Browsing eScholarship@Morgan by Subject "Adult education"
Now showing 1 - 9 of 9
Results Per Page
ItemAn Examination Of The Relationship Between Learner Interactions And Student Satisfaction Among Graduate Students In An Online Learning Environment(2014) Alston, Bernice Marie; McKay, Sylvester E.; Higher Education Program; Doctor of PhilosophyOnline learning is a growing trend among higher education institutions. One area of concern in the literature has been the relationship between student interactions and student satisfaction with an online course. The purpose of this study was to determine if there is an association between graduate students' perceptions of the level of interaction and their satisfaction with an online course. Student satisfaction is an important variable because many studies have suggested that student satisfaction can influence a student's decision to remain enrolled in an online learning environment. Graduate students enrolled in an online course completed a survey which measured their perception of the level of interaction between learner-instructor, learner-learner, learner-content, and learner-technology, and their level of student satisfaction. The findings for this study suggest that learner-content and learner-technology interactions have the most significant relationship with student satisfaction for a graduate-level online course. Learner-instructor and learner-learner interactions were not found to be significant in student satisfaction for graduate-level online learners. ItemDistance education: The readiness of the nation's historically Black colleges and universities.(2011-05-18) Moore, BiAunca; McKay, Sylvester E.; Doctor of Education ItemHigh-Achieving African American Males At One Historically Black University: A Phenomenological Study(2015) Goings, Ramon; Grosland, Tanetha; Advanced Studies, Leadership, and Policy; Doctor of EducationThe difficulties African American men face in higher education have been well documented. However, there is limited research that explores the academic and social experiences of high-achieving African American males in higher education (Harper, 2009). Moreover, there are fewer studies that examine the experiences of these men at HBCUs (Bonner, 2003; Gasman & Dorsey, 2012; Jett, 2013). Therefore, using Gilman Whiting's Scholar Identity Model and Urie Bronfenbrenner's Bioecological Systems Theory, the purpose of this phenomenological study was to investigate the academic and social experiences of high-achieving African American males attending a historically Black university (HBU). Qualitative methods, phenomenological methods specifically, were employed to understand the academic and social experiences of the high-achieving men in this study. Semi-structured interviews were conducted with nine high-achieving African American males attending Success University (SU), a mid-Atlantic HBU. After using Moustakas's (1994) method for analyzing data in a phenomenological study, the following themes emerged, which captured the essence of the participants' experiences attending SU: (1) “I Failed, but I'm No Failure”: Overcoming Challenges and Failures; (2) “Standing Out”: Defying Negative African American Stereotypes; (3) “It Takes A Village”: Family, Peer, and Spiritual Support and Self-Motivation ; (4) “I Don't Sleep”: Sacrificing Now to Ensure Future Success; and (5) “Friends and Enemies”: Divergent Experiences with Faculty. Findings from this study showed that although each participant experienced academic and life challenges, the HBCU environment fostered a sense of racial pride and provided each participant with access to professors, staff, and peers who supported their academic pursuits. This study has implications for HBCU administrators and faculty, researchers, and K–12 practitioners who seek to support the academic trajectory of African American males. ItemInfluence of Head Start on parent education: A pilot study.(2006-09-25) Holt, Mackessa Lenora; Sydnor, Kim Dobson; Master of Public Health ItemMotivational Orientations Of Native And Adult Community College Transfer Students(2016) Osmond, Tonya; Spaid, Robin L.; Community College Leadership Program; Doctor of EducationThe purpose of this study was to compare the motivational orientations of native students and adult community college transfer students to enroll in higher education. Motivational orientations are factors that represent reasons for participating in higher education, and Boshier's (1971) Theory of Motivational Orientations served as the theoretical framework for this study. In this study, native students are students characterized as those who have never completed community college coursework and are under the age of 25. Adult community college transfer students are characterized as those who have taken community college coursework and are age 25 and older. The research setting for this study was a small, private liberal arts university in the Mid-Atlantic region (referred to as Liberal Arts University). This survey study compared the differences of motivational orientations to enroll in higher education between native and adult community college transfer students. The survey instrument utilized was an online version of Boshier's (1991) Education Participation Scale–A Form (EPS-A Form) that included demographic items. Data from two groups of undergraduate students who were enrolled in Liberal Arts University (LAU) during the spring 2016 semester were included in this study. One group consisted of 56 native students who were under the age of 25 and had never attended a community college. The second group was composed of 60 adult students aged 25 years and older who had transferred from a community college. The results of the data analysis in the study found that Professional Advancement, Cognitive Interest, and Educational Preparation had the highest percentages of students that indicated much influence for enrolling in higher education for both native and adult community college transfer students. This finding suggests that both groups of students had an overall similar motivational orientations for enrolling in higher education. However, significant differences were found between native and adult community college transfer students in two of the seven categories of motivational orientation, Social Contact and Professional Advancement. Native students were more influenced by Social Contact and Professional Advancement compared to adult community college transfer students. The results from this study contribute to the literature on the motivational orientations of adult community college transfer students for enrolling in higher education. This study presents recommendations to increase the understanding of adult community college transfer students and their needs in becoming successful students. ItemThe Differences In First-Year Retention Rates For Adult And Traditional Community College Students Enrolled And Not Enrolled In Learning Communities(2017) Budd, Lorrie; Gillett-Karam, Rosemary; Advanced Studies, Leadership, and Policy; Doctor of EducationThe purpose of this study was to determine whether