Dissertations / Theses: 'Adult learners'

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Murshid, Kinaz. "Understanding learner autonomy from learners' perspectives : insights from adult Syrian EFL learners." Thesis, University of Bristol, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.730820.

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Clarke, Theresa. "Registered nurses as adult learners." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0018/MQ55495.pdf.

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Wright, Lester. "Identifying Successful Online Adult Learners." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1430.

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This qualitative case study examined the lack of success by and high attrition rates of adult learners enrolled in online higher education courses at a public research university in the southeastern United States. The conceptual framework integrated Knowles' theory of andragogy with a composited model that combined elements of Tinto's persistence model with Bean and Metzner's student attrition model. The research questions examined factors and characteristics contributing to the unsuccessful completion of online courses for adult learners. The data were collected in 2 separate phases using a purposeful sample comprised of 152 adult learners who volunteered to participate in the study and had enrolled in an online course at the university between the fall 2013 and spring 2015. The findings revealed that factors such as work-related issues, lack of time management, and personal issues contributed to students' unsuccessful completion of online courses. Additionally, the participants' success depended on their strengths and weaknesses with time management skills, motivation and dedication, technological skills, and communication skills in online learning. The findings were used to create a pre-orientation workshop designed to assist adult learners prior to taking their first online course by assessing student readiness levels for online learning and identifying deficiencies in skills required to be successful. Offering a pre-orientation workshop session to first-time online adult learners will increase their likelihood of success and foster a positive effect on social change in this population by improving retention in an online learning environment.

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Mason, Russell D. "Improving outcomes for adult learners." Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/95505/1/Russell_Mason_Thesis.pdf.

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This thesis investigates the range of experiences and circumstances that shape educational outcomes for adult learners. The study uses descriptive meta-synthesis to examine the complex interaction of psychological, socio-demographic and environmental influences that shape the attitudes and experiences of adult learners as they re-engage and persist through their tertiary education. The importance of conducting the synthesis lies in the possible benefits of applying the findings of the study to better support adult learners as they persist and succeed in their educational pursuits.

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Drouilhet, Louise Marie Rhodes Dent. "Teachers as adult learners using adult learner characteristics to design in-service programs for teachers /." Normal, Ill. Illinois State University, 1985. http://wwwlib.umi.com/cr/ilstu/fullcit?p8514769.

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Thesis (Ed. D.)--Illinois State University, 1985.
Title from title page screen, viewed June 7, 2005. Dissertation Committee: Dent Rhodes (chair), John Heissler, Frank Lewis, William Piland, Robert Rumery. Includes bibliographical references (leaves 205-230, 261-263) and abstract. Also available in print.

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Countryman, Kemba Chambers Witte Maria Margarita. "A comparison of adult learners' academic, social, and environmental needs as perceived by adult learners and faculty." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Spring/doctoral/COUNTRYMAN_KEMBA_41.pdf.

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MacKenzie, Lindsay. "An investigation into adult learners and learning : powerful learners and learning in three sites of adult education." Thesis, University of Birmingham, 2006. http://etheses.bham.ac.uk//id/eprint/6201/.

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This qualitative study explores the outcomes of learning by adult learners in three different contexts (sites) of adult education. My particular concern is with adult learners who are often socially excluded in and by formal learning contexts hence the sites of learning for my empirical research are (a) an Adult Basic Education Centre, (b) a Family Learning Centre and (c) a Nacro Centre. I use a range of data collection methods including keeping a journal, undertaking observations and fifteen in-depth interviews. I develop a framework around ideas of agency, power and structure, factors which impact upon adult education learners and learning, through existing research and literature from writers such as Bourdieu, Freire, Jarvis and Brookfield. The framework defines a concept of \(powerful\) \(learners\) \(and\) \(learning\) - learning which enables learners to acquire social and cultural capital and to make real choices about their lives. I use this framework to analyse not only my empirical data but also the government policies from the last twenty five years which support adult education. My findings conclude that learning opportunities need to be wide ranging, that few government polices lead to \(powerful\) \(learning\), and that only one of the learners within my case studies can be described as ‘\(liberated\)’.

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Dladla, Siphiwe Nonhlanhla. "Experiences and perceptions of adult learners at public adult learning centres." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/40439.

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The main objective of this research was to explore the experiences and perceptions of adult learners at Public Adult Learning Centres. A total number of eighteen adult learners from three Public Adult Learning Centres in Nkomazi East Circuit at Ehlanzeni District participated in the study. The study was qualitative in nature using the interpretive paradigm. Data was collected through focus group interviews, individual interviews and observation. The study revealed that adult learners have mixed feelings and opinions regarding their experiences at Public Adult Learning Centres. Results indicated that some adults found their experiences interesting and enriching and have positive attitudes towards the teaching and learning at Public Adult Learning Centres, while others were frustrated with the lack of teaching and learning resources, and the poor management at the centres. Adult learners seem to regard education as important and they received satisfactory support from their families, communities, teachers, employers, and fellow adult learners, as well as financial support from the Department of Education. Findings revealed that adult learners find it difficult to understand the content of subjects and to cope with the pace of teaching. Participants had different views about the language of instruction. Some preferred English for employment and social purposes while others preferred the vernacular so as to have a better understanding of the content and to pass the subjects. These learners preferred that the content should prepare them for employment and for coping with day-to-day activities in rural areas. Responsibilities at home, becoming a learner at an elderly age, being involved in seasonal jobs and catching up work after absence were some of the challenges that adult learners experienced. From the results and findings of the study, recommendations were made to improve the effectiveness of teaching and learning and functionality of Public Adult Learning Centres.
Dissertation (MEd)--University of Pretoria, 2013.
gm2014
Early Childhood Education
unrestricted

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Solinski, Cynthia L. "Coping with stigma an adult learners perspective /." Connect to resource online, 2010. http://hdl.handle.net/1805/2196.

