This research involved a mixed methods exploration of barriers encountered by adult learners in university, process-based learning courses, and strategies used to address these barriers. Multiple perspectives included the learners, their families, professors and administrators. Data enabled expansion of Cross' Chain-of-Response model and provided knowledge for university administrators to improve practice.

The purpose of the present study was to explore the coping strategies and learning techniques students with reading difficulties/disabilities (e.g., dyslexia) view as effective and commonly use to cope with the demands of postsecondary education. The present study employed a basic qualitative interpretive research design to discover and understand the perspectives and experiences of the students interviewed for this study (Merriam, 1998). Semi-structured interviews were utilized to provide insight into the experiences of these individuals. Analysis of the data generated from these interviews maintained a focus within the theory of resilience. There were three major themes that emerged from the interviews: (1) struggling to learn: recognizing the impact of learning difficulties and/or disabilities; (2) embracing the positives and negatives of a diagnosis; (3) surviving the learning experience: using coping strategies and learning techniques. Despite the adversities the participants within the current study faced, they all reported instances in which they were able to positively adapt and adjust in order to experience success and resilience in their lives. This study concluded with a discussion of the practical implications of the findings, the limitations and strengths of the study, and areas for future research.

Houle conducted one of the first studies about adult learner participation. In 1961, Houle wrote The Inquiring Mind, which describes three distinct learning types: goal-oriented, activity-oriented, and learning-oriented learning. For more than fifty years, The Inquiring Mind has been read, referenced, and reviewed. Several scholars during the 1970s, 1980s, 1990s, and 2000s have added dimensions to Houle’s typology including: Sheffield (1964); Burgess (1971); Boshier (1971); Houle (1983); Gordon (1993); and Brockett and Donaghy (2011). What is missing in the current research is that no one has synthesized all of the literature and directly asked learners of today if the typology is still relevant, or if additional dimensions are needed for relevancy. Houle’s typology has been widely applied to various adult learners and not just non-credit adult learners. This study was conducted to explore if Houle’s typology could be applied to credit seeking adult learners in contemporary doctoral programs. The participants were doctoral students in the College of Education at a large urban research university. Results of this study concluded that participants were representative of Houle’s three learner types (goal-oriented learner, activity-oriented learner, and learner-oriented learner). However, these doctoral students did not seem to require as many social interactions as Houle’s non-degree students. Additional findings indicated that participants were role models, had a desire to contribute to society, gained self-confidence, sought self-fulfillment, and used acting as a role model to their children as a motivator. Seven themes found through this research were goal-oriented learning, activity-oriented learning, learner-oriented learning, role modeling, contributing to society, self-confidence, and self-fulfillment. All the themes seemed to be very prevalent among participants except for activity-oriented learning. One implication of this research is the importance of incorporating motivations into program planning to help adult participation in both credit and non-credit programs. Further research might be conducted with multiple universities and with participants seeking advanced degrees in varied disciplines.

The purpose of this phenomenological study was to describe how Colombian adult English language learners (ELL) select and use language learning strategies (LLS). This study used Oxford’s (1990a) taxonomy for LLS as its theoretical framework. Semi-structured interviews and a focus group interview, were conducted, transcribed, and analyzed for 12 Colombian adult ELL. A communicative activity known as strip story (Gibson, 1975) was used to elicit participants’ use of LLS. This activity preceded the focus group session. Additionally, participants’ reflective journals were collected and analyzed. Data were analyzed using inductive, deductive, and comparative analyses. Four themes emerged from the inductive analysis of the data: (a) learning conditions, (b) problem-solving resources, (c) information processing, and (d) target language practice. Oxford’s classification of LLS was used as a guide in deductively analyzing data concerning the participants’ experiences. The deductive analysis revealed that participants do not use certain strategies included in Oxford’s taxonomy at the third level. For example, semantic mapping, or physical response or sensation was not reported by participants. The findings from the inductive and deductive analyses were then compared to look for patterns and answers to the research questions. The comparative analysis revealed that participants used additional LLS that are not included in Oxford’s taxonomy. Some examples of these strategies are: using sound transcription in native language and help from children. The study was conducted at the MDC InterAmerican campus in South Florida, one of the largest Hispanic-influenced communities in the U. S. Based on the findings from this study, the researcher proposed a framework to study LLS that includes both external (i.e., learning context, community) and internal (i.e., culture, prior education) factors that influence the selection and use of LLS. The findings from this study imply that given the importance of the both external and internal factors in learners’ use of LLS, these factors should be considered for inclusion in any study of language learner strategies use by adult learners. Implications for teaching and learning as well as recommendations for further research are provided.

Competency-based education (CBE) is increasingly important in higher education, both in volume and pervasiveness, which increases the need for comprehensive, systematic, and effective program-based support and instruction for faculty and staff. The purpose of this qualitative Delphi study was to gather expert opinions about competency-based best practices in professional development, support, and training resources in order to effectively implement a CBE method at a university. The conceptual framework comprised of adult learning theory and competency-based education. Eight experts in competency-based education completed 2 rounds of anonymous questionnaires with open- and closed-ended questions. Data analysis involved a systematic process of coding and identifying themes. Results included a list of effective best practices for the professional development, support, and training resources that might be used to develop a community of practice online learning site for effective implementation of CBE methods. The results were further used to deliver a position paper that provided the research site with concrete descriptions of the important factors and mechanisms for CBE, as well as recommendations for action, including increased emphasis on Communities of Practice. Implications for positive social change include aiding higher education institutions in understanding the needs of faculty professional development, support, and training resources in a CBE method. In turn, adult learners who enroll in a CBE model will be able to attain a degree in less time and cost than in a traditional model, providing the learners with an opportunity to make an economic difference in society.

