Need Tech? Nontraditional Student Perceptions of Educational Technology Tools

Cherrstrom, Catherine A.; Robbins, Stacey; Boden, Carrie J.; Bixby, John L.

doi:10.1080/07377363.2019.1680266

Cited by 6 publications

(5 citation statements)

References 19 publications

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“…Although online learning presents limitation in fostering interaction (Yoon & Leem, 2021), effective course design promotes learner interaction in six ways. Students, or learners, interact with course content, the instructor, other students, the technology, themselves through self-reflection, and vicarious learning (Cherrstrom et al, 2019). Several interactions boost affiliation, important to adult students and especially valued by Hispanic adult students.…”

Section: Instructional Designers and Instructorsmentioning

confidence: 99%

Drives and Motives During Online Degree Completion

Cherrstrom

2023

International Journal of Adult Education and Technology

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This study examined the motives and drives of adult students during online degree completion, including the commonalities among and differences between Hispanic and non-Hispanic adult students. Participants included 364 adult students at a Hispanic-serving institution (HSI) who completed a series of reflective writing assignments, generating over 15,000 pages of data. After linguistic and statistical data analysis, results identified the drives and motives common to all adult students and significant differences between Hispanic and non-Hispanic adult students. Some merit little or no action, while three offer opportunities—achievement and affiliation as drives, the states of acquire and lack, and allure as motive. These results offer implications for Hispanic and non-Hispanic adult students and those in higher education who serve or teach such students—academic advisors, instructional designers, instructors, and program administrators—and inform how technology can support such efforts.

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Section: Instructional Designers and Instructorsmentioning

confidence: 99%

Drives and Motives During Online Degree Completion

Cherrstrom

2023

International Journal of Adult Education and Technology

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“…As student's transit from their first year to second-and third-year programs, the academic demands becomes more challenging, and the performance standards and expectations become much higher (Robotham 2008). These support programs ensure that nontraditional students include single parents, full-time workers, and those who may have joined the tertiary institution after working full time for numerous years (Schuetze and Slowey 2002;Cherrstrom et al 2019). Student attrition rates are higher as student's transit from their first year to the second year of studies as compared to their transition from the second year to third year studies.…”

Section: Provision Of Lifelong Learning Experience To Studentsmentioning

confidence: 99%

“…Student attrition rates are higher as student's transit from their first year to the second year of studies as compared to their transition from the second year to third year studies. The nontraditional students face unique challenges that traditional full-time students do not experience, and the role of the support programs is to provide guidance, emotional support, and advise to students who are struggling with their studies (Cherrstrom et al 2019). In numerous circumstances, students lack the realization of the importance of these support programs to their successful completion of studies.…”

Section: Provision Of Lifelong Learning Experience To Studentsmentioning

confidence: 99%

“…In numerous circumstances, students lack the realization of the importance of these support programs to their successful completion of studies. Essentially, by creating awareness of these programs within the higher education setting, the administrators and leaders ensure that the benefits of these programs reach out directly to the students who require immediate support (Cherrstrom et al 2019). • Resources: The provision of equitable and inclusive resources to the students ensures that those who are economically disadvantaged can access these resources and finance their education (UNESCO 2020; Aarts et al 2020).…”

Section: Provision Of Lifelong Learning Experience To Studentsmentioning

confidence: 99%

“…• Academic support programs: The educational support programs for the students are designed to provide all-rounder support to students to facilitate a healthy learning process (Schuetze and Slowey 2002;Cherrstrom et al 2019). It is designed to increase a student's capability to enhance their social interaction and fit in diverse learning environments.…”

Section: Quality Education and Factors Driving Student Retention In Hmentioning

confidence: 99%

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Student Learning Experience and Student Retention Strategies: A Transformative Approach to Quality Education

Naidu¹,

Patel²,

Pandaram³

et al. 2020

Encyclopedia of the UN Sustainable Development Goals

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Retention rates The student retention rate is usually calculated as a percentage. It measures the percentage of students who have progressed from the first to second and third year of their education. Graduation rates The student graduation rates measure the number of students who have completed their studies and have attained their certificates after the completion of their program. Student retention strategies These are the specific actions taken by administrators and leaders to retain students in the institutions. Some of the common examples of student retention strategies are reducing the cost of fees and acquiring accreditation for programs and courses.

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