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Thesis (M.A.)--Indiana University, 2010.
Title from screen (viewed on July 19, 2010). Department of Sociology, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Peter Seybold, Patricia A. Wittberg, Christine Leland. Includes vitae. Includes bibliographical references (leaves 52-54).

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Kim, Mi-Ryoung, and Theresa McGarry. "Attitudes to Storytelling among Adult ESL Learners." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/6140.

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This study investigated tertiary second language learners’ attitudes toward storytelling as a classroom activity. Instruction and practice in storytelling were given to 26 international undergraduates for ten weeks. Questionnaires were administered before and after the treatment to assess learners’ interest in storytelling and beliefs about its effectiveness as a learning task. The results of the pre-treatment questionnaire showed that while participants’ interest in storytelling was very low, their expectations of its effectiveness were relatively high. Asian or low proficient participants indicated higher interest than Europeans or high proficient learners. The results of the post-treatment questionnaire showed that participants’ attitudes changed only slightly. The results suggest that initial interest and expectations might play an important role in maximizing the effectiveness of storytelling for adult second language learners.

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Philippi, Dayana Octavien. "Haitian Adult Immigrants as Learners and Parents." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2862.

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Haitian immigrant parents often face challenges to visibly engage in their children's education in the United States due to social, cultural, and economic factors. This study addressed parent involvement (PI) among Haitian immigrant parents of adolescents in a Florida community. The purpose of this exploratory, multiple-case study was to better understand connections between immigrant Haitian parents' beliefs and learning experiences and their experiences supporting their adolescents' learning. Three research questions were developed to explore Haitian adults' lived experiences and perceptions of themselves as keepers of knowledge and as learners, their experiences and perceived roles as parents, and the resources they possessed that could increase PI. The conceptual framework included social constructs of family literacy, new literacy studies, and funds of knowledge. Nine Haitian parents of teenage children and 3 educators and liaisons from the community were selected for interviews. Qualitative data analysis included open coding, theme identification, and triangulation of data from an archival PI survey. Findings indicated that adults' experiences with learning at home and learning at school influenced their perceived parenting roles and self-efficacy at home, the type of PI in which they engaged, and future aspirations for their children. Results were used to develop a white paper aimed at community stakeholders to enhance educators' and social service providers' cultural knowledge of Haitian families and to promote two-way communication. The project may encourage the development of culturally responsive PI strategies and adult learning opportunities benefiting local and trans-national Haitian communities throughout the United States.

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CLARK, MELODY SELLET. "STUDENT SUPPORT FOR ACADEMIC SUCCESS IN A BLENDED, VIDEO AND WEB-BASED, DISTANCE EDUCATION PROGRAM: THE DISTANCE LEARNER'S PERSPECTIVE." University of Cincinnati / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1069775658.

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Tucker, Gail L. "Significant learning experiences of adult learners with ADHD." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0025/MQ62159.pdf.

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Clowater, Lois Ilene. "Significant learning experiences of adult learners with ADHD." Thesis, University of New Brunswick, 1997. http://hdl.handle.net/1882/730.

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Muckridge, Nicole A. "Adult Learners' Knowledge of Fraction Addition and Subtraction." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1509840626650748.

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Abunaib, Asma Ali M. "Culturally Responsive Adult Education For Non-Western Learners." ScholarWorks @ UVM, 2019. https://scholarworks.uvm.edu/graddis/1080.

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Although education theory in general includes important insights related to the relationship between multiculturalism and pedagogy, a critical analysis of what are considered culturally responsive western adult education methods, such as Experiential Learning Cycle & Dialogue Education (ELC) suggests significant adaptations should be made when applied in settings with non-western learners. This paper highlights the challenges and opportunities of utilizing adult education methods as a framework in delivering learning opportunities in non-western settings or for non-western, new American communities in western settings. Specifically, the author discusses her experience in one Internally Displaced Persons (IDP) camp in Darfur, Sudan, presenting her findings from her critical analysis of ELC, as well as her experience designing and facilitating financial capability curriculum for Somali-Bantu women in Chittenden County, Vermont with the Champlain Valley Office of Economic Opportunity Financial Futures Program. Implications from this analysis are also addressed, including the importance of further exploring assumptions held by the conceptual underpinnings of culturally responsive adult learning methods (including Dialogue Education and ELC) and adapting training-of-trainer (TOT) models and financial capability workshops to account for significant cultural differences between learners and the methods intended for use with diverse audiences.

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Williams, Paulette. "Unique Barriers Faced by First-Generation Adult Learners." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2910.

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There has been an increase in the number of first-generation adult learners in higher education institutions. However, literature has revealed limited information on the experiences of first-generation adult learners and their perception of the barriers they face in higher education. The purpose of this phenomenological study was to examine the experiences of 6 first-generation adult learners attending a higher education institution and their perception of the barriers they faced. The theoretical foundations were andragogy theory and social-cognitive career theory. Data were collected using purposeful interviews and data were analyzed using iinterpretative pphenomenological aanalysis. Five detailed patterns were identified: (a) students experienced specific barriers associated with anxiety and fear; (b) students were able to adapt to change and overcome their barriers; (c) students viewed education as a way out of their present situation and welcomed it as a positive influence; (d) students viewed the barriers as normal life challenges; and (e) the availability of supportive services made a difference in the adult learning environment. Findings from this research will contribute to the knowledge and experiences of first-generation adult learners in higher education institutions and the unique barriers they face. In addition to the development of effective programs designed for first-generation adult learners, administrators, staff, and faculty in higher education institutions can use the data generated from this study to improve overall retention/graduation rates for underserved populations in higher education by identifying any obstacles to success and implementing intervention policies.

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Idoko, Evelyn. "Perceived Factors that Influence Adult Learners' Persistence and Retention in Adult Basic Education." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5348.

