Front Row Friendships: Relational Dialectics and Identity Negotiations by Mature Students at University

O’Boyle, Neil

doi:10.1080/03634523.2014.903333

Cited by 18 publications

(9 citation statements)

References 34 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…On the other hand, students use the non-institution messaging applications to form informal discussion groups with their peers. It is worth noting that peer support and collaboration is inseparable from learning [Timmis, 2012] and correlates positively with higher retention in higher education [O'Boyle, 2014]. Therefore, both perspectives are complementary and play different roles in promoting the learning process.…”

Section: Discussionmentioning

confidence: 99%

Chatbots and messaging platforms in the classroom: an analysis from the teacher's perspective

J.¹,

Castillo²,

Mora³

et al. 2022

Preprint

View full text Add to dashboard Cite

Introducing new technologies such as messaging platforms, and the chatbots attached to them, in higher education, is rapidly growing. This introduction entails a careful consideration of the potential opportunities and/or challenges of adopting these tools. Hence, a thorough examination of the teachers' experiences in this discipline can shed light on the effective ways of enhancing students' learning and boosting their progress. In this contribution, we have surveyed the opinions of tertiary education teachers based in Spain (mainly) and Spanish-speaking countries. The focus of these surveys is to collect teachers' feedback about their opinions regarding the introduction of the messaging platforms and chatbots in their classes, understand their needs and to gather information about the various educational use cases where these tools are valuable. In addition, an analysis of how and when teachers' opinions towards the use of these tools can vary across gender, experience, and their discipline of specialisation is presented. The key findings of this study highlight the factors that can contribute to the advancement of the adoption of messaging platforms and chatbots in higher education institutions to achieve the desired learning outcomes.

show abstract

Section: Discussionmentioning

confidence: 99%

Chatbots and messaging platforms in the classroom: an analysis from the teacher's perspective

J.¹,

Castillo²,

Mora³

et al. 2022

Preprint

View full text Add to dashboard Cite

show abstract

“…RDT is different from other perspectives in that it does not view relationships as developing in simple patterns (O'Boyle, 2014). Dualism views relationships as "either/ or" rather than "both/and," the latter of which is the essence of RDT (Baxter & Montgomery, 1996).…”

mentioning

confidence: 99%

Using Dialectics to Build Leader-Stakeholder Relationships: An Exploratory Study on Relational Dialectics in Chinese Corporate Leaders’ Web-Based Messages

Ngai

Singh

2015

International Journal of Business Communication

View full text Add to dashboard Cite

In large Chinese corporations operating in the Greater China region, there is an increasing use of web-based bilingual messages by their corporate leaders for fostering relationships with stakeholders. Although frequently presented as literal translations of each other, leaders' bilingual communication sometimes tends to exhibit nonliteral variations. This study aims to examine the relational dialectics theory in the construction of leader-stakeholder relationships in leaders' bilingual web-based messages and explores the dialectical oppositions that are embedded in the Chinese and English versions of these messages. The results suggest that leaders' communication is characterized by the deliberate use of different dialectics that allow them to tailor their communication to the perceived needs of stakeholders from diverse linguistic and cultural backgrounds. In particular, the Chinese version of the message is adapted to exude greater connection, openness, affection, and predictability in content as well as style, which is believed to strengthen relationships with stakeholders.

show abstract

“…Another major emotion was feeling different and separate from the younger students as noted in the research by Moore (2006) and O'Boyle (2014. The participants described various areas that made them feel different compared to younger students.…”

Section: Experiences Of Feeling Different In Classes With Younger Stumentioning

confidence: 86%

“…O'Boyle (2015) pointed out a subtle differentness and separateness (O'Boyle, 2014) between typical-and mature-aged students that resonates with my experience of older students being mistaken for the instructor in a class or as a faculty member when interacting with campus departments. A younger student asked an atypical-aged student friend of mine "Why are you taking classes if you already have a job?"…”

Section: Perceptions Of Agingmentioning

confidence: 92%

“…Cultural stereotypes, group stereotypes, and selfperceptions of aging have an influence on a non-typical aged person's capacity to learn and integrate into campus life (Fernandez-Ballesteros et al, 2013). Adult students tend to worry they are not as capable of learning or that they might not do well in university (Kasworm, 2005;O'Boyle, 2014O'Boyle, , 2015O'Shea, & Stone, 2011). Negative stereotypes on aging may prevent an older person from even registering for higher learning or those stereotypes could affect the learning process when they do enroll in higher learning.…”

Section: Perceptions Of Agingmentioning

confidence: 99%

See 1 more Smart Citation

Exploring the lived experiences of atypical-aged female students in university

Beaton¹

View full text Add to dashboard Cite

The purpose of this qualitative study was to interview women over 40 years of age in order to discover their experiences after they returned to university. Obtaining a university degree later in life can be a challenging process. Many women had been unable to go directly into university from high school or continue university for a number of reasons: lack of finances, marriage commitments, family responsibilities, work commitments, and lack of support systems. The women in this research demonstrated determination, resilience, and motivation to pursue their education for both professional development and as personal goals. They were surprised at how well they did with their course work. One or two women planned to complete only their Bachelor's degree, while others found a love for learning and planned to keep going for Master's and Doctoral degrees and even continue on in other types of learning.iii vi GLOSSARY Ageism: According to WHO, ageism is the stereotyping and discrimination against individuals or groups on the basis of their age; ageism can take many forms, including prejudicial attitudes, discriminatory practices, or institutional policies and practices that perpetuate stereotypical beliefs. Atypical-aged student: 40+ years of age Deep approach to learning: understanding concepts and integrating knowledge Higher education, HE: post-secondary education Higher learning: post-secondary education Self-efficacy: belief in one's ability to succeed in particular situations or tasks Social capital: networks of social relationships that enable communities to function effectively through access to pools of resources and supports Surface approach to learning: memorizing material Typical-aged student: 18 to 25 years of age Universities of the Third Age: institutes of higher learning for adults over 55 years of age vii ACKNOWLEDGEMENT I would like to express my appreciation to my research supervisor Dr. Catherine Whalen for her guidance, assistance, and encouragement in the completion of this research. I would also like to thank my committee members Dr. Blanca Schorcht and Dr. Peter MacMillan for their suggestions and support. It has been a pleasure to work with them. A very special thank you to my participants who generously shared their time and their university experiences with me. Their sense of humor and honesty was refreshing and made my research work very enjoyable. It was amazing to hear their stories and to see how successful they have been in their family life, careers, and university pursuits. Their determination to accomplish their educational goals while working full time and raising families was inspiring.

show abstract

Front Row Friendships: Relational Dialectics and Identity Negotiations by Mature Students at University

Cited by 18 publications

References 34 publications

Chatbots and messaging platforms in the classroom: an analysis from the teacher's perspective

Chatbots and messaging platforms in the classroom: an analysis from the teacher's perspective

Using Dialectics to Build Leader-Stakeholder Relationships: An Exploratory Study on Relational Dialectics in Chinese Corporate Leaders’ Web-Based Messages

Exploring the lived experiences of atypical-aged female students in university

Contact Info

Product

Resources

About