Journal of Continuing Higher Education最新文献_第6页

Revitalize Lifelong Learners: Teaching Gender in a Lifelong Learning Classroom 振兴终身学习者：在终身学习课堂上教授性别

IF 1.2

Journal of Continuing Higher Education Pub Date : 2021-02-11 DOI: 10.1080/07377363.2020.1854600

Weiming Denise Gorman, C. B. Rowland

引用次数: 0

Are Online Doctoral Program Graduates Viewed as Hireable for Academic Positions? The Case of Public Affairs Programs 在线博士课程毕业生是否被视为可招聘学术职位？公共事务项目案例

IF 1.2

Journal of Continuing Higher Education Pub Date : 2021-02-03 DOI: 10.1080/07377363.2020.1859349

D. Slagle, Bob Blankenberger, Adam M. Williams

{"title":"Are Online Doctoral Program Graduates Viewed as Hireable for Academic Positions? The Case of Public Affairs Programs","authors":"D. Slagle, Bob Blankenberger, Adam M. Williams","doi":"10.1080/07377363.2020.1859349","DOIUrl":"https://doi.org/10.1080/07377363.2020.1859349","url":null,"abstract":"Abstract This article compares the hireability of doctoral graduates of online and traditional public affairs programs in the United States. In this context, “hireability” refers to the measure of how likely it is that someone may be hired. There has been an expansion in the number of awarded doctoral degrees, particularly through online degree programs, yet there has not been a commensurate expansion in the number of academic positions. This is especially true in applied fields such as public administration in which online, for-profit institutions are producing 36.2% of doctoral degrees. Furthermore, COVID distancing measures have forced degree programs to shift to mediated instruction, magnifying the importance of comparing program outcomes. However, there is a gap in the literature regarding perceptions of hireability of doctoral program graduates despite the importance for accountability in the higher education marketplace. For this study, we surveyed faculty search committee chairs, program directors, and others involved in hiring for public affairs faculty positions in the U.S. Results indicate substantial differences between the perceived hireability of candidates from online doctoral programs compared to traditional ones. Furthermore, a review of dissertation data shows a stark contrast by type of institution in the subjects researched within the same degree awarded.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":"70 1","pages":"21 - 41"},"PeriodicalIF":1.2,"publicationDate":"2021-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07377363.2020.1859349","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48923500","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

Experiences of Nontraditional Students and Academics of the Recognition of Prior Learning Process for Admission to Graduate Studies: A South African Case Study in Open Distance Learning 非传统学生和学者对研究生入学前学习过程认可的经验:南非开放远程教育案例研究

IF 1.2

Journal of Continuing Higher Education Pub Date : 2021-02-03 DOI: 10.1080/07377363.2020.1861577

Marici Snyman, G. van den Berg

{"title":"Experiences of Nontraditional Students and Academics of the Recognition of Prior Learning Process for Admission to Graduate Studies: A South African Case Study in Open Distance Learning","authors":"Marici Snyman, G. van den Berg","doi":"10.1080/07377363.2020.1861577","DOIUrl":"https://doi.org/10.1080/07377363.2020.1861577","url":null,"abstract":"Abstract The purpose of this study is to report on the recognition of prior learning (RPL) experiences of students and academics in a graduate context at an open distance learning (ODL) institution. Although students and academics are the key participants in the RPL process for access to graduate studies, their experiences regarding the process, specifically in an ODL context, appear to be under-investigated, given the limited number of studies conducted at distance learning institutions. Within an interpretative paradigm, the study followed a qualitative approach. A case study design was used to collect data employing open-ended questionnaires for students and academics involved in reviewing the RPL application students. The study involved research participants who were directly involved in the RPL process. The findings revealed that, apart from granting them admission to graduate studies, RPL candidates benefited from the process on a personal and academic level. The key aspects of RPL, such as preparation of evidence for assessment, which is similar to those of sustainable assessment, contribute to students becoming aware of their learning potential. This research contributes in a manner that provides more insight into this important academic experience of nontraditional students. This study recommends that an RPL process be an empowering and quality student experience that aims not only to prepare them for RPL assessment but also for the context after access to graduate studies.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":"70 1","pages":"71 - 87"},"PeriodicalIF":1.2,"publicationDate":"2021-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07377363.2020.1861577","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48827756","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: 3

Integrative Transfer of Learning Model and Implications for Higher Education 综合学习迁移模式及其对高等教育的启示

IF 1.2

Journal of Continuing Higher Education Pub Date : 2021-01-20 DOI: 10.1080/07377363.2020.1847970

Tamara Galoyan, K. Betts

{"title":"Integrative Transfer of Learning Model and Implications for Higher Education","authors":"Tamara Galoyan, K. Betts","doi":"10.1080/07377363.2020.1847970","DOIUrl":"https://doi.org/10.1080/07377363.2020.1847970","url":null,"abstract":"Abstract Transfer of knowledge, skills, and experience is critical in an increasingly competitive knowledge-based global economy. Research indicates major issues relating to transfer of learning, including (a) the complex nature of transfer, (b) the multiple variables affecting transfer, and (c) the limited knowledge of instructional methodologies for facilitating transfer across disciplines and learning environments. An integrative literature review was conducted to analyze the conceptualizations of transfer of learning across disciplines, as well as to examine the traditional and contemporary models along with taxonomies of transfer. This article proposes a new Integrative Transfer of Learning (ITL) model that aggregates four broad transfer dimensions, specifically (a) task, (b) personal, (c) context, and (d) pedagogical dimensions. This ITL model provides a comprehensive conceptual framework for researchers, instructors, and instructional designers interested in transfer of learning across learning environments, including online, blended, and onsite, for preparing a diverse higher education student population for a complex and advancing workforce.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":"69 1","pages":"169 - 191"},"PeriodicalIF":1.2,"publicationDate":"2021-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07377363.2020.1847970","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43486344","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: 7