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Retaining students, particularly in the 16- to- 24-year-old category, is a constant challenge for adult basic education programs nationwide. Educators need to understand factors that affect adult learners' experiences, have a better understanding of ways to motivate adult students in a nontraditional school setting to enhance their engagement, and apply research-based techniques and targeted, practical strategies to improve student persistence. The primary objective of this case study was to investigate the perceived factors that students considered influential on their persistence and retention in adult basic education programs. Knowles's andragogy theory and Tinto's persistence theory were the theoretical frameworks for this study. The research questions were designed to understand the factors that motivate students to remain engaged in academic courses. Ten students enrolled in a high school equivalency program in a large northeastern city participated in semi-structured, individual interviews. Coding and thematic analysis were used to identify, describe, and interpret the data collected. The findings indicated that factors such as individual drive, the instructor's encouragement and high expectations, relevant topics, and connection to school all contributed to sustain a learner's persistence. A professional development project was designed from the findings to provide instructors with research-based best practices and techniques to increase students' motivation and persistence through active learning experiences in student-centered classrooms. The project will impact social change by helping educators to have more insights on theories about adult learning styles and a deeper understanding of current approaches to inspire active participation, sustain learner motivation, and improve student academic performance.

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Bennett, Andrea Rose. "Attitudes Toward Adult Education Among Adult Learners Without a High School Diploma or GED." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6468.

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The purpose of this study was to explore attitudes toward adult education among adult learners without a high school diploma or the General Educational Development (GED). In this study, adult learners without a high school diploma or GED completed the Attitudes Toward Adult Education Scale (AACES) and selected respondents volunteered to participate in a face-to-face interview in conjunction with the mixed methods section of the study. For this study, I used a 5-point Likert scale to measure the responses on the 22-item AACES survey. Three hundred and fifty respondents participated in the study. Descriptive statistics and a three-way ANOVA revealed attitudes toward adult education were not very favorable among adults without a high school diploma or GED. Overall, there were no significant differences among adult learners without a high school diploma or GED. However, age was statistically significant, as older adult learners had more favorable attitudes toward adult education than younger adults did. Race/ethnicity and gender showed no significant differences. The qualitative data revealed interviewees valued adult education and thought it was important for them to obtain their GED or high school diploma. Those interviewed believed they needed to obtain their GED or high school diploma in order to acquire meaningful employment. The interviewees did not express any immediate plans to participate in adult education or post-secondary/GED studies upon completion of the GED program. Based on the results, adult learners without a high school diploma or GED recognized the importance of obtaining a high school diploma or GED, but their attitudes toward the perception of participation in adult education were not favorable. The respondents believed participation in adult education is important and necessary to gain employment, but they did not show much enthusiasm for participation in adult education beyond the GED program.

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Toosi, Farah. "Decision Analysis Techniques for Adult Learners| Application to Leadership." Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10600190.

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Most decision analysis techniques are not taught at higher education institutions. Leaders, project managers and procurement agents in industry have strong technical knowledge, and it is crucial for them to apply this knowledge at the right time to make critical decisions. There are uncertainties, problems, and risks involved in business processes. Decisions must be made by responsible parties to address these problems in order to sustain and grow the company business.

This study investigates some of the most recognized decision analysis techniques applied by global leaders from 2006 to 2016. Several decision analysis tools are introduced such as heuristic decisions, multi-attribute rating, decision trees, Monte-Carlo simulations and influence diagrams. The theoretical development framework is presented. The approach for this research is Analyze, Design, Develop, Implement, and Evaluate (ADDIE), which included cognitive, behavioral, and constructive learning theories. Some of the top decision analysis skills needed for today’s leaders and managers from literature review over the past decade (2006 to 2016), were taught to organization leadership doctorate students. Research scheme, the method chosen for selecting the topic, group of contributors, and the method selected for collecting the data are offered.

The learners were in their senior year of a leadership doctorate program and they did not need leadership training along with decision analysis technique training. Older learners had more interest in learning the fishbone and influence diagrams prior to the training. Students with intermediate math were more interested in learning about strategic planning techniques before training. The trainees with more computer skills were interested in learning the Zachman framework technique, which was surprising to the researcher since this tool does not require extensive computer skills.

After the training, the researcher observed that learners with higher computer skills showed more interest in learning about group decision-making (consensus versus analytic hierarchy process). That students with intermediate math skills were more interested in top-down induction of decision trees, algorithm decision making (data mining and knowledge discovery), and strategic planning techniques.

Spearman correlations with a moderate strength showed that older respondents tended to be more interested in the analytical hierarchy process, fishbone diagram, and risk analysis tool. After the training, students with stronger computer skills showed greater curiosity about learning more about the decision tree analysis, Zachman framework, and risk analysis. It made sense that students with weaker computer skills were less eager to learn about the Monte-Carlo simulation.

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Noguchi, Masaki. "Acquisition of allophony from speech input by adult learners." Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/58108.

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Sound systems are a basic building block of any human language. An integral part of the acquisition of sound systems is the learning of allophony. In sound systems, some segments are used as allophones, or contextually-conditioned variants of a single phoneme, and learners need to figure out whether given segments are different phonemes or allophones. There is a growing interest in the question of how allophony is learned from speech input (e.g., Seidl and Cristia, 2012). This dissertation investigates the mechanisms behind the learning of allophony. Whether given segments are different phonemes or allophones of a single phoneme is partly determined by the contextual distribution of the segments. When segments occur in overlapping contexts and their occurrences are not predictable from the contexts, they are likely to be different phonemes. When segments occur in mutually exclusive contexts, and their occurrences are predictable from the contexts (i.e., they are in complementary distribution), the segments are likely to be allophones. This dissertation starts with the hypothesis that allophony can be learned from the complementary distribution of segments in input. With data collected in a series of laboratory experiments with adult English speakers, I make the following claims. First, adults can learn allophony from the complementary distribution of segments in input. The results of Experiment 1 showed that participants learned to treat two segments as something like allophones when they were exposed to input in which the segments were in complementary distribution. Second, the learning of allophony is constrained by the phonetic naturalness of the patterns of complementary distribution. The results of Experiment 2 showed that the learning of allophony happened only when participants were exposed to input in which relevant segments occurred in phonetically natural complementary contexts. Third, the learning of allophony involves the learning of the context-dependent perception of relevant segments. The results of Experiment 3 showed that, through exposure to input, participants’ perception of the relevant segments became more dependent on context such that they perceived the segments as being more similar to each other when they heard the segments in phonetically natural complementary contexts.
Arts, Faculty of
Linguistics, Department of
Graduate

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Shores, W. Louise. "Study of interactions of adult learners with learning situations." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/27252.

