Literaturnachweis - Detailanzeige
| Autor/in | Johnson, Latina S. |
|---|---|
| Titel | An Existential Phenomenological Influence on the Persistence of Returning Stopout Nontraditional Students Rooted in Electronic Learning |
| Quelle | (2021), (225 Seiten)
PDF als Volltext Ed.D. Dissertation, Grambling State University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-2099-0864-7 |
| Schlagwörter | Hochschulschrift; Dissertation; Stopouts; Reentry Students; Nontraditional Students; Barriers; Electronic Learning; Family Relationship; Socioeconomic Status; Academic Support Services; Academic Persistence; School Holding Power; Student Employment; Withdrawal (Education); Adults; Student Attitudes; Undergraduate Students; Distance Education; Teaching Methods |
| Abstract | American colleges play a substantial role in promoting learning-equity for all students who enter their institutions. However, most programs in higher education institutions are fashioned by cultural diversity, but very few institutional programs offer integrated services to help returning nontraditional students persist in program completion. Vincent Tinto's (1993) article "Leaving College: Rethinking the Causes and Cures of Student Attrition," student persistence strongly depends on institutional programs that integrate the student into the framework of the institution. A growing body of research shows that attrition rates of returning nontraditional students are much higher than traditional students because they return to college with an array of academic and non-academic barriers. Collectively, these barriers include family obligations, full-time employment, low-socioeconomic status, academic preparation, part-time enrollment status, and lack of family support. Students who delay in the pursuit of their education, stop attending, withdraw from college temporarily, or re-enroll within five years are termed as stopout. Limited studies have addressed institutional programs and instructional practices that promote flexible and interactive learning environments for returning, stopout and nontraditional students. The participants in this study will be in middle adulthood and identify with Erikson's (1963) description of "generativity," in that they are fulfilling life goals that involve their career, family, and society by returning to school for their bachelor's degree. This study is guided by a phenomenological investigation that will be used to interview returning stopout nontraditional participants' lived experiences. There is a clear consensus that existential phenomenology is not rooted in a theory but grounded in the participants' lived experiences. This study will use a qualitative approach for understanding the phenomenon of the reason stopout nontraditional students return to college to attain baccalaureate degrees via e-learning. The research question guiding the present study is, "what are the lived experiences of stopout nontraditional students that make them return to college in an e-learning environment?" Findings from this study will come from interviews of nontraditional students who left higher education only to return to pursue a degree later in life. Thus, through their lived experiences this research will show the commonality of these students and what prompted them to return to college. To maintain the integrity of the data, the NVivo 8 software program will allow the researcher to attach codes to invariant constituents and to regroup coded invariant constituents. Furthermore, the use of electronic learning (e-learning) will be examined as an instructional delivery venue to help returning, nontraditional students attain program completion. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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