Environmental Facilitators and Barriers to Student Persistence in Online Courses: Reliability and Validity of New Scales 学生在线课程坚持的环境促进因素和障碍:新量表的信度和效度

IF 1.2

Journal of Continuing Higher Education Pub Date : 2021-01-11 DOI: 10.1080/07377363.2020.1847972

Géraldine Heilporn, Sawsen Lakhal

{"title":"Environmental Facilitators and Barriers to Student Persistence in Online Courses: Reliability and Validity of New Scales","authors":"Géraldine Heilporn, Sawsen Lakhal","doi":"10.1080/07377363.2020.1847972","DOIUrl":"https://doi.org/10.1080/07377363.2020.1847972","url":null,"abstract":"Abstract This study aimed at building a reliable and valid scale for environmental factors related to student persistence in online courses, particularly relevant for adults or lifelong learners. Drawing on the social integration and external attribution scales and subscales of Kember et al. as a starting point, data collected in Canadian universities were randomly split into two samples. The first sample (n 1 = 385) was used to explore the data set through principal component and reliability analyses. These confirmed a two-factor environmental scale composed of encouragements (factor 1) and time-events items (factor 2), as well as a two-factor persistence scale that included potential dropout (factor 3) and cost-benefit items (factor 4). All factors showed a very good internal consistency. The second sample (n 2 = 381) was used to confirm the structural validity of environmental and persistence scales through confirmatory factor analyses and to compare this new structure to the subscales of Kember et al. While the latter resulted in an insufficient model fit, the new environmental and persistence scales yielded a very good model fit with strong goodness-of-fit indices and statistics. These results confirmed the structural validity of the new scales, which can be trusted for use in further empirical studies related to online student persistence. The new scales can also be used by practitioners to detect at-risk students early in a semester, allowing to offer them specific individual support to foster student persistence in online courses.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":"70 1","pages":"1 - 20"},"PeriodicalIF":1.2,"publicationDate":"2021-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07377363.2020.1847972","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47257380","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

Comparison of Returning and Direct Pathway Graduate Engineering Students 工科研究生归国与直通车的比较

IF 1.2

Journal of Continuing Higher Education Pub Date : 2021-01-11 DOI: 10.1080/07377363.2020.1847968

Elizabeth A. Gross, Diane L. Peters

引用次数: 1

An Analysis of Student Learning Anxiety During the COVID-19 Pandemic: A Study in Higher Education 新冠肺炎疫情期间高校学生学习焦虑状况分析

IF 1.2

Journal of Continuing Higher Education Pub Date : 2021-01-11 DOI: 10.1080/07377363.2020.1847971

Abdul Hamid Arribathi, Suwarto, Ali Miftakhu Rosyad, Mukti Budiarto, Dedeh Supriyanti, Mulyati

引用次数: 39

Mindfulness and Meditation as Pedagogical Methods for Adult and Higher Education 正念和冥想作为成人和高等教育的教学方法

IF 1.2

Journal of Continuing Higher Education Pub Date : 2020-11-23 DOI: 10.1080/07377363.2020.1825315

Kalpana Gupta

引用次数: 0

Student Veterans’ Experiences of a Campus Veterans Center Revealed Through Photovoice 学生退伍军人在校园退伍军人中心的经历

IF 1.2

Journal of Continuing Higher Education Pub Date : 2020-10-26 DOI: 10.1080/07377363.2020.1813483

Jenna C. Yeager, M. Rennie

引用次数: 0

Support for Working Students: Considerations for Higher Education Institutions 对在职学生的支持:高等教育机构的考虑

IF 1.2

Journal of Continuing Higher Education Pub Date : 2020-09-02 DOI: 10.1080/07377363.2020.1777381

L. Remenick, Matt Bergman

{"title":"Support for Working Students: Considerations for Higher Education Institutions","authors":"L. Remenick, Matt Bergman","doi":"10.1080/07377363.2020.1777381","DOIUrl":"https://doi.org/10.1080/07377363.2020.1777381","url":null,"abstract":"Abstract The majority of students enrolled in college today work at least part-time. Although the benefits of working have been noted for years, institutions of higher education tend to operate under the assumption that students should prioritize their academic careers over their employment. First we review literature examining why students work, the benefits and drawbacks of working, and the type of work that yields the greatest benefit to students. Next we discuss policy recommendations and practice considerations for higher education institutions, including (a) removing or adjusting practices that dis-incentivize working students, (b) developing policies that utilize students’ work experience, (c) providing on-campus part-time employment opportunities, and (d) establishing support systems that assist students in finding employment that works for them. We conclude by summarizing the state of higher education today, noting the inconsistencies between students’ realities and institutional expectations, and recommending ways in which institutions may more fully support their working students.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":"69 1","pages":"34 - 45"},"PeriodicalIF":1.2,"publicationDate":"2020-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07377363.2020.1777381","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41907832","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: 9