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This exploratory study sought understanding of how adult learners and learning situations interact and how those interactions might be explained. With a constructivist, interactionist theoretical base, and interpretive, qualitative research methodology, the study was conducted in two parts involving different data sources -- field study and metaanalysis of prior research. 1. Observation of learning situations and interviews of participants were used to seek understanding of adult learner experience in its own terms. Analysis included comparison of multiple learners from the same observed situation, and of individual learners across situations. Elements of learners' experiences were found to include past experience, prior knowledge, purpose, attention level, emotional response, and perceptions. 2. With prior research as data, an interpretive metaanalysis was done to determine the evolving state of theory and findings in the field related to adult learners, situations, and their interactions. Sources of studies which were included in the sample were Adult Education Quarterly, 1979-1984, citations of those studies (ancestry), Social Sciences Citation Index (descendency), and Dissertation Abstracts International, 1979-1984. Characteristics of the learner analyzed in clusters of related studies included: (a) ego development, (b) autonomy, (c) adult cognition, (d) learning styles, (e) cognitive style, (f) age and academic ability, (g) developmental tasks, and (h) relevance and curiosity. Clusters of studies on learning situations were related to (a) Telecourse, (b) Lecture, and (c) educational orientation of teachers. Interaction between learners and situations were identified in clusters of studies on (a) learner participation in planning, (b) learner perception of teacher behavior, and (c) interaction between content organizers and prior knowledge. The Person Situation Process Model (Nystedt) was used as a consistent organizing framework for data in both parts of the study to enable integrative analysis of the two perspectives. The study was designed and conducted to provide a base for theory development and empirical research on adult learner/situation interaction. The present state of theory and research on this phenomenon was found to be rudimentary. Cumulative findings, theoretical foundations, and dialogue between proponents of competing theories were absent or rare. Conclusions from the integrative analysis of field study and research review data included: (1) that learner perceptions, and momentary states such as attention level and emotional responses, are important elements in the learner's experience and have received almost no attention in prior research, and (2) that individual adult learners exhibit unique combinations of characteristics, such as prior knowledge, past experience, and purpose, which are related to the ways they experience learning situations and which help to explain idiosyncratic responses.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate

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Arkwright-Alivisatos, Debra E. M. "The chosen path, career decisions of aboriginal adult learners." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0001/MQ29967.pdf.

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Castles, Jane. "Part-time adult learners : modelling factors that influence persistence." Thesis, Open University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.289007.

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Kazamia, Vassilia. "Language learning strategies of Greek adult learners of English." Thesis, University of Leeds, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.406275.

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Maloy, Heather Jane. "Times are changing: Voices of adult learners' shared experiences." Scholarly Commons, 2014. https://scholarlycommons.pacific.edu/uop_etds/14.

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The purpose of this qualitative, phenomenological study was to investigate the meaning, structure and essence of the lived experiences within a Bachelor's degree completion cohort of adult learners. This study focused on adult learners who are matriculating into a postsecondary institution. The central question of this study was: What are the meaning, structure, and essence of the lived and shared experiences within a Bachelor's degree completion cohort of adult learners? The following research questions were used as a guide in the study: (1) In what ways have these shared experiences within a Bachelor's degree completion program contributed to the transformation of adult learners on the pathway to academic success? (2) In what ways do adult learners define success in higher education? (3) How have the life events of adult learners influenced their decision to return to higher education? Based on the phenomenological research design, the goal was to describe the meaning for several individuals of their lived experiences of a concept or a phenomenon (Creswell, 2007). To achieve such a goal, a phenomenological method of inquiry involves a mode of data collection and analysis that will present the participants' experiences precisely from their particular perspective. From the organization and analysis, six major themes emerged from the participant's educational journey: (1) The Catalyst, (2) Peer Support, (3) Faculty Support, (4) Family Support, (5) Beliefs of Success, and (6) The Future. Along with those six major themes were sub-themes that surfaced such as, learning communities, peer collaboration, parental roles, spouse roles, children's roles, self-awareness, and self-worth.

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Eriksen, Jan Paquette. "Academic counselors' perceptions of adult learners in higher education /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu148767844425767.

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Mitchell, Lorianne D. "Tennessee Employer Toolkit: Supporting Adult Learners Returning to School." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/8308.

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Kalenandi, Minerva E. Renee. "Language Learning Strategies of Russian-Speaking Adult ESL Learners." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4766.

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In the ESL classroom, there are often cultural differences between learners and teachers. Sometimes these differences can lead to misunderstandings or even conflict. One area where differences between cultures can be seen is language learning strategies and styles. This study explores the possibility that awareness of differences, explicit teaching, and negotiation may help to resolve differences. This study looks at differences between Russian-speaking adult ESL learners and American ESL teachers, with respect to strategy use and preferences. Three aspects are investigated. The first is to see whether there are statistically significant differences ~tween these groups of learners and teachers. The second is to try to form a loose profile of the learners as a cultural group. The third is to see whether or not there is evidence to suggest the validity of explicit teaching of strategies in the ESL classroom. The Strategy Inventory for Language Learners (SIIL), developed by Rebecca Oxford, is one way to assess differences ~tween learners and teachers. A survey including the SIIL and a questionnaire was given to ninety-four subjects. Forty-seven are Russian-speaking adult ESL learners and forty-seven are American-English-speaking ESL teachers or potential ESL teachers taken from a TESOL program. The results of the survey show that, in this case, there are statistically significant differences in preferences for and use of several sets of strategies. A preliminary cultural profile is derived from the SILL results and from anecdotal evidence gathered from the questionnaire. There is some evidence that the explicit teaching of language learning strategies and their use may help resolve some of the classroom conflicts between the two groups studied.

