Adult Students - Explore the Science & Experts | ideXlab

Scan Science and Technology

Contact Leading Edge Experts & Companies

Adult Students

The Experts below are selected from a list of 89082 Experts worldwide ranked by ideXlab platform

Adult Students – Free Register to Access Experts & Abstracts

Simões, Ana Raquel – One of the best experts on this subject based on the ideXlab platform.

  • Lifelong learning in higher education: the development of non-traditional Adult Students’ plurilingual repertoires
    'Elsevier BV', 1
    Co-Authors: Ambrósio Susana, Araújo Sá E M. H., Simões, Ana Raquel
    Abstract:

    The purpose of this paper is to present a study on the non-traditional Adult Students’ representations concerning the contribut ions of Lifelong Learning in different domains in life, namely the contribute of Higher Education attendance in the development of their plurilingual repertoires. Our starting point is an online questionnaire filled in by non-traditional Adult Students. The results not only show a positive contribution of Lifelong Learning, but also suggest language learning as an important part of it. Non-traditional Adult Students seem committed to their Lifelong Learning process and recognize in the Higher Education attendance an opportunity to further develop plurilingual repertoires

  • The role of universities in the development of plurilingual repertoires: the voices of non-traditional Adult Students
    'Elsevier BV', 1
    Co-Authors: Ambrósio Susana, Araújo Sá E M. H., Simões, Ana Raquel
    Abstract:

    The purpose of this paper is to present a study on the non-traditional Adult Students’ (NTAS) perceptions concerning the role of university in the development of their plurilingual repertoires. Data were collected through biographical interviews with NTAS with fewer and more plurilingual experiences. The results show that NTAS with more plurilingual experiences are more aware of their plurilingual repertoire and acknowledge higher education as an opportunity to further develop it. It also appears that if university promotes a favourable environment for the development of plurilingual repertoires, there may be a change in NTAS’ perception regarding lifelong language learning

Ambrósio Susana – One of the best experts on this subject based on the ideXlab platform.

  • Lifelong learning in higher education: the development of non-traditional Adult Students’ plurilingual repertoires
    'Elsevier BV', 1
    Co-Authors: Ambrósio Susana, Araújo Sá E M. H., Simões, Ana Raquel
    Abstract:

    The purpose of this paper is to present a study on the non-traditional Adult Students’ representations concerning the contribut ions of Lifelong Learning in different domains in life, namely the contribute of Higher Education attendance in the development of their plurilingual repertoires. Our starting point is an online questionnaire filled in by non-traditional Adult Students. The results not only show a positive contribution of Lifelong Learning, but also suggest language learning as an important part of it. Non-traditional Adult Students seem committed to their Lifelong Learning process and recognize in the Higher Education attendance an opportunity to further develop plurilingual repertoires

  • The role of universities in the development of plurilingual repertoires: the voices of non-traditional Adult Students
    'Elsevier BV', 1
    Co-Authors: Ambrósio Susana, Araújo Sá E M. H., Simões, Ana Raquel
    Abstract:

    The purpose of this paper is to present a study on the non-traditional Adult Students’ (NTAS) perceptions concerning the role of university in the development of their plurilingual repertoires. Data were collected through biographical interviews with NTAS with fewer and more plurilingual experiences. The results show that NTAS with more plurilingual experiences are more aware of their plurilingual repertoire and acknowledge higher education as an opportunity to further develop it. It also appears that if university promotes a favourable environment for the development of plurilingual repertoires, there may be a change in NTAS’ perception regarding lifelong language learning

Leticja Papa-gusho – One of the best experts on this subject based on the ideXlab platform.

