Philosophiae Doctor - PhD / In this thesis I explore the complexity of FL (Foreign Language) reading through qualitatively and quantitatively analysing the forms, ways, and mechanisms applied by adult readers at tertiary university education level to construct meaning in an ESP/EAP (English for Specific and Academic Purposes) multilingual educational context at the Eduardo Mondlane University (UEM), in Mozambique

The purpose of my study was to explain how adult learners in distance education experienced short message service (SMS) technology as a learning support tool. The study focused on a single unit of analysis, namely a SMS for academic purposes that was implemented in the final module, Practical Experience, of the Advanced Certificate in Education: Special Needs Education. This course is one of three in-service teacher training programmes offered by the Unit for Distance Education at the University of Pretoria (UP). The theoretical framework and literature review were operationalised by the development of a questionnaire. A record of the text message response schedules, and telephonic interviews comprised the other two data collection instruments. These data were integrated to provide an explanation of how learners experienced SMS technology as a learning support tool. Participants who were able to utilise and access the SMS said that it seemed to: motivate them, help them focus on their work and set goals. They could check on their progress and found the creation of flexible learning environments an additional benefit. Interactive learning environments that enabled them to construct new knowledge by actively engaging in the learning process benefited the participants. Constructivist principles of teaching and learning are inherent in this. The SMS did not seem to facilitate the development of interactive learning environments characterised by two-way communication channels for all the participants, as it also establishes one-way communication channels focused on delivering course content. Although participants indicated that this was helpful in giving them more information, they also expressed a need for more contact with their lecturers and with other learners for learning support purposes. Barriers to communication included faulty cellular phones, the cost of the SMS, and the lateness of text messages in relation to the due dates for assignments and projects. An overriding barrier was the difficulty participants seemed to have in understanding the instructions in the text messages. Recommendations are therefore made to improve future short message services in order to overcome this. / Dissertation (MEd (Educational Psychology))--University of Pretoria, 2007. / Educational Psychology / MEd / unrestricted

Thesis (M. A. Education (Adult Education)) -- University of Limpopo, 2015 / This study describes the research carried out in the Limpopo Province of South Africa, with Xihoko Public Adult Learning Centre as a site of the study. The aim of the study is to get insight into the educational needs of adult learners at Xihoko PALC. The study also intends to investigate the aims and objectives of the programmes offered at Xihoko PALC. In order to achieve the aims outlined above, I formulated the main research question of the study as follows:  What are the educational needs of adult learners at Xihoko Public Adult Learning Centre? In trying to answer the question outlined above, I decided to undertake an explorative study in order to investigate the educational needs of adult learners at Xihoko PALC in Limpopo Province of South Africa. In Chapter 1, I gave a description of South Africa in the apartheid era and post apartheid era in terms of its geographical setup and education. The aims and objectives of this study and the research questions are indicated. The scope of the study is explained. It was the objective of this study to contribute towards identifying educational needs of adult learners at Xihoko PALC in Limpopo Province of South Africa, and to ensure that the educational needs of adult learners are addressed by the programmes offered. In Chapter 2, the theoretical framework of the study of the educational needs of adult learners at Xihoko PALC in Limpopo Province is indicated. Based on reading of the relevant literature and preliminary discussions with experts in the field of adult education, it appeared that factors such as: agricultural, computer and sewing skills as well as basic literacy and numeracy are possible educational needs of adult learners at Xihoko PALC. Key concepts are defined in this chapter. ii In Chapter 3, I describe the design of the study. The main focus of this chapter was to discuss the path of data collection. An explanation and discussion of the instruments that were utilised to collect data from different stakeholders in various phases of data collection is also given. I further explain how the data that was collected from various phases was analysed using qualitative data analysis methods. The chapter concludes by discussing the ethical considerations of the study. Chapter 4 presents the findings of the study according to the views and perceptions of the interviewees. This section prepared the study for the next stage of the investigation where I established whether or not the findings provide answers to the research question. In this chapter, I also presented an overview of Xihoko PALC. A description of the programmes which are offered at Xihoko PALC is given. I also indicated the aims and objectives of Xihoko PALC. The chapter further discusses issues around educators and the characteristics of adult learners at Xihoko PALC. I have also outlined in detail the views of the interviewees in relation to the critical factors of this study. The chapter concludes by discussing the findings of observations based on Xihoko PALC. Chapter 5 presents the final conclusion and recommendations of the study. Conclusions were made based on the findings of the investigation. The chapter integrates the information from previous chapters in discussing the educational needs of adult learners at Xihoko PALC in the Limpopo Province. It also provides suggestions which might contribute towards addressing the educational needs of adult learners. Recommendations for further study have been outlined. The chapter concludes by discussing what I call ‘reflections’, a section that was about my main learning areas and the limitations that I encountered during the process of this research.