first-year community college student retention rates varied with student age and learning community enrollment status at a mid-Atlantic, suburban community college. In particular, the researcher considered how first-year retention rates may differ between adult community college students (age 25 years and older) and traditional community college students (ages 18 to 24 years old). Kuh's (2008) high-impact practices model served as the theoretical framework for this study. The independent variables were student age and learning community enrollment status. The dependent variable was first-year retention rates. First-year fall-to-spring semester retention data and fall-to-fall academic year retention data for community college student cohorts were collected from enrollment records from 2010 through 2016. From six years of data, 63 students were first-time adult students in learning communities. This sample set the standard for the comparison groups; thus, four groups of 63 first-time students were selected: 63 adult learning community students [25 years and older], 63 adult non-learning community students [25 years and older], 63 traditional-aged learning community students [18 to 24 years old], and 63 traditional-aged non-learning community students [18 to 24 years old]. Three research questions guided this dissertation study to determine how first-year community college student retention rates were affected by student age, learning community enrollment status, and the interaction between student age and learning community enrollment status. The ex post facto institutional data were analyzed at an alpha significance level of 0.05 through t-tests and ANOVA procedures. The results of the study showed no statistically significant difference in fall-to-spring and fall-to-fall first-year retention rates for adult and traditional community college students. Except for the 2011 fall-to-spring semester retention, the results also showed no statistically significant difference in fall-to-spring retention rates for first-time community college students enrolled in learning communities and those not so enrolled. However, for 2011, 2012, and all the years combined, there was a statistically significant difference in fall-to-fall retention rates for first-time community college students enrolled in learning communities and those not so enrolled. Except for the fall-to-spring semester retention for 2011 when the results showed a main effect for learning community status, the ANOVA tests for fall-to-spring retention rates showed no main effect for student age, no main effect for learning community status, and no interaction between student age and learning community status. Except for the fall-to-fall yearly retention for 2011 and all the years combined when the results showed a main effect for learning community status, the ANOVA tests for fall-to-fall retention rates showed no main effect for student age, no main effect for learning community status, and no interaction between student age and learning community status. This study contributes to the literature on community college student retention strategies based on student engagement theory. Recommendations for professional consideration, professional practice, and further research are included. ItemThe Engagement And Satisfaction Of Adult African Americans At Historically Black College And Universities And Adult Hispanic Americans At Hispanic Serving Institutions(2015) Jackson, Avis D.; Perrino, Carrol S.; Psychology; Doctor of PhilosophyFewer adult African and Hispanic Americans have college degrees than others. Education continues to provide links to employment and consequent economic stability. Minority Serving Institutions including HBCUs and HSIs successfully educate under-represented minorities and close educational shortcomings. Adult and post-traditional undergraduates remain under-researched and unseen on campuses though their numbers increase. The NSSE was constructed to measure Engagement and Satisfaction. This study evaluated the 2008 NSSE across participating HBCUs and HSIs for adult African and Hispanic Americans using the NSSE benchmarks and the scalelets developed by Pike (2006). Structural equation modeling (SEM) was used to determine similarities between the groups, and model fit was assessed by use of the chi square statistic, its probability, and the CFI. Three benchmarks and a general Engagement model were determined to have good to very good fit for both groups: Active and Collaborative Learning, Supportive Campus Environment, Student and Faculty Interaction and an Engagement by benchmarks model. Logistic regression was used to determine differences across the two groups. Predictors for Engagement and Satisfaction included many similarities and few differences with three scalelets as consistent for both constructs and groups. The quality of relationships with students, faculty, and the administration; the extent that the institution emphasizes providing academic support, social support, and support with non-academic responsibilities; and finally the extent that the institution contributed to increasing skills of writing, speaking, thinking, and gaining a broad education. Results support adult education and minority population literature highlighting relationships, support, and practical skills. ItemThe Impact Of Field Education Barriers And Supports On The Wellbeing Of Nontraditional Female Msw Students(2014) Davis, Janice Marie; Chipungu, Sandra S.; Social Work; Doctor of PhilosophyIncreasingly, nontraditional female students are enrolling in Masters of Social Work programs. These women bring work and life experiences to the learning environment in addition to familial and fiduciary responsibilities. This study explored the relationship between Field Education Barriers (employment, caregiving, and socio-demographic information) and Supports (work/family conflict, coping mechanisms, perceived stress and satisfaction with life) on the wellbeing of nontraditional female MSW students. An online survey was completed by 113 nontraditional female MSW students in programs accredited by the Council on Social Work Education. The bivariate analyses identified some Field Education Barriers - age, marital status, and employment and caregiving responsibilities - as significant with regards to the physical, communal, and fundamental selves of wellbeing. The Field Education Supports were significant at some level for all of the multiple selves of wellbeing. However, multivariate analyses revealed that of the Field Education Barriers, only an employment variable and two caregiving variables remained significant for wellness. As for the Field Education Supports, multivariate analyses found significance for the physical self, communal self, managing self, and innovative self in the areas of family/school conflict, family/work conflict, coping, emotional support seeking and satisfaction with life. ItemWhy can't brother man stay in school: A phenomenological study of Black male student attrition at a Black urban commuter college.(2004-10-07) Gray, James L.; Haynes, James; Doctor of Education