment 军事文化能力训练的影响评估:创造包容性校园环境的经验教训

IF 1.2

Journal of Continuing Higher Education Pub Date : 2021-09-17 DOI: 10.1080/07377363.2021.1938804

P. Morris, M. McNamee, Kayleen St. Louis

引用次数: 2

Notes and Trends 备注和趋势

IF 1.2

Journal of Continuing Higher Education Pub Date : 2021-09-02 DOI: 10.1080/07377363.2021.1985877

Mary s. Bonhomme

引用次数: 0

Work and Learning in Digital Environments: An Exploratory Qualitative Study of Continuing Professional Education in the Modern Engineering Workplace 数字环境下的工作与学习：现代工程领域继续职业教育的探索性定性研究

IF 1.2

Journal of Continuing Higher Education Pub Date : 2021-09-02 DOI: 10.1080/07377363.2021.1938805

E. Nutwell, Dan J Stein

{"title":"Work and Learning in Digital Environments: An Exploratory Qualitative Study of Continuing Professional Education in the Modern Engineering Workplace","authors":"E. Nutwell, Dan J Stein","doi":"10.1080/07377363.2021.1938805","DOIUrl":"https://doi.org/10.1080/07377363.2021.1938805","url":null,"abstract":"Abstract This study describes the experiences of four engineers participating in a 7-week long, asynchronous online continuing professional education (CPE) course addressing computational engineering techniques. The online learning environment combined with the virtual nature of computational engineering methods presents a novel environment for these learners. Engineers’ beliefs about the role of CPE in engineering practice are explored by investigating how learners navigate a technically challenging asynchronous online course delivered to their workplace. The study uses a naturalistic inquiry design analyzing discussion post writings. Findings indicate that the learners recognized the need for professional development for practicing engineers in the area of computational engineering. The learners appreciated the flexibility of the online learning environment and the authentic learning experience provided with the project. They struggled to define the boundaries required to make time to meet the course requirements while maintaining work obligations. Program planners must remain sensitive to the fact that learners will often prioritize work commitments above learning despite the ability to integrate work and learning through novel course design. The blurring of the work-learning boundary presents challenges for learners and program providers, particularly with technically challenging material which requires significant effort from the learners to learn and apply to their work.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":"70 1","pages":"122 - 135"},"PeriodicalIF":1.2,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42996864","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

Niche Marketing as a Valuable Strategy to Grow Enrollment at an Institution of Higher Education 利基市场营销是高校招生的一种有价值的策略

IF 1.2

Journal of Continuing Higher Education Pub Date : 2021-07-31 DOI: 10.1080/07377363.2021.1925826

Scott W. H. Barton

引用次数: 1

Grit and Self-Efficacy in Using E-Learning Among Postgraduates in Higher Education Institutions 高校研究生网络学习的毅力与自我效能感

IF 1.2

Journal of Continuing Higher Education Pub Date : 2021-07-21 DOI: 10.1080/07377363.2021.1924992

Devisakti A., R. T.

引用次数: 2

Vocational and Mature Student Success in Higher Education Foundation Programmes 职业和成熟学生在高等教育基础课程中的成功

IF 1.2

Journal of Continuing Higher Education Pub Date : 2021-07-06 DOI: 10.1080/07377363.2021.1923306

Anna M. Black

{"title":"Vocational and Mature Student Success in Higher Education Foundation Programmes","authors":"Anna M. Black","doi":"10.1080/07377363.2021.1923306","DOIUrl":"https://doi.org/10.1080/07377363.2021.1923306","url":null,"abstract":"Abstract Higher education in the UK is pressured to widen participation due to the social justice issues of mobility and movement through the class divide. However, those from lower classes and mature students elect for qualifications that do not classically allow entry into university, for example, the Business and Technology Education Council (BTEC) and Access to Higher Education (AHE) diplomas. A solution to this is a university bridging programme. Such a programme was analysed as to whether it prepares different cohorts of students effectively for undergraduate programmes, that is, those who have just missed the entry qualification but are coming from Advanced level qualifications, the other coming from nontraditional entry routes. Data from one academic year were anonymised and analysed. Results indicated that students coming from courses designed to widen participation scored significantly lower on the programme than those coming from Advanced level awards of any subject. This indicates that vocational and returning-to-education qualifications fail to prepare students for academia due to being focussed on the outcome, rather than the objective, of learning. The study also questioned entry tariff point equivalency. Those with higher points and nontraditional qualifications performed worse, suggesting that entry points cannot be used prognostically. Tariff points are a system to translate traditional grading systems into a numerical form which then allows for easy comparison between students. Varying qualifications have differing grading systems, and tariff points are used to enable the conversion of these grading systems to a universal one.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":"70 1","pages":"105 - 121"},"PeriodicalIF":1.2,"publicationDate":"2021-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07377363.2021.1923306","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46179781","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

