Student learning or the student experience: the shift from traditional to non-traditional faculty in higher education

Carlos Tasso Eira de Aquino, Pamela Allen, Deb Lawton, Paul Withey

Resumen


Trends in higher education indicate transformations from teachers to facilitators, mentors, or coaches. New classroom management requires diverse teaching methods for a changing population. Non-traditional students require non-traditional faculty. Higher education operates similar to a traditional corporation, but competes for students, faculty, and funding to sustain daily operations and improve academic ranking among peers (Pak, 2013). This growing phenomenon suggests the need for faculty to transform the existing educational culture, ensuring the ability to attract and retain students. Transitions from student learning to the student experience and increasing student satisfaction scores are influencing facilitation in the classroom. On-line facilitation methods are transforming to include teamwork, interactive tutorials, media, and extending beyond group discussion. Faculty should be required to provide more facilitation, coaching, and mentoring with the shifting roles resulting in transitions from traditional faculty to faculty-coach and faculty mentor. The non-traditional adult student may require a more hands on guidance approach and may not be as self-directed as the adult learning theory proposes. This topic is important to individuals that support creation of new knowledge related to non-traditional adult learning models.

Texto completo:

PDF

Referencias


Alexander, S. [2001]. «E-learning developments and experiences», Education & Training, 43 (4), pp. 240-248. http://dx.doi.org/10.1108/00400910110399247.

Allen, P; Lawton, D. and Withey, P. [2016]: Non-traditional to traditional model, manuscript submitted for publica-

tion, Houston (Texas): University of Phoenix.

Amirian, S. [2007]: «Digital backpacks: facilitating faculty implementation of technologies for teaching and learning», Computers in the Schools, 24 (1), pp. 5-14. http://dx.doi.org/10.1300/J025v24n01_02.

Barajas, M. and Gannaway, G. J. [2007]: «Implementing e-learning in the traditional higher education institutions», Education In Europe, 32 (2/3), pp. 111-119.http://dx.doi.org/10.1080/03797720701840609.

Bergmann, J. and Sams, A. [2008]: «Remixing chemistry class», Learning and Leading with Technology, 36 (4),pp. 24-27.

Brill, J. M. and Galloway, C. [2007]: «Perils and promises: university instructors’ integration of technology inclassroom-based practices»,British Journal of Educational Technology, 38 (1), pp. 95-105. http://dx.doi.org/10.1111/j.1467-8535.2006.00601.x.

Brookfield, S. D. (ed.) [2000]: «Transformative learning as ideology critique», Learning as transformation: critical perspectives on a theory in progress, San Francisco (CA): Jossey-Bass.

Bryant, A. and Charmaz, K. [2007]: The sage handbook of grounded theory, Thousand Oaks (CA): SAGE Publications.

Carreiro, J. L. and Kapitulik, B. P. [2010]: «Budgets,board games, and make believe: the challenge of teaching social class inequality with non-traditional students», American Sociologist, 41 (3), pp. 232-248. http://dx.doi.org/10.1007/s12108-010-9101-2.

Corbin, J. and Strauss, A. [2014]: Basics of qualitative research: techniques and procedures for developing grounded theory, 4th ed., Thousand Oaks (CA): Sage Publications.

Cranton, P. and Wright, B. [2008]: «The transformative educator as learning companion», Journal of Transformative Education, 6 (1), pp. 33-47. http://dx.doi.org/10.1177/1541344608316961.

Cunningham, P. M. [1998]: «The social dimension of transformative learning», PAACE Journal of Lifelong Learning, 7, pp. 15-28. Retrieved from: http://www.iup.edu/assets/0/347/349/4951/4977/10251/49C3E539-9E71-424A-9D92-B1D4997CF199.pdf.

Danley-Scott, J. and Gray, S. [2014]: «The other half:non-tenure track faculty thoughts on student learning outcomes assessment», Research & Practice in Assessment, 9 (1), p. 31. Retrieved from: http://search.proquest.com/docview/1611488836?accountid=458.

Denzin, N. K. and Lincoln, Y. S. [2011]: The sage handbook of qualitative research, Thousand Oaks (CA):Sage Publications.

Díaz, L. A. and Entonado, F. B. [2009]: «Are the functions of teachers in e-learning and face-to-face learning environments really different», Journal of Educational Technology & Society, 12 (4), pp. 331-343. Retrieved from: http://www.jstor.org/stable/jeductechsoci.

Dickson, G. L. and Flynn, L. [2012]: «Nurses’ clinical reasoning processes and practices of medication safety»,Qualitative Health Research, 22 (1), pp. 3-16. http://dx.doi.org/10.1177/1049732311420448.

Dolan, V. L. [2011]: «The isolation of online adjunct faculty and its impact on their performance», The International Review of Research in Open and Distributed Learning, 12 (2), pp. 62-77. Retrieved from: http://www.irrodl.org/index.php/irrodl/article/view/793.

Drago-Severson, E. and Blum-DeStefano, J. [2014]:«Leadership for transformational learning: a developmental approach to supporting leaders’ thinking and practice», Journal of Research on Leadership Education, 9 (2), pp. 113-141. http://dx.doi.org/10.1177/1942775114527082.

Ehrenberg, R. G. [2012]: «American higher education in transition», The Journal of Economic Perspectives, 26(1), pp. 193-216. Retrieved from: http://www.jstor.org/stable/41348812.

Ellsworth, E. [2005]: Places of learning, New York (NY):Routledge.Estepp, C. M.; Roberts, T. G. and Carter, H. S. [2012]:«An experiential learning model of faculty development to improve teaching», NACTA Journal, 56 (1),pp. 79-86. Retrieved from: http://search.proquest.com/docview/1002622227?accountid=458.

Falk, C. F. and Blaylock, B. K. [2010]: «Strategically planning campuses for the "newer students" in higher education», Academy of Educational Leadership Journal,14 (3), p. 15. Retrieved from: http://search.proquest.com/openview/8222e10f35be029d5a65c387d3e64479/1?pq-origsite=gscholar.

Francois, E. J. [2014]: «Motivational orientations of nontraditional adult students to enroll in a degree-seeking

program», New Horizons in Adult Education & Human Resource Development, 26 (2), pp. 19-35. http://dx.doi.org/10.1002/nha3.20060.

Glaser, B. G. and Strauss, A. L. [2012]: The discovery of grounded theory: strategies for qualitative research,7th ed., New Brunswick (NJ): Transaction Publishers.

Hinkle, L. and Patsalides, L. [2009]: The history of distance learning. Retrieved from: http://www.brighthub.com/education/online-learning articles/24126.aspx.

Ho, L.; Kuo, Y. and Kuo, T. [2014]: «How a training institute acquires learner satisfaction and loyalty under economic recession», Total Quality Management & Business Excellence, 25 (1/2), pp. 158-174. http://dx.doi.org/10.1080/14783363.2011.637810.

Hunter, A.; Murphy, K.; Grealish, A.; Casey, D. and Keady, J. [2011]: «Navigating the grounded theory terrain», Part 1, Nurse Researcher, 18 (4), pp. 6-10. http://dx.doi.org/10.7748/nr2011.10.19.1.6.c8765.

Jacquemin, S. J.; Smelser, L. K. and Bernot, M. J. [2014]:«Twitter in the higher education classroom: a student and faculty assessment of use and perception», Journal of College Science Teaching, 43 (6), pp. 22-27.Retrieved from: http://www.jstor.org/stable/43631755.

Jesnek, L. M. [2012]: «Empowering the non-traditional college student and bridging the ’digital divide’», Contemporary Issues in Education Research (online), 5(1), p. 1. Retrieved from: http://search.proquest.com/docview/1418450377?accountid=35812.

Junco, R.; Heiberger, G. and Loken, E. [2011]: «The effect of Twitter on college student engagement and grades», Journal of Computer Assisted Learning,27 (2), pp. 119-132. http://dx.doi.org/10.1111/j.1365-2729.2010.00387.x

Kauppinen, I. [2014]: «Different meanings of "knowledge as commodity" in the context of higher education»,Critical Sociology, 40 (3), pp. 393-409. http://dx.doi.org/10.1177/0896920512471218.