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Wang, Kermey. "An investigation of communication strategies of adult ESL learners." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1480.

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Stoney, Susan B. "Using multimedia microworlds to motivate and engage adult learners." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1998. https://ro.ecu.edu.au/theses/1434.

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As educational institutions come under increasing pressure from outside forces to restructure the way students learn, efforts are being made by researchers to find ways to assist students to learn through independent thought and to solve problems in a resource-based, self-paced environment. Such an environment needs to be sufficiently interesting and novel to motivate students who begin to use it, and to continue to engage them as they progress through it. This study has sought to identify what such a learning environment needs to encompass in order to motivate and engage adult learners so that they will not only want to use it, but use it extensively. Eight attributes of motivation and engagement were identified from the literature, these being: immersion; reflection; flow; collaboration; learner control; curiosity; fantasy; and challenge. A module in a finance unit traditionally viewed by the students as boring and unengaging was selected, and a review of student and content needs was conducted. An interactive learning environment in the form of a microworld with gaming elements was designed and developed to incorporate the eight learner effects, and this was then trialed with a small group of finance students. The trial forms the basis for this thesis. The study was conducted using a combination of ethnographic action research and grounded theory as these allowed the researcher to focus on a specific problem relevant to the actual situation and allowed patterns in observations to be detected. The study used descriptive methodology to report what actually happened whilst looking for relationships between design elements, with cross-sequential sampling overcoming the problems of mono-operation bias. The results from these data gathering exercises suggested that the eight learner effects did, in fact, contribute to motivation and engagement in varying degrees. The program represented the unit content in a multiplicity of ways, ensuring that the individual learning styles of the students were accommodated. The study showed that students adapted differing navigational methods to progress through the program, but having settled on a path tended not to deviate from that path throughout each phase of the program. The study also highlighted the fact that such an environment is probably more effective in promoting incidences of reflection and higher order thinking among collaborating students, although, with sufficient scaffolding elements built into the program, students working in isolation may achieve some of the same effects from collaboration with the program itself. Another effect of using the microworld was that students could relate their learning back to their everyday lives, as well as place themselves into the environment. These factors, combined with the gaming elements, created an environment that caused an increase in positive attitudes among both the male and the female students. The results of this research have many implications for the future design of interactive learning environments for adults. It is already well documented that adult learners like resource-based, self-paced learning that is available at their convenience, but this research has identified some of the elements necessary to motivate adult learners to use such a program, to maintain their interest in the content during the whole time they are using the program, and to create a desire to continue learning about the topic long after they have completed the program. There are several imperatives driving the development of interactive instructional multimedia in the university environment. Among them are increased numbers of students, a reduction in the available face-to-face teaching time, and a growing. number of students who are demanding a more flexible way of learning. The results of this study show that interactive multimedia is a viable option for this style of teaching and learning, but the design should incorporate certain elements and principles in order for the students to be motivated sufficiently to use it. These design elements are generalisable to the design of multimedia for a wide variety of courses and topics.

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Ray, Melanie Sue. "Uncovering the Needs, Obstacles, Expectations, and Experiences of Adult Learners as They Reenter a Formal Learning Environment." Bowling Green State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1206390540.

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Adams-Gardner, Myrtle Grace. "Psychosocial barriers to participation in adult learning and education: Applying a psychosocial Interaction model." University of the Western Cape, 2018. http://hdl.handle.net/11394/6555.

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Magister Educationis (Adult Learning and Global Change) - MEd(AL)
Adult learners’ perception of factors that are internal to their perceived control of their lives can be challenging to overcome when making a decision to participate in learning. There are complex relationships between psychological, and social barriers to participation in adult learning. Psychosocial barriers can deter adults’ participation in learning programmes. Understanding the nature of such barriers can enable policymakers, educators and adult learners create strategies to reduce such barriers in order to increase adults’ participation in adult learning. This study investigated the research question: What are adult learners’ perceptions of psycho-social factors that undermine participation in adult education and learning? The psycho-social interaction model adopted as a conceptual framework allowed the study to contextualise and analyse the effects of socio-economic status on the adult learner’s decision and readiness to participate. The model provided the broad segments of the adult learners’ pre-adulthood and adulthood learning years and through a thematic analysis attempted to analyse psychosocial factors that emerged as barriers to participatory behaviour in learning. An interview guide was used during a semi-structured interview. The study investigated a group of adult learners attending a non-formal learning programme in Central Johannesburg, South Africa. The selection of participants included 6 males and 4 females between 21 years to 49 years of age. The study findings showed that the adult learners’ perceptions of family support as well as the learning environment support are key enabling factors, which assist the adult learner to develop learning capabilities. Negative experiences with prior schooling was also described as a psychosocial barrier to participation. Age was a socio-economic variable that influenced the type of stimuli participants identified as a psycho-social factor which influenced their decision to take up further learning. Adult learners felt confident to successfully complete their current and future studies however perceived their learning press as a motivating factor that impacted their decision to participate. Findings also suggested that experiences of adult learners are unique to their specific context and educational planning can integrate ways to address enhancement of learning experiences for a diverse learner audience in non-formal learning programmes. The study concluded that while adult learners acquire social competencies through accessing non-formal programmes, further learning support is necessary to overcome the social and psychological complexities needed to develop basic academic learning capabilities.

