A Case Study of Adult Learner Experiences of an Accelerated Degree Program.

Autor/in	Kasworm, Carol
Titel	A Case Study of Adult Learner Experiences of an Accelerated Degree Program.
Quelle	(2001), (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Acceleration (Education); Adult Education; Adult Learning; Adult Students; Case Studies; Educational Research; Helping Relationship; Higher Education; Interviews; Learning Strategies; Peer Relationship; Qualitative Research; Socialization; Stress Management; Student Attitudes; Student Educational Objectives; Student Motivation; Student Reaction; Success; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Acceleration; Beschleunigung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adulte education; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Case study; Fallstudie; Case Study; Bildungsforschung; Pädagogische Forschung; Helfende Beziehung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Interviewing; Interviewtechnik; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Peer-Beziehungen; Qualitative Forschung; Socialisation; Sozialisation; Stressmanagement; Stressbewältigung; Schülerverhalten; Schulische Motivation; Schülerkritik; Erfolg; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	A qualitative case study explored the adult learner experience of pursuing an applied management degree in an accelerated degree completion program at a liberal arts institution. These three areas of research informed this study: intensity and time involvement of course learning; collegiate-based, time-compressed, intensive course formats; and accelerated degree programs. Purposeful sampling was used to select 20 participants; data were collected onsite through taped interviews. Findings indicated that students in this accelerated adult degree program characterized their learning through these four key elements that influenced their experience: a supportive world of structure and components of the program; the quasi-family relationships with fellow students; the beliefs of a specific student identity for effective learning and successful completion; and paradoxical students' beliefs about their engagement in successful learning. The students identified these elements of the program that were proactive in keeping them in the program and pushing toward degree completion: handling the pressure of accelerated learning in an accelerated life; viewing themselves in relation to their social world; and understanding their sense of learning. (Contains 19 references.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC