31. Exploring Motivational and Learning Differences With Mature Students in Post-Secondary Education

Murray, William C.; Smith, Leslie; Nielson, Keith

doi:10.22329/celt.v3i0.3261

Cited by 3 publications

(2 citation statements)

References 4 publications

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“…However, ten of the mature student teachers in Greece had to continue working part-time while studying and did not receive any financial support from their families. Financial issues have been highlighted in previous studies are particularly problematic for mature students (Gorard et al, 2007;Murray et al, 2010).…”

Section: Support During Studymentioning

confidence: 96%

Mature student experiences in teacher education: widening participation in Greece and England

Kaldi

Griffiths

2013

Journal of Further and Higher Education

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In the context of a growing number of mature students entering higher education in Europe, this study breaks new ground in comparing the personal and professional identities of mature student teachers in Greece and England. Using an analytical model of student success by Zepke and Leach (2008), the research sought to identify the factors affecting the progress and development of 30 mature student teachers (15 in each country). It was found that individual motivation and prior experience were assets in the development of the beginning teachers, while peer and family support were vital success factors. In the English context, institutional support by university and school-based tutors was also strong. Barriers included financial difficulties and domestic responsibilities, which impacted in particular on mature women students. Some recommendations to improve institutional support for mature student teachers are made in conclusion.

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Section: Support During Studymentioning

confidence: 96%

Mature student experiences in teacher education: widening participation in Greece and England

Kaldi

Griffiths

2013

Journal of Further and Higher Education

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“…Due to the age factor, in the literature MAs have usually been considered as a "nontraditional" student group (Murray, Smith, & Nielson, 2010), characterized by a way of approaching learning that is different than for other segments of the population (Bamber & Tett, 2001, as Knowles stated with his theory on Andragogy (1980). In this sense, several authors have identified this population group as being mainly motivated by practical and easily applicable learning (Bamber & Tett, 2001;Houle, 1974;Hubackova & Semradova, 2014;Oliveira, 2013).…”

Section: Literature Reviewmentioning

confidence: 99%

Overcoming age barriers: motivation for mature adults’ engagement in education

Marcaletti¹,

Berrozpe

Koutra

2018

International Journal of Lifelong Education

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Education is the main vehicle for empowering adults (Freire, 2003), and can contribute to community wellbeing (Merriam & Kee, 2014). However, regarding Mature Adults (MAs) (over 45 years old), age has been identified in various studies as a significant barrier to accessing educational activities. This paper focuses on MAs' motivations to learn through an exploratory survey undertaken in six European countries. A K-Means cluster analysis based on 16 variables has been run on n=846 valid cases. Four clusters describing distinctive behaviors and attitudes of MAs towards learning activities were identified. The study confirms that MAs' motivations to learn are very diverse, overcoming some of the so-called myths of global aging like the MAs' homogeneity or their motivation to learn declining. Furthermore, analyzing the main motivations of MA learners can be useful for adapting education to cater to their specific needs, boosting a more inclusive education, and promoting MAs' empowerment.

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Exploring the application of college student role models in service-learning pedagogy

Ifinedo,

Burt

2024

JARHE

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PurposeService-learning (SL) is a widely accepted pedagogy that can enrich the learning experience for students in higher education while they apply their skills in a meaningful community service. This research is part of a larger project that aimed to motivate educational achievement among youths living in a priority neighborhood through SL. Toward this goal, this study investigated the impact of SL on the college students from a college information technology programmer-analyst (ITPA) program, who were deployed as role models to youths in a priority neighborhood on the east coast of Canada.Design/methodology/approachThe overall project used the design-based methodology. Seven college students were deployed in two phases to a community center as role models for the delivery of science, technology, engineering, art and mathematics (or STEAM) programs to youths living in a priority neighborhood. Data were collected using open-ended survey, journal entries and focus groups and was qualitatively analyzed by drawing on two frameworks: the experiential-learning framework by Kolb (1984) and the conceptual SL framework by Ash and Clayton (2009).FindingsThe findings describe the outcome of the college students' experiences in SL with respect to the development of skills and capacities needed by employers. Specifically, their experiences mirrored all aspects of the two frameworks applied. Therefore, the study validates the use of SL pedagogy in higher education. In addition, the study identified the role of SL as an integration strategy for international students. While the research contributes to the wider SL conversation for policymakers, faculty and administrators of higher education, it also promotes development opportunities for college students.Originality/valueThe integration of SL pedagogy is widespread among programs in higher education. However, there are no common SL frameworks used in literature. The study is novel in that it combines two theoretical frameworks – Kolb (1984) and Ash and Clayton (2009) in explaining the outcomes. In addition, it uses two high-impact educational practices – SL and role modeling to improve educational attainment for college students.

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31. Exploring Motivational and Learning Differences With Mature Students in Post-Secondary Education

Abstract: This study examines the differences that exist among various age cohorts attending a post-secondary educational institution. Respondents were from the New Brunswick Community College's six separate campuses (n=251

Cited by 3 publications

References 4 publications

Mature student experiences in teacher education: widening participation in Greece and England

Mature student experiences in teacher education: widening participation in Greece and England

Overcoming age barriers: motivation for mature adults’ engagement in education

Exploring the application of college student role models in service-learning pedagogy

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