Global ETD Search

11	Motivation and Learning of Non-Traditional Computing Education Students in a Web-based Combined Laboratory Green, Michael Jesse 01 January 2015 (has links) Hands-on experiential learning activities are an important component of computing education disciplines. Laboratory environments provide learner access to real world equipment for completing experiments. Local campus facilities are commonly used to host laboratory classes. While campus facilities afford hands-on experience with real equipment high maintenance costs, restricted access, and limited flexibility diminish laboratory effectiveness. Web-based simulation and remote laboratory formats have emerged as low cost options, which allow open access and learner control. Simulation lacks fidelity and remote laboratories are considered too complex for novice learners. A web-based combined laboratory format incorporates the benefits of each format while mitigating the shortcomings. Relatively few studies have examined the cognitive benefits of web-based laboratory formats in meeting computing education students’ goals. A web-based combined laboratory model that incorporates motivation strategies was developed to address non-traditional computing education students’ preferences for control of pace and access to learning. Internal validation of the laboratory model was conducted using pilot studies and Delphi expert review techniques. A panel of instructors from diverse computing education backgrounds reviewed the laboratory model. Panel recommendations guided enhancement of the model design. Educational technology Adult education ARCS Motivation Computer Based Learning Delphi Expert Review Experiential Learning Non-Traditional Student Web-Based Laboratory Computer Sciences Education Graphics and Human Computer Interfaces Online and Distance Education OS and Networks Science and Mathematics Education
12	Führt Studium ohne Abitur zu geringerem Studienerfolg?: Befunde einer quantitativen Fallstudie Brändle, Tobias, Lengfeld, Holger January 2015 (has links) Im Jahr 2009 sind die deutschen Hochschulen für beruflich qualifizierte Bewerber ohne schulische Hochschulzugangsberechtigung geöffnet worden. Der Beitrag fragt, inwiefern sich diese nicht-traditionellen Studierenden hinsichtlich des Studienerfolgs von traditionellen Studierenden mit Abitur unterscheiden. Auf der Basis von Überlegungen zu Kompetenzunterschieden aufgrund unterschiedlicher Bildungsverläufe und der kulturellen Schließung des akademischen Feldes für Personen mit niedrigerer sozialer Herkunft bilden wir Hypothesen zu Leistungsunterschieden. Diese überprüfen wir anhand von Studien- und Prüfungsleistungsdaten von 4.224 B.A.-Studierenden eines Fachbereichs einer deutschen Universität. Die Analysen zeigen, dass nicht-traditionelle Studierende im Vergleich zu Personen mit Abitur im ersten Studienjahr 7,4 Prozent weniger Lehrveranstaltungen bestehen, eine um ein Fünftel geringere Wahrscheinlichkeit aufweisen, das Studium innerhalb eines Zeitraums von mindestens neun Semestern zu beenden und das Studium mit einem durchschnittlich um 0,15 Notenpunkte schlechteren Endergebnis abschließen. Aufgrund der spezifischen Bedingungen des analysierten Fachbereichs schlussfolgern wir, dass diese Leistungsunterschiede in der Breite der deutschen Hochschullandschaft stärker ausgeprägt sein müssten als in dem untersuchten spezifischen Fall. info:eu-repo/classification/ddc/060 ddc:060 info:eu-repo/classification/ddc/305 ddc:305
13	Predictors of Academic Achievement of Non-Traditional College Students: Opportunities to Catch-Up and Succeed Bardwell-Owens, Angela 01 January 2017 (has links) Non-traditional students make up approximately 20% of the undergraduate student population nationwide and are one of few segments of the student population that are not provided with targeted programs and services. To help this cohort achieve their goals whilst universities can increase their retention rates, this research begins a review of the non-traditional student literature to gain an understanding of what this population faces as far as barriers to their education. The literature also provides recommendations and further information in retention efforts to support the student during their academic years. Next, an analysis of non-traditional student support services at 4-year public universities was conducted between 15 different institutions, including the University of Central Florida. Only two of the universities in this study had a department or office specifically to support the needs of this cohort, one being the smallest universities in this research study and the other was one of the largest. Three more universities researched have a program dedicated to these students. The remaining 10 universities had little to no non-traditional student support structures in place at their university. This research provides 34 different methods for providing non-traditional student support to universities across the nation. non-traditional students non-traditional student support students 25 years and older college students student success Adult and Continuing Education Community College Leadership Community Psychology Educational Psychology Multicultural Psychology Social Psychology