  • What are the Factors which Affect the Motivation to Learn to Adult Students
    Journal of Educational and Social Research, 2013
    Co-Authors: Leticja Papa-gusho
    Abstract:

    The motivation to learn is very important for Adult Students. We know that, when there is no motivation to learn, there is no learning. So, it is very important to create an interesting learning climate for Adult student. The aim of this paper is to present some of the factors that are influencing Adult Studentslearning motivation and to show the predictive factor to a more significant motivation. The methodology of this paper concerns mainly the quantitative methods. The sample consists of Adult Students that are frequenting part-time study in some Albanian University in 2011-2012 academic years. The stage sampling is used for the selection of the sample out of the whole population. Statistical analyzes were performed using SPSS program, and more precisely, to predict motivation to learn from other factors, is used multiple regression. In conclusion, from the result it was confirmed that 36 % of the variance in dependent variable, which is motivation to learn, can be predicted from the independent variables that are establishing inclusion for Adult Students, engendering competence among Adult Students, developing positive attitude toward learning and enhancing meaning for Adult Students in the classrooms. The data, also, show that F (4,302) =43.998, p = .000 and the variable that predicts better motivation to learning for Adult Students, is their perception of enhancing meaning in the classrooms. DOI: 10.5901/jesr.2013.v3n7p747

  • What are the Differences among Adult Students Regarding Self-Confidence and Motivation to Learn?
    Journal of Educational and Social Research, 2013
    Co-Authors: Leticja Papa-gusho
    Abstract:

    Nowadays, the number of Adult Students, who want to graduate in public universities in our country is increasing rapidly. But, what are the characteristics of these Students regarding self-confidence and motivation to learn? What are the differences that exist in between Adult Students groups who have a secondary education degree, those with a university degree and the ones with a master degree? This article aims at giving an overview of the differences that exist between the group of Adult Students who have finished high school, the group of Adult Students who have finished the university and those with a master degree, regarding self-confidence and motivation learn. Statistical analyzes were performed using SPSS program, and more precisely, the comparison between groups was performed using ANOVA parametric test-s. In conclusion, from the results it was confirmed that, there are statistically significant differences in terms of self-confidence among high school and university groups. On the other hand, from the data collected we were confirmed that, there were no such significant differences in between the groups as far as the issue of the motivation to learn is concerned. DOI: 10.5901/jesr.2013.v3n2p351

Kui Xie – One of the best experts on this subject based on the ideXlab platform.

  • Toward deep learning for Adult Students in online courses
    The Internet and Higher Education, 2009
    Co-Authors: Fengfeng Ke, Kui Xie
    Abstract:

    Adult Students have become the new majority in online distance education. Research in online distance education, however, is still predominantly based on the historical perspective of the traditional student profile. This study examines Adult Students‘ learning engagement in online courses and explores the impact of online course design models and the type of online discussion on Adult Students‘ self-perceived and observable learning performance. The study findings inform that age itself does not predict Adult Students‘ learning satisfaction and performance. Instead, an integrated course model promotes learning satisfaction, while a Content+Support course model reinforces knowledge–constructive online interactions. The study findings also indicate disadvantages of close-ended discussion tasks in supporting Studentsonline learlearning success.

Araújo Sá E M. H. – One of the best experts on this subject based on the ideXlab platform.

  • Lifelong learning in higher education: the development of non-traditional Adult Students’ plurilingual repertoires
    'Elsevier BV', 1
    Co-Authors: Ambrósio Susana, Araújo Sá E M. H., Simões, Ana Raquel
    Abstract:

    The purpose of this paper is to present a study on the non-traditional Adult Students’ representations concerning the contribut ions of Lifelong Learning in different domains in life, namely the contribute of Higher Education attendance in the development of their plurilingual repertoires. Our starting point is an online questionnaire filled in by non-traditional Adult Students. The results not only show a positive contribution of Lifelong Learning, but also suggest language learning as an important part of it. Non-traditional Adult Students seem committed to their Lifelong Learning process and recognize in the Higher Education attendance an opportunity to further develop plurilingual repertoires

  • The role of universities in the development of plurilingual repertoires: the voices of non-traditional Adult Students
    'Elsevier BV', 1
    Co-Authors: Ambrósio Susana, Araújo Sá E M. H., Simões, Ana Raquel
    Abstract:

    The purpose of this paper is to present a study on the non-traditional Adult Students’ (NTAS) perceptions concerning the role of university in the development of their plurilingual repertoires. Data were collected through biographical interviews with NTAS with fewer and more plurilingual experiences. The results show that NTAS with more plurilingual experiences are more aware of their plurilingual repertoire and acknowledge higher education as an opportunity to further develop it. It also appears that if university promotes a favourable environment for the development of plurilingual repertoires, there may be a change in NTAS’ perception regarding lifelong language learning