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Lennon, P. "Second language acquisition of advanced German learners." Thesis, University of Reading, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.378307.

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Spivey, Tiffany Minyon. "Examining Barriers to Retention of Adult Learners in Rural Education Programs." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2196.

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The retention of adult learners in rural educational settings throughout the United States is challenging for adult education instructors. Adult learners in rural areas encounter internal and external barriers, including lack of self-efficacy and minimal transportation. Research exists regarding the retention of adult learners, but little is known about the barriers to persistence among adult learners in rural areas, or the motivations experienced by students and instructors. The purpose of this qualitative case study was to identify perceived barriers to retention at a rural adult learning center in Georgia and to provide suggestions to improve adult education and literacy initiatives. Knowles' theory of andragogy was used to guide this investigation. The research questions examined instructors' and students' perceived and experienced barriers, motivations, and recommendations for better strategies. Responses were recorded from semistructured interviews with 3 instructors and 9 adult students who represented the various levels of Adult Basic Education or General Educational Development within the rural setting. Data were coded and sorted by themes using inductive thematic analysis. The participants' detailed narratives indicated that situational hardships were a perceived barrier and personal investment was a motivator. Based on participants' recommendations to improve time management and incorporate technology-based instruction, a professional development training program for learning center instructors was created. The training may promote positive social change by providing research based techniques, which may increase retention and graduation rates at the local site.

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Weiterman, Barton Sandra D. "Web Walkers, A Phenomenological Study of Adult Native American Distance Learning Experiences: Toward a Standard Model of Indigenous Learning." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/dissertations/862.

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This phenomenological study investigated the experiences and perceptions of eight female adult Native Americans distance learners. To understand the complex issues of Native American education and distance learning, the literature review included the history of the educational policy directed towards Native Americans, Tribally Controlled Universities and Colleges, distance learning, the Digital Divide, Vygotsky and socio-cultural learning, and the indigenous pedagogical paradigm. This study has a two-fold purpose: 1) to add to the body of knowledge on adult Native American distance learners by using qualitative methods to explore the experiences and perceptions of those learners, and 2) to introduce a Standard Model of Indigenous Learning and document if the five model threads are an important component of the participants' learning processes. With the accelerated implementation of distance learning platforms in the higher education arena, it is important to understand the experiences and perceptions of adult Native Americans. In addition, it is vital to determine if distance learning poses an underlying threat to their cultural values. Furthermore, determining which components of the learning process are important to adult Native Americans is a critical step in understanding and implementing the appropriate teaching methods and curriculum. The results of this study centered on the experiences and perceptions of the participants in various distance learning environments. Components and practices deemed necessary for learning to occur in the distance learning environment and the face-to-face classroom were discussed and defined. Respect, meaningful interaction, relevancy, and life-long learning were important themes found in the study. Several conclusions were drawn from the results of this study. The participants definitely differentiate between the meaning of education and learning. Building on that concept, most perceive distance learning environments that do not contain a face-to-face component as a tool to accomplish an education. However, respectful, meaningful, face-to-face interaction along with understanding the relevancy of the learning material is perceived as a real [indigenous] learning experience. Comments about the relationship between learning and life, made by the participants, clearly indicate support for socio-cultural learning. In addition, all participants indicated that the five threads of the proposed model are important factors in the learning process and should be incorporated into classrooms. The implications of the study are numerous. Without a face-to-face component, distance learning will not provide the learning experience desired by many Native Americans, thereby creating a possible barrier to education. The five threads of the Standard Model of Indigenous Learning were substantiated by all participants, who vary in age, tribal affiliation, educational background and blood quantum. Thus, the model can serve as a solid foundation for developing curriculum throughout the Native American community, rather than for just one tribe. Recommendations for further study include conducting this study with adult male Native Americans, indigenous peoples of other countries, and other ethnic groups to determine if the model can be generalized to other populations. The teaching practices of Native American instructors and the curriculum at Tribal colleges and universities should be examined to determine if, and to what extent, the five model threads are being used. Implementation of the Standard Model of Indigenous Learning has the capability of transforming the current educational system into a truly learning environment, rather than an environment of acquiring knowledge to satisfy educational requirements.

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Mahdavi-Zafarghandi, Amir. "The acquisition of verb complement clauses by Persian learners of English." Thesis, University of Essex, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.324735.

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Green, Cheryl. "Supports and Services Helpful to Working Adult Nursing Students." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5712.

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The United States has experienced historically low graduation rates in public and private 2-year, degree-granting institutions. Many of these institutions are community colleges, which account for 60% of all student enrollment. This study was conducted to explore supports and services that may be helpful to working adult students over the age of 25 enrolled in a 2-year associate degree nursing program in a community college. Tinto's interactionalist theory of student persistence and retention and constructivist theory were the conceptual frameworks for this qualitative case study. The two guiding questions were focused on the types of support that would be helpful for degree completion and service improvements that would most effectively assist students to graduate. Data were collected using semistructured interviews and observations with 10 participants who volunteered from a bound system. Requirement for participation included being over the age of 25 and enrolled in the 2-year associate degree nursing program. Data were analyzed using a phenomenological reduction process and cross-sectional analysis to identify convergent and divergent themes in the data. The findings of this study highlight 5 overarching themes as described by the participants: support system, barriers to education, effect of work, engagement in school services, and recommendations for college improvement. The findings of this study could be helpful to administrators and policy makers in developing supports and services that promote retention and degree completion of students in the 2-year associate degree nursing programs. Completion of a 2-year associate-degree nursing program promotes financial viability and meets the workforce needs of the community.

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Wong, Roxanne Sue. "Adult English language learners are they really understood? : a comparison between teachers, IELTS examiners, and native speakers /." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41263534.