14	The relationship between sense of coherence, time-to-degree and academic achievement in the non-traditional student at a distance learning institutions Ley, Louise 17 March 2014 (has links) Stress in non-traditional students may be associated with psychological stress which could adversely affect academic and job performance. Sense of Coherence a resource enabling people to manage tension in a health promoting could positively affect performance. The objective of this study was to investigate how SOC, time-to-degree and academic achievement influence each other in non-traditional students. A cross-sectional survey design was used in this descriptive study. The convenience sample consisted of three hundred and sixty six non-traditional students at a distance learning institution in South Africa. Secondary data for this research came from students who had completed the short form OLQ-13 as part of the official study material for a research module at a particular distance education institution. No theoretical relationship could be found between SOC, time-to-degree and academic achievement. The empirical relationship proved that SOC could not be used as a predictor of time-to-degree and academic achievement of the particular sample under investigation. / Industrial & Organisational Psychology / M. Com. (Industrial and Organisational Psychology) Sense of coherence Salutogenesis Non-traditional student Time-to-degree Academic achievement Grade point average Distance education institution Student Academic performance Work performance 155.90420968 Sense of coherence Stress (Psychology) -- South Africa
15	The relationship between sense of coherence, time-to-degree and academic achievement in the non-traditional student at a distance learning institutions Ley, Louise 17 March 2014 (has links) Stress in non-traditional students may be associated with psychological stress which could adversely affect academic and job performance. Sense of Coherence a resource enabling people to manage tension in a health promoting could positively affect performance. The objective of this study was to investigate how SOC, time-to-degree and academic achievement influence each other in non-traditional students. A cross-sectional survey design was used in this descriptive study. The convenience sample consisted of three hundred and sixty six non-traditional students at a distance learning institution in South Africa. Secondary data for this research came from students who had completed the short form OLQ-13 as part of the official study material for a research module at a particular distance education institution. No theoretical relationship could be found between SOC, time-to-degree and academic achievement. The empirical relationship proved that SOC could not be used as a predictor of time-to-degree and academic achievement of the particular sample under investigation. / Industrial and Organisational Psychology / M. Com. (Industrial and Organisational Psychology) Sense of coherence Salutogenesis Non-traditional student Time-to-degree Academic achievement Grade point average Distance education institution Student Academic performance Work performance 155.90420968 Sense of coherence Stress (Psychology) -- South Africa
16	Women of African Descent: Persistence in Completing A Doctorate Bailey-Iddrisu, Vannetta L. 09 November 2010 (has links) This study examines the educational persistence of women of African descent (WOAD) in pursuit of a doctorate degree at universities in the southeastern United States. WOAD are women of African ancestry born outside the African continent. These women are heirs to an inner dogged determination and spirit to survive despite all odds (Pulliam, 2003, p. 337).This study used Ellis’s (1997) Three Stages for Graduate Student Development as the conceptual framework to examine the persistent strategies used by these women to persist to the completion of their studies. Women African American Non-traditional student Doctoral Studies Women Studies Career Women of African Descent Graduate Studies Black women post graduate studies African American Studies American Studies Community-Based Learning Curriculum and Instruction Curriculum and Social Inquiry Educational Sociology Ethnic Studies Feminist, Gender, and Sexuality Studies Gender and Sexuality Higher Education Administration Higher Education and Teaching Inequality and Stratification International and Comparative Education Other Education Other Social and Behavioral Sciences Place and Environment Race and Ethnicity Social and Cultural Anthropology Sociology of Culture Urban Education Urban Studies and Planning Women's Studies

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