Kitchenham, A. [2008]: «The evolution of John Mezirow’s transformative learning theory», Journal of Transformative Education, 6 (2), pp. 104-123. http://dx.doi.org/10.1177/1541344608322678.

Knowles, M. [1970]: The modern practice of adult education: andragogy versus pedagogy, New York (NY):Associated Press.

Kruth, J. G. [2015]: «Five qualitative research approaches and their application in parapsychology»,The Journal of Parapsychology, 79 (2), pp. 219-233.Retrieved from: http://search.proquest.com/docview/1776152718?accountid=35812.

Lysaker, J. T. and Furuness, S. [2012]: «Space for transformation: relational, dialogic pedagogy», Journal of Transformative Education, 9 (3), pp. 183-197. http://dx.doi.org/10.1177/1541344612439939.

McArthur, J. [2010]: «Time to look anew: critical pedagogy and disciplines within higher education», Studies in Higher Education, 35 (3), pp. 301-315. http://dx.doi.org/10.1080/0307507090362856.

McLaren, H. J. and Kenny, P. L. [2015]: «Motivating change from lecture-tutorial modes to less traditional forms of teaching», Australian Universities Review, 57 (1),pp. 26-33. Retrieved from: http://search.informit.com.au/documentSummary;dn=306740103268219;res=IELHSS.

Merriam, S. B. [2014]: Qualitative research: a guide to design and implementation, 3rd edition, San Francisco (CA): Jossey-Bass.

Merriam, S. B. and Kim, Y. S. [2008]: «Non-Western perspectives on learning and knowing», New Directions for Adult and Continuing Education, 119, pp. 71-81. http://dx.doi.org/10.1002/ace.307.

Mezirow, J. [1981]: «A critical theory of adult learning and education», Adult Education, 32 (1), pp. 3-24. http:dx.doi.org/10.1177/074171368103200101.

- [1990]: «How critical reflection triggers transformative learning», in J. Mezirow and Associates (ed.), Fostering critical reflection in adulthood, San Francisco(CA): Jossey-Bass, pp. 1-20.

- [1991]: Transformative dimensions of adult learning, San Francisco (CA): Jossey-Bass.

- [1995]: «Transformation theory of adult learning», in M. R. Welton (ed.), In defense of the lifeworld: critical perspectives on adult learning, Albany (NY): State University of New York Press, pp. 39-70.

- [2000]: Learning as transformation: critical perspectives on a theory in progress, San Francisco (CA): Jossey-Bass Publishers.

- [2003]: «Transformative learning as discourse», Journal of Transformative Education, 1 (1), pp. 58-63.http:/ dx.doi.org/10.1177/1541344603252172.

- [2009]: «Transformative learning theory», in J. Mezirow, E. W. Taylor and Associates (eds.), Transformative learning practice: insights from community, workplace and higher education, San Francisco (CA):Jossey-Bass, pp. 18-31.

- [2012]: «Learning to think like an adult: core concepts of transformation theory», in E. W. Taylor and P. Cranton (eds.), The handbook of transformative learning: theory, research, and practice, San Francisco (CA):Jossey-Bass, pp. 73-75.

Michaelson, L. K. and Sweet, M. [2008]: «The essential elements of team-based learning», New Directions for Teaching and Learning, 2008 (116), pp. 7-27. http://dx.doi.org/10.1002/tl.330.

Mueller, B.; Mandernach, B. J. and Sanderson, K. [2013]:«Adjunct versus full-time faculty: comparison of student outcomes in the online classroom», Journal of Online Learning and Teaching, 9 (3), 341. Retrieved from: http://search.proquest.com/docview/1499024247?accountid=458.

Myers (Jr.), O. E. and Beringer, A. [2010]: «Sustainability in higher education: psychological research for effective pedagogy», Canadian Journal of Higher Education, 40 (2), pp. 51-77. Retrieved from: http://search.proquest.com/docview/814375797?accountid=458.