This study investigates key components for effective Indigenous adult language learning and resulting health and wellness benefits following a Dene research paradigm with Grounded Theory applications. Eight colleagues in the Master’s of Indigenous Language Revitalization (MILR) program at the University of Victoria participated in open ended discussions on their experiences in learning their Indigenous languages as adults. These Indigenous adults reclaiming their ancestral languages report experiencing benefits related to health and overall well-being. Physical fitness and healthy weight loss, emotional healing and a greater sense of identity all surfaced for my colleagues while working towards or achieving fluency in their languages. The main methods of successful language learning used were the Master-Apprentice Program, Total Physical Response and Accelerated Second Language Acquisition. Tips for learning the languages are included. / Graduate / 2021-04-13

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

Playing computer games in English affects one’s vocabulary size, and thus this project’s aim was to examine how the strategy and turn-based computer game Rebuild 2 can affect adult learners’ vocabulary acquisition according to their perceptions. This project also examined what effects note-taking has on vocabulary learning while playing the game. Two studies were conducted with university students with B1 to C2 level of English where one group took notes and the other group did not. The participants did a vocabulary test of 20 words from the game before playing and after playing the game. Then a retention-test was done one week later. They were tasked to explain and to use the words in sentences. The results indicated that the game helped the participants learn new words. On the other hand, it also caused confusion and words that were once explained correctly were incorrectly explained. Moreover, this project showed that there is a difference in vocabulary acquisition between taking notes and taking no notes. However, the questionnaires revealed that the difference is caused by how the participants perceive the game. Namely that the participants with a positive view on the game learnt more words than the participants with a negative view on the game.

There is a nursing faculty shortage at a Mid-Atlantic associate degree nursing program. In response, program administrators have hired adjunct faculty with bachelor of science in nursing degrees (BSNs), hired full-time faculty with master of science in nursing degrees in areas other than education who also are not certified nurse educators, and reduced its minimum requirement for nursing faculty clinical experience. The nursing faculty shortage combined with the resulting gaps in practice are problematic because they may (a) negatively influence the program's ability to produce degreed nurses; (b) increase faculty workload; (c) decrease the quality of student education, which may decrease licensure exam scores; and (d) increase the potential for losing program approval and accreditation. The purpose of this study was to explore the perceptions of BSNs working at the bedside regarding the pursuit of careers as nursing faculty. This purpose was reflected in the 1 overarching and 5 specific research questions developed for this study. The conceptual framework for this generic qualitative study was behavioral intent, a construct based on 4 concepts: planned behavior, self-efficacy, self-determination, and motivation. Snowball sampling was used to recruit 10 BSNs who worked at local hospitals to participate in phone interviews. Data analysis using thematic analysis and the constant comparison method indicated that some BSNs had misconceptions about the roles of nursing faculty and did not feel they were qualified to teach. With insight about barriers to becoming nursing faculty, a nursing faculty champion program was developed. If implemented, the program could initiate social change by increasing the number of BSNs who become nursing faculty, thereby decreasing the nursing faculty shortage and resulting negative outcomes and gaps in practices.

Magister Educationis - MEd / This study seeks to investigate barriers to participation in adult learning among Somali refugees in Cape Town. It draws on scholarship around various conceptual frameworks on migration perspectives, and barriers to participation in adult learning, as lenses to understand and explain the experiences of the Somali refugee community. The Refugee Act of 1998 was promulgated post-democracy in South Africa. One of the objectives of this Act was to redress past inequalities by providing access to education for all the people of South Africa including foreigners who are refugees or immigrants legally settled in the country. Due to various challenges, not all refugees and migrants have access to education that would provide them with the necessary skills to enter the job market. Without access to the formal labour market, they resort to informal activities that enable them to generate cash and sustain livelihoods. Anecdotal evidence suggests that the gender dimension is important since women particularly are subject to prejudices and disadvantages that deny them entry into the labour market, both informal and formal. This study therefore investigated barriers to participation in adult learning among refugees. One of the main purposes of the research was to examine the impediments, which inhibit both men and women refugees from access to a decent education and opportunities for adult learning in South Africa. The methodology adopted was a qualitative research design. Through focused, in-depth interviews with a sample grouping of a Somali refugee community, insights were obtained into the challenges and blockages to learning access that are prevalent. The sample size comprised 50 participants: 25 males and 25 females, which were arrived at using the snowball sampling technique. An in-depth interview protocol guided the discussion, which was intended to elicit personal narratives. The findings of the study revealed that both men and women experience institutional, situational, dispositional and academic barriers, which prevent them from participating in adult learning programmes and other learning opportunities in spite of their willingness to do so. However, women particularly suffer from a lack of access due to cultural and religious norms, which limit their participation as women learners. This additional barrier proved to be a substantive situational barrier that did not affect Somali men. This study makes several recommendations that are based on the research findings. Participants generally desired sufficient access to adult learning programmes, harmonious living and integration within communities, and to employment opportunities, education funding support, and increased public awareness of such learning opportunities through seminars and workshops.