Academic Resiliency and College Support: Adult Learner Perspectives

Autor/in	Heppner, John W.
Titel	Academic Resiliency and College Support: Adult Learner Perspectives
Quelle	(2017), (171 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3552-0610-4
Schlagwörter	Hochschulschrift; Dissertation; College Freshmen; Resilience (Psychology); Academic Persistence; Electronic Learning; Online Courses; Adult Learning; Student Attitudes; Intervention; Phenomenology; Web Based Instruction; Social Support Groups; Teacher Student Relationship; Social Capital + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Studienanfänger; Online course; Online-Kurs; Adulte education; Adult training; Erwachsenenbildung; Schülerverhalten; Phenomenological psychology; Phänomenologie; Psychologie; Web Based Training; Social support; Soziale Unterstützung; Teacher student relationships; Lehrer-Schüler-Beziehung; Sozialkapital
Abstract	This researcher investigated academic resiliency in first-year, online adult learners, and gathered their perspectives about which interactions mattered most for their college persistence. A problem with college persistence for adult learners is that interventions intended to increase academic resiliency are created from the perspective of college support staff, and not with input of the learner. The purpose of this study was to research the phenomenon of persistence in first-year, online adult learners, and gather their views about the efficacy of interventions the college used to assist them. A transcendental phenomenological research design was chosen to study the phenomenon of learner persistence, and to capture rich detail from their perspectives. The six participants chosen for this research were from two Midwestern colleges, receiving the majority of their coursework online. Participants were adult learners (between 25 and 50 years old, had a break between high school, and college). Study participants discussed many themes which they felt were important for their success, and persistence. From this larger group four themes were developed; family, academic, and internal support, along with contact with college support staff. First-year, online adult learners were most strongly influenced by their family support network. The conclusion drawn from the data collected from these first-year, online adult learners reinforced the importance in assessing their social capital, which was identified by previous researchers. These participants valued a robust classroom, interactivity between peers, and their instructor to become academically engaged, which was in alignment with previous research. Nearly all of the study participants identified their college readiness course as being valuable for their ongoing persistence. These participants valued tools that helped them to help themselves. As the proportion of participants attending private colleges was not significant enough to draw conclusions on that population, future research should gather more data about their lived experiences. Since only six participants were selected for this study, future research should continue to gather data about first-year, online adult learners. Future research should also consider using electronic means to reach participants, who are experiencing academic resiliency challenges, and are unable to attend an in-person interview. [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	2020/1/01