Improving Educational Outcomes for First-Year and First-Generation Veteran Students: An Exploratory Study of a Persistent Outreach Approach in a Veteran-Student Support Program 改善第一年和第一代退伍军人学生的教育成果:退伍军人学生支持计划中持续外展方法的探索性研究

IF 1.2

Journal of Continuing Higher Education Pub Date : 2021-06-01 DOI: 10.1080/07377363.2021.1908773

Cassandra Barragan, L. Ryckman, Wayne Doyle

{"title":"Improving Educational Outcomes for First-Year and First-Generation Veteran Students: An Exploratory Study of a Persistent Outreach Approach in a Veteran-Student Support Program","authors":"Cassandra Barragan, L. Ryckman, Wayne Doyle","doi":"10.1080/07377363.2021.1908773","DOIUrl":"https://doi.org/10.1080/07377363.2021.1908773","url":null,"abstract":"Abstract Effective veteran-student programs that include advising help to bridge military culture with campus culture. These programs assist with military-to-campus transitions and achieving veteran-student academic success. Persistent outreach is an advising strategy that includes proactive and intentional engagement that anticipates student concerns. The records of 448 veteran-students eligible for the Veteran Student Support Services (VSSS) program using persistent outreach between fall 2017 and winter 2018 were reviewed. This study answered the research questions: Which factors are significant predictors of students in the VSSS program? Do GPA, grants, and loans received differ for students in the VSSS program? Do GPA, grants, and loans received differ for first-generation status? and Do VSSS status and first-generation status interact in the effect on GPA, grants, and loans received? Comparisons were made between students who were (n = 103) and were not (n = 345) in the VSSS program. Binary logistic regression analysis revealed that race/ethnicity, first-generation, gender, grants, and GPA were predictors of VSSS participation. Our analysis found significant main effects for participation in VSSS and for first-generation status and the interaction of those two factors with GPA, loans, and grants. Because the VSSS provides support services, it indirectly addresses the stress of transition from “soldier to student” that leads to poor outcomes for veteran students.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":"70 1","pages":"42 - 57"},"PeriodicalIF":1.2,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07377363.2021.1908773","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45003895","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

Using E-Portfolios for Meaningful Teaching and Learning in Distance Education in Developing Countries: A Systematic Review 在发展中国家的远程教育中使用电子档案进行有意义的教学:系统回顾

IF 1.2

Journal of Continuing Higher Education Pub Date : 2021-05-11 DOI: 10.25159/unisarxiv/000015.v1

M. Modise, Patience Kelebogile Mudau

引用次数: 0

Notes and Trends 备注和趋势

IF 1.2

Journal of Continuing Higher Education Pub Date : 2021-05-04 DOI: 10.1080/07377363.2021.1932388

Mary s. Bonhomme

引用次数: 0

Decade of Prior Learning Assessment in the United States: A Systematic Literature Review 美国提前学习评估十年：系统文献综述

IF 1.2

Journal of Continuing Higher Education Pub Date : 2021-02-22 DOI: 10.1080/07377363.2020.1867813

Catherine A. Cherrstrom, Carrie J. Boden, Todd Sherron, L. Wilson

{"title":"Decade of Prior Learning Assessment in the United States: A Systematic Literature Review","authors":"Catherine A. Cherrstrom, Carrie J. Boden, Todd Sherron, L. Wilson","doi":"10.1080/07377363.2020.1867813","DOIUrl":"https://doi.org/10.1080/07377363.2020.1867813","url":null,"abstract":"Abstract Many Americans dream of a college degree, but earning one requires time and money. As one solution, prior learning assessment (PLA) documents college-level learning gained outside the classroom for academic credit and can make the difference between earning or not earning a college degree. However, the literature lacks an integrative and systematic review of PLA to add to the knowledge base. The purpose of this review was to examine the academic literature related to PLA in the United States. For data collection, we used a structured process to capture data from all peer-reviewed journal articles, published in the last decade, meeting inclusion criteria. For data analysis, we used inductive coding and clustering to identify categories leading to themes. Major findings from the articles included journals, publication years, authorship, underlying empirical studies, and six themes—the big picture; higher education changing PLA and PLA changing higher education; equity and access; program overviews; approaches, methods, and processes; and quality assessment.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":"70 1","pages":"88 - 104"},"PeriodicalIF":1.2,"publicationDate":"2021-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07377363.2020.1867813","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44769272","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