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Freeman, Maureen, and n/a. "Research into the quality of the teaching environment for adult learners." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20060206.132723.

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In this decade, the drive to improve the quality of learning environments at all levels has gathered pace, and accountability of providers has become a byword, particularly in secondary and tertiary educational institutions. In this process of meeting societal needs, the teacher's role is crucial to the provision of optimal conditions for learning. Teachers' adaptation to the changing clientele and technologies of the 1990's, also demands their flexibility and preparedness to contemplate anew their role in the learning transaction. Gage (1963) posed three topical questions about teaching: how do teachers behave, why do they behave as they do and what are the effects of their behaviour? The information gained by examining three types of variables, is required to answer these questions, the most central to research on teaching, is teaching behaviour, or the process of teaching. Secondly, there are the causes or determinants of those behaviours or processes and finally, there are the effects or consequences of the teaching behaviours or processes (Dunkin,1986). This research into teaching behaviours, conducted in three institutes of Technical and Further Education in the A.C.T., seeks to determine the quality of teaching for adult learners and the nature of the learning environment in TAFE. The design of the study incorporates comprehensive multi-variate instruments and a triangulating approach to data collection. In particular, a factor analysis of student questionnaires evaluates the main factors operant in the classrooms of the selected tertiary environments. The nature of the teaching behaviours and the contingent learning climate, enabled further conclusions to be drawn about the implications of these behaviours for adult learners eg. teacher expectancies, not found hitherto evaluated in a tertiary context.

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Brez, Sharon. "Adult learners' perspectives on screening reading ability for patient teaching." Thesis, University of Ottawa (Canada), 1995. http://hdl.handle.net/10393/9879.

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The expectation of greater individual responsibility for health promotion practices and decision making in hospitals is dependent upon knowledgeable consumers. The heavy reliance on printed material for both gathering and disseminating information in hospitals has led to recommendations that literacy screening tests be considered to enhance the efficacy of patient teaching interventions for the significant number of adults with low literacy skills. A qualitative case study design was used to investigate the response of adults with low literacy skills to literacy screening. Data were collected through in depth interviews including an experience using the Rapid Estimate of Adult Literacy in Medicine (REALM) word recognition tool. Analysis was achieved using a constant comparison technique. A conceptual model of response to screening was developed and compared to the Health Belief Model and Knox's Proficiency Theory of adult learning. While all participants supported the principle of screening in the context of the hospital, response to the REALM experience was variable. Factors found to influence responses to screening included perceived risks of illiteracy exposure, perceived risks of non-disclosure during hospitalization and the attribution of characteristics to the hospital leading to it's designation as a "special" place. Specific responses to the REALM were found to be further influenced by a set of individual historic factors. The results have lead to several recommendations for health care professionals considering utilization of literacy screening instruments.

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Khalideen, Rosetta. "LINC programs in Edmonton as adult education practice, learners' perspectives." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ34788.pdf.

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Oliver, Cynthia Catherine. "Technical writing, assessing curriculum and improvement rates for adult learners." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0015/MQ49150.pdf.

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Dyer, Jean A. "Self-Reported Field Dependent/Independent Characteristics in Immigrant Adult Learners." Fogler Library, University of Maine, 2004. http://www.library.umaine.edu/theses/pdf/DyerJA2004.pdf.

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Lee, Hsiang-Ni Sunny. "Investigating EFL adult learners' vocabulary acquisition through reading picture books." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3264311.

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Thesis (Ph.D.)--Indiana University, Dept. of Language Education, 2007.
Source: Dissertation Abstracts International, Volume: 68-05, Section: A, page: 1853. Adviser: Larry Mikulecky. "Title from dissertation home page (viewed Jan. 12, 2008)."

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McCormick, John Patrick. "Blue collar learners : interest and participation in adult postsecondary education /." Access Digital Full Text version, 1987. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10734600.

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Oliver, Cynthia Catherine, and University of Lethbridge Faculty of Education. "Technical writing : assessing curriculum and improvement rates for adult learners." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2000, 2000. http://hdl.handle.net/10133/108.

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The purpose of this study was to determine if adult students at the College of the Rockies improved in their ability to write technical English after having studied specifically developed curriculum. The research was conducted during the winter semester (January to April 1999) at the Cranbrook, BC campus. Curriculum for the course Technical and Professional Writing 091 was developed as a project for the Centre for Curriculum, Transfer and Technology, an arm of the post-secondary education division of the government of the Province of British Columbia. Four of the units, Direct Requests, Bad News Messages, Persuasive Writing, and Reports and Proposals were tested out in the Cranbrook class via pre and posttesting of the students. As well, field observations and interviews formed an integral component of the study. The final data analysis overall improvement in the learners' ability to write technical English; in addition, each curriculum unit was scrutinized for improvement rates. Recommendations were made for further areas of study and research needed in this discipline.
ix, 81 leaves ; 29 cm.

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Yang, Kyung-Hwa. "Participatory video and reflexivity: the experience of eight adult learners." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=117114.