This study examined nontraditional student engagement into the collegiate environment on the University of Memphis (U of M) campus, specifically services and programs in the University College. The sample surveyed included 4 nontraditional undergraduate students, 1 from each grade level, aged 25 years or older. The 4 nontraditional undergraduate study participants were admitted and enrolled at the U of M. Additionally, there was 1 alumnae member included in the study. The study employed the use of multiple forms of data collection including interviews, personal and focus group, journaling, life stories, and an online campus climate survey. In order to analyze the multiple forms of data received, data analyses were broken down into 3 chapters. Each chapter revealed findings that provided answers to the initial research question. Each chapter was then further divided into themes or categories that emerged from questions and interviews. Results of the research revealed that nontraditional students did not feel active engagement with the collegiate environment was a major component contributing to the success of their academic career. Research data indicated that nontraditional students because of their maturity level are at times disappointed with their traditional counterparts and faculty in classroom activities. Further, data analyzed support nontraditional student need for more communication from campus staff as well as development of separate tutoring services and offices for nontraditional students. Additionally, findings indicated that the institution should hire faculty and staff who understand nontraditional students' learning styles and needs.

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A human being's resilience refers to his or her abilities to combine internal and/or external resources effectively in response to significant contextual challenges in order to best succeed in a given environment. As such, this concept is vital across the lifespan and has been widely researched. However, few researchers to date have studied resilience as it relates to adult learners, and, significantly, those with immigrant status. Immigrant adult learners are facing compounded risks, which create challenges in various societies to identify this group's unique needs and/or to fully understand their experiences in diverse contexts, such as the Cayman Islands. Informed by the social cognitive theory, this convergent mixed methods study defined and examined resilience (dependent variable) among immigrants in the Cayman Islands, and explored immigrants' experiences as they participated in postsecondary education (independent variable). Seventy-nine participants completed the cross-sectional survey to provide quantitative data, and 15 of these participants were interviewed in depth to obtain qualitative data. Correlation, t tests, and thematic analysis were independently done then merged to provide combined findings, which showed that there are high levels of resilience among this group, although resilience did not positively correlate with postsecondary education participation. Through this research, existing literature is expanded with contextual information about definitions of resilience, and brings to the forefront this group's unique experiences. Educational and psychological stakeholders and practitioners are provided ways to implement programs and support services. These findings also provide immigrants with relevant and timely information to positively negotiate lifespan events while adjusting to postsecondary participation.

University instructors can improve how they promote critical thinking in the classroom by fostering reflective writing habits with students. Midwest University requires all undergraduate students to complete 2 capstone courses, which are framed around a critical thinking curriculum. The skills of analyzing and reflecting on experiences are important components of critical thinking. Despite this acknowledged importance of critical thinking, there is currently no structured training for instructors of the capstone course on how to develop critical thinking abilities among adult students. The purpose of this case study was to examine the perceptions of the instructors of the capstone courses and their approaches to promoting critical thinking. Literature on critical thinking and reflective writing provided the framework for this study. Participants included 5 instructors with experience teaching one of the capstone courses. Data collection included semi-structured interviews, classroom observations, and reflective journals. Analysis was inductive using open coding and constant comparison to identify emergent themes. Findings indicated that a common practice to promote critical thinking was through probing questions and deep discussions, that a challenge to promoting a critical thinking curriculum was student engagement, and that more importance should be placed on assessing critical thinking in the grading rubrics. Results prompted the creation of a professional development workshop to offer training to instructors that included the experience of progressing through reflective activities and deep discussion to better guide their students through the same process in an effort to strengthen critical thinking development. University instructors may glean best practices from this study to guide students in developing the capacity to think from a more critical and global perspective.

Increased enrollments of nontraditional students in U.S. higher education institutions have prompted many college and university administrators to consider student service programs. These programs ensure that support services are available to nontraditional students to cultivate healthy graduation rates among that student population. The purpose of this study was to discover factors that influence nontraditional students to become disengaged or be retained. The study was a qualitative case study with data collected from individual interviews with 10 nontraditional students participating in online and traditional onsite delivery systems at a private, nontraditional higher education institution in the western United States. The theoretical framework that guided this study was Knowles's andragogy theory. The research questions addressed students' perceptions of the role of persistence, barriers, self-direction, intrinsic motivation, delivery systems, learning modality, and academic and support services in their academic success. Data analysis was conducted to identify themes by coding the narrative responses and using member checks to validate data interpretations. Findings derived from the interviews indicated that students believed that they benefitted from a community of support within the university system. A professional development workshop was designed as a project to train university employees on how to create a professional learning community (PLC) to support students. This PLC was designed to promote positive social change by enhancing retention of adult students in academic programs until graduation and create an environment where people work together in a collaborative way within the university to ensure student success.

Researchers have found low online course completion rates to be a complex problem in higher education. Meanwhile, theory on adult learners' online persistence highlights the importance of a sense of school community. At the small, rural focus community college (FCC) for this study, general education online course completion rates are lower than the national average. FCC has not addressed the low online course completion rates. Using Rovais' composite persistence model as the conceptual framework, this instrumental case study examined how students' experiences and perceptions of a sense of school community contribute to their ability to complete online general education courses. Semistructured interview data were gathered with a purposeful, criterion-based, sample of 9 adult online students taking online general education courses. The inductive data analysis utilized case and cross-case analysis, marking, cutting, and sorting of text until 4 themes emerged: interaction, sense of belonging, support, and educational values. The results led to a white paper recommending an orientation and community space, asynchronous video technology, and an online curriculum instructional designer. This study contributes to positive social change by providing FCC with program and policy change recommendations that support the colleges' goals of increasing access and success. Increased educational access and success for the local adult population creates informed citizens, contributes to economic growth, and provides a higher quality of life for the community.