語系:
繁體中文
English
說明(常見問題)
回圖書館首頁
手機版館藏查詢
登入
回首頁
切換:
標籤
|
MARC模式
|
ISBD
Adult learners at community colleges...
~
Brazelton, Grady Blue.
FindBook
Google Book
Amazon
博客來
Adult learners at community colleges: Influence of technology on feelings of marginality and mattering.
紀錄類型:
書目-電子資源 : Monograph/item
正題名/作者:
Adult learners at community colleges: Influence of technology on feelings of marginality and mattering./
作者:
Brazelton, Grady Blue.
面頁冊數:
183 p.
附註:
Source: Dissertation Abstracts International, Volume: 77-10(E), Section: A.
Contained By:
Dissertation Abstracts International77-10A(E).
標題:
Higher education. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10127255
ISBN:
9781339852928
Adult learners at community colleges: Influence of technology on feelings of marginality and mattering.
Brazelton, Grady Blue.
Adult learners at community colleges: Influence of technology on feelings of marginality and mattering.
- 183 p.
Source: Dissertation Abstracts International, Volume: 77-10(E), Section: A.
Thesis (Ph.D.)--Michigan State University, 2016.
Adult learners represent a population of students in community colleges who may be underserved or marginalized by digital technology. Because community colleges have implemented significant digital technologies to improve efficiency, communication, and overall operations, interacting with platforms (such as course management systems, student information systems, email clients, touch screen kiosks, and virtual/videoconferencing) is unavoidable for the adult learner currently enrolled. The purpose of the study was to examine and understand how technology made adult learners feel in their overall educational experiences at community colleges. I used qualitative research methods to interview 24 adult learners at 2 community colleges in the Midwestern region of the United States. I also interviewed individuals involved with the decision and implementation process of technology at both institutions. In the study, I used ethnographic approaches to examine the digital and technological culture at each institution, beginning with the prospective student phase and leading up to the matriculation process of a success student.
ISBN: 9781339852928Subjects--Topical Terms:
641065
Higher education.
Adult learners at community colleges: Influence of technology on feelings of marginality and mattering.
LDR
:03907nmm a2200325 4500
001
2072073
005
20160723161819.5
008
170521s2016 ||||||||||||||||| ||eng d
020
$a
9781339852928
035
$a
(MiAaPQ)AAI10127255
035
$a
AAI10127255
040
$a
MiAaPQ
$c
MiAaPQ
100
1
$a
Brazelton, Grady Blue.
$3
3187270
245
1 0
$a
Adult learners at community colleges: Influence of technology on feelings of marginality and mattering.
300
$a
183 p.
500
$a
Source: Dissertation Abstracts International, Volume: 77-10(E), Section: A.
500
$a
Adviser: Kristen A. Renn.
502
$a
Thesis (Ph.D.)--Michigan State University, 2016.
520
$a
Adult learners represent a population of students in community colleges who may be underserved or marginalized by digital technology. Because community colleges have implemented significant digital technologies to improve efficiency, communication, and overall operations, interacting with platforms (such as course management systems, student information systems, email clients, touch screen kiosks, and virtual/videoconferencing) is unavoidable for the adult learner currently enrolled. The purpose of the study was to examine and understand how technology made adult learners feel in their overall educational experiences at community colleges. I used qualitative research methods to interview 24 adult learners at 2 community colleges in the Midwestern region of the United States. I also interviewed individuals involved with the decision and implementation process of technology at both institutions. In the study, I used ethnographic approaches to examine the digital and technological culture at each institution, beginning with the prospective student phase and leading up to the matriculation process of a success student.
520
$a
My study showed that adult learners are willing and able to learn technology, but they are less likely to teach themselves than younger users how to use all the required technology without experiencing frustration, anxiety, and fear. Frustration often arose from changes in educational technology since previous enrollments, and how technology had changed participation expectations. Also, as course content was often held in digital platforms, adult learners shared frustrations of having to learn first the technology medium before course content, evidence of technology being an implied prerequisite for educational success. Anxiety arose from significant assumptions having been made about adult learners, including computer ownership, internet access, available time for remote participation, and ability to navigate the dozens of systems implemented in higher education. Study participants often reported fear of breaking technology in a way that would be irreparable, expensive, and damaging to their academic progress, describing that fear as deeply rooted in previous experiences when they were first exposed to computers.
520
$a
In my study I identify the ways in which forced technological interactions marginalize adult learners through a framework of marginality and mattering. In addition, I argue for support mechanisms to benefit adult learners, and all students, through reconsidering the role of technology in the overall experience, curriculum, institutional research agenda, as a necessary literacy for success at community college. The study does not set out to argue against using technology in education, only to filter expectations through nuanced understanding of the students who will be using and interacting with such technology in their lives as community college students.
590
$a
School code: 0128.
650
4
$a
Higher education.
$3
641065
650
4
$a
Community college education.
$3
2122836
650
4
$a
Educational technology.
$3
517670
650
4
$a
Educational sociology.
$3
519608
690
$a
0745
690
$a
0275
690
$a
0710
690
$a
0340
710
2
$a
Michigan State University.
$b
Higher, Adult, and Lifelong Education - Doctor of Philosophy.
$3
2036362
773
0
$t
Dissertation Abstracts International
$g
77-10A(E).
790
$a
0128
791
$a
Ph.D.
792
$a
2016
793
$a
English
856
4 0
$u
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10127255
筆 0 讀者評論
館藏地:
全部
電子資源
出版年:
卷號:
館藏
1 筆 • 頁數 1 •
1
條碼號
典藏地名稱
館藏流通類別
資料類型
索書號
使用類型
借閱狀態
預約狀態
備註欄
附件
W9304941
電子資源
11.線上閱覽_V
電子書
EB
一般使用(Normal)
在架
0
1 筆 • 頁數 1 •
1
多媒體
評論
新增評論
分享你的心得
Export
取書館
處理中
...
變更密碼
登入