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Participatory video is generally referred to as a process in which participants work together to create a video about their common experiences as a way of inquiring into challenges in their lives. While media activists, policy makers, and academics have used various techniques of participatory video to bring about change in participants' lives, participatory video, as a research tool, has yet to be studied. I explore its methodological complexity based on a participatory video project I conducted with eight adults for 11 weeks on a topic they chose. Building on John Fiske's cultural studies framework, I analyze the process of the project, the participants' experiences, and my own experience in the project. In doing so, I test and suggest a method of analyzing participatory video. The notion of reflexivity is central to my analysis. A typical understanding of reflexivity, however, is problematic to participatory research because it focuses on researchers, disregarding the important role participants' reflexivity also plays in the process of inquiry. Hence, I argue that it is crucial to understand participants' reflexivity. My thesis is based on this argument. The purpose of the thesis is to gain a deeper understanding of participatory video vis-à-vis the notion of reflexivity and vice versa. In my findings I emphasize three aspects of participatory video: (1) Participatory video can bring to light grassroots experiences. However it may overlook unequal power distribution among participants. Hence, I argue that researchers may need to intervene actively in the process of making the video, and yet act cautiously in order to prompt the participants to reflect on their assumptions more deeply and to safeguard against silencing marginalized voices; (2) Participatory video can allow participants to experience incidental, social, and critical learning. Based on this observation, I call for attention to the potential of participatory video as a tool for adult learning; and (3) The researcher's positionality matters in conducting participatory video. It can interfere with the process of knowledge construction and influence the participants' experiences with projects. The thesis sheds light on the concept of positionality in the study of participatory video.
La vidéo participative (participatory video) est une méthodologie dans laquelle des participants produisent une vidéo sur eux-mêmes pour analyser les problèmes de leurs vies et en chercher des solutions. Divers groupes, des journalistes aux décideurs, et même dans le milieu académique, utilisent des techniques variables de vidéo participative. Toutefois, la vidéo participative, comme méthode de recherche, doit être plus explorée pour en construire une connaissance plus fine qui puisse favoriser ses applications. J'explore la complexité méthodologique de la vidéo participative en analysant un projet que j'ai conduit avec huit adultes pendant 11 semaines sur un sujet choisi par les participants. En me basant sur le cadre analytique que John Fiske a proposé pour le domaine des études culturelles, j'analyse le processus du projet, les expériences des participants, et mon expérience. Ce faisant, je teste et suggère une méthode pour analyser la vidéo participative. La notion de réflexion est importante dans mon analyse. Elle, cependant, est typiquement discutée de la part des chercheurs, jetant le rôle de la réflexion des participants que joue dans le processus d'enquête participative. J'insiste sur l'importance d'entendre leur réflexion. Ma thèse est basée sur cet argument. L'objet de la thèse est d'acquérir une compréhension plus profonde par rapport à la notion de réflexion, ou vice versa. Sur cette base, je souligne trois aspects de la vidéo participative. Premièrement, la vidéo participative peut donner à voir les expériences des gens tout en faisant fi de la répartition inégale de pouvoir entre participants. Par conséquent, je soutiens que les chercheurs doivent intervenir activement dans le processus de production de la vidéo, tout en agissant avec prudence afin d'inciter les participants à réfléchir profondément sur leurs hypothèses et de permettre aux voix marginalisées de s'exprimer. Deuxièmement, la vidéo participative peut permettre aux participants de faire des apprentissages induits (au niveau de la connaissance de soi, par exemple), sociaux (dans l'interaction avec les autres), et critique (prendre conscience de sa capacité à résoudre ses problèmes). Dérivée de cette observation, j'insiste sur le potentiel de la vidéo participative comme outil d'apprentissage des adultes. Finalement, je considère que l'espace positionnel du chercheur est important dans la conduite de la vidéo participative. Il peut interférer avec celui des participants et influer le processus de la construction des connaissances. Mes résultats mettent en lumière le concept de l'espace positionnel dans l'étude de la vidéo participative.

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Duckworth, Vicky. "Learning trajectories, violence and empowerment amongst adult basic skills learners." Thesis, Lancaster University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.654971.

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Al, Kafri Amer. "Interpretation of English reflexives by child and adult L2 learners." Thesis, University of Newcastle upon Tyne, 2013. http://hdl.handle.net/10443/1845.

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The question of adult L2 learners’ UG access is still under debate. One way of casting new light on this debate is by comparing the performance of adult L2 learners with that of child L2ers who presumably still have access to UG (Schwartz, 2003). This study compares Arabic- and Chinese-speaking child and adult L2ers’ acquisition of English reflexives, in particular, the differences between child and adult L2ers in terms of their a) acquisition of the local binding of English reflexives, b) obedience of UG constraints on reflexives and c) knowledge of the syntactic difference between reflexives and pronouns. While English and Arabic allow only local binding of reflexives, Chinese allows local and long-distance binding of reflexives: (1) Arabic: hummai simɁ-u Ɂinn NP[Ɂahmad w mona]j bi-y-Hibb-u nafs-uhum*i/ j they heard-3pl that Ahmad and Mona PRES-3-like-pl self-their “They heard that Ahmad and Mona like themselves.” (Osman, 1990: 160) (2) Chinese: Zhangsani renwei Lisij zhidao Wangwuk xihuan zijii/j/k/ ta ziji*i/*j/k Zhangsan thinks Lisi knows Wangwu likes self he-self “Zhangsan thinks that Lisi knows that Wangwu likes himself.” (Progovac, 1993: 757) 60 L2 learners were given a word-based MLU proficiency test (Whong-Barr and Schwartz, 2002) to confirm their proficiency level and then divided into six groups: Arabic-speaking children (n= 15), Arabic-speaking adults (n= 15), Chinese-speaking children (n= 15), Chinese-speaking adults (n= 15), an L1-English child (mean age 9.60) control group (n= 15), and an L1-English adult control group (n= 15). The L2 children had arrived before the age of six and had lived in the UK for about 2.5 years at testing. The L2 adults had arrived after the age of sixteen and had lived in the UK for about two years at testing. L2ers’ interpretation of English reflexives was elicited through a 48-item Simon Says game (Simon says Jack should touch himself) where participants individually met the experimenter to play the game (Chien and Wexler, 1990). Results showed significant differences between the performance of the L2 groups and native speakers, yet the majority of L2ers were close to an 83.33% threshold of acquisition. Results also showed no significant difference between the child and adult L2 groups indicating continued operation of UG. As for the syntactic difference between reflexives and pronouns, L2ers did not differentiate between them, scoring higher in reflexives. Overall, this study supports the view that adult L2ers can have access to UG in advanced stages of L2 acquisition.

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Dissertations / Theses on the topic 'Adult learners'

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