Surviving Distance Learning as an Adult Learner in Higher Education

Nwabuoku, Mfon

doi:10.1177/1045159520959469

Cited by 6 publications

(2 citation statements)

References 3 publications

(3 reference statements)

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“…Student engagement is essential to adult learning, and the loss of the in-person connection proved to be a real challenge in distance learning during the pandemic. 4 , 5 , 8 In some programs, courses were offered asynchronously or had delayed and flexible timelines for coursework. Many programs had minimal face-to-face synchronous instruction.…”

Section: Graduate Nursing Students’ Pandemic Challengesmentioning

confidence: 99%

Exploring the Effect of COVID-19 on Graduate Nursing Education

O'Keefe

Auffermann

2022

Academic Medicine

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Graduate nursing students are both nurses and adult learners. During the COVID-19 pandemic, many found themselves working on the frontlines while maintaining their studies and confronting challenges in their professional, educational, and personal lives. Changes in work environments, including redeployments, increased hours, and furloughs, challenged their work–study balance. The rapid pivot to virtual instruction allowed graduate nursing students to continue their coursework, but asynchronous delivery of course content increased their isolation and stress. Academic institutions supported graduate nursing students through innovations such as regular town hall meetings and flexible attendance policies, while the widespread closure of clinical learning sites became one of their biggest challenges. A minimum of 500 hours of supervised direct patient care is required to prepare a student to practice as a nurse practitioner, but there is no formal, financed clinical placement system for nurse practitioner students—leaving this clinical learning requirement particularly vulnerable to disruption during the pandemic. Some of the clinical learning alternatives employed included occupational health work, tele-precepting, and simulation. Since telehealth will be a part of the future of health care delivery, tele-precepting practices should be further developed, but simulation was underused and not an acceptable replacement for supervised direct patient care. A postpandemic future needs to limit gaps in the development of safe, competent health care providers by viewing graduate nursing students as essential workers and ensuring their access to the robust didactic and clinical learning opportunities that will best position them as leaders in health care.

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Section: Graduate Nursing Students’ Pandemic Challengesmentioning

confidence: 99%

Exploring the Effect of COVID-19 on Graduate Nursing Education

O'Keefe

Auffermann

2022

Academic Medicine

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“…Furthermore, adult students will understand their need for and benefits from affiliation, especially valued by Hispanic adult students, and can seek opportunities to affiliate with others. On campus, students organically interact with each other, building a sense of belonging and community (Nwabuoku, 2020). Lacking such on-campus interactions due to busy personal and professional lives and competing responsibilities, adult students must purposely participate in community building opportunities, to find and affiliate with students who share common interests, challenges, and solutions and to boost motivation.…”

Section: Adult Students and Hispanic Adult Studentsmentioning

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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Pre-service EFL Teachers’ Perceptions Towards Online Education and Online Teaching Writing Skills During the Covid-19 Pandemic: A Phenomenological Research

Yüce

Köroğlu

2023

SpringerBriefs in Education

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Surviving Distance Learning as an Adult Learner in Higher Education

Cited by 6 publications

References 3 publications

Exploring the Effect of COVID-19 on Graduate Nursing Education

Exploring the Effect of COVID-19 on Graduate Nursing Education

Drives and Motives During Online Degree Completion

Pre-service EFL Teachers’ Perceptions Towards Online Education and Online Teaching Writing Skills During the Covid-19 Pandemic: A Phenomenological Research

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