- [2006]: Changes in staff distribution and salaries of full-time employees in postsecondary institutions: fall 1993-2003 (NCES 2006-152). Retrieved from: http://nces.ed.gov/pubs2006/2006152.pdf.

- [2008]: Employees in postsecondary institutions: fall 2006 and salaries of full-time instructional faculty 2006-07 (NCES 2008-172). Retrieved from: nces.ed.gov/pubs2008/2008172.pdf.

-[2013]: 2011-12 national postsecondary student aid study (NPSAS:12): student financial aid estimates for 2011-12 (NCES 2013-165). Retrieved from: http://nces.ed.gov/pubs2013/2013165.pdf.

-[2015]: Demographic and enrollment characteristics of nontraditional undergraduates: 2011-12 (NCES 2015-025). Retrieved from: http://nces.ed.gov/pubs2015/2015025.pdf.

-[2015]: Digest of education statistics 2013 (NCES 2015-011). Retrieved from: http://nces.ed.gov/pubs2015/2015011.pdf.

-[2015]: Enrollment and employees in postsecondary institutions: fall 2014 and financial statistics and academic libraries fiscal year 2014 (NCES 2016-005). Retrieved from: nces.ed.gov/pubs2016/2016005.pdf.

- [2015]: The condition of education 2015 (NCES 2015-144). Retrieved from: nces.ed.gov/pubs2015/2015144.pdf.

- [2016]: Digest of education statistics 2014 (NCES2016-006). Retrieved from: http://nces.ed.gov/pubs2016/2016006.pdf.

- Nica, E. [2014]: «The corporate restructuring of the university system», Economics, Management and Financial Markets, 9 (1), PP. 142-147. Retrieved from: http://search.proquest.com/docview/1520014783?accountid=458.

Nontraditional undergraduates: summary and conclusions (n. d.). Retrieved from: https://nces.ed.gov/pubs/web/97578h.asp.

National Center for Education Statistics [2002]: Non-traditional undergraduates (NCES 2002-012). Retrievedfrom: https://nces.ed.gov/pubs2002/2002012.pdf. Pak, M. S. [2013]: «Competition and reform in higher education», China-USA Business Review, 12 (3). Retrieved from: http://search.proquest.com/docview/1466546973?accountid=458.

-[2004]: Digest of education statistics 2003 (NCES2005-025). Retrieved from: http://nces.ed.gov/pubs2005/2005025.pdf.

Picciano, A. G. [2011]: «Introduction to the special issue on transitioning to blended learning», Journal of Asynchronous Learning Networks, 15 (1), PP. 3-7.

Prendergast, T. and Diamant-Cohen, B. [2015]: «Crunching numbers: make tour case using statistics», Children & Libraries, 13 (1), pp. 36-37. Retrieved from: http://search.proquest.com/docview/1677880015?accountid=458.

Preston, J. P.; Ogenchuk, M. J. and Nsiah, J. K. [2014]:«Peer mentorship and transformational learning: PhD student experiences», The Canadian Journal of Higher Education, 44 (1), pp. 52-68. Retrieved from:http://search.proquest.com/docview/1536865460?accountid=458.

Reid, P. [2014]: «Categories for barriers to adoption of instructional technologies», Education and Information Technologies, 19 (2), pp. 383-407. http://dx.doi.org/10.1007/s10639-012-9222-z.

Roblyer, M. D.; McDaniel, M.; Webb, M.; Herman, J. and Witty, J. V. [2010]: «Findings on Facebook in higher education: a comparison of college faculty and student uses and perceptions of social networking sites», The Internet and Higher Education, 13 (3), pp. 134-140.http://dx.doi.org/10.1016/j.iheduc.2010.03.002.

Ross, S. C. [2008]: «Searching for strategic opportunities», Academy of Strategic Management Journal, 7,pp. 35-46. Retrieved from: http://search.proquest.com/docview/215098546?accountid=458.

Shuler, M. K. and Keller-Dupree, E. [2015]: «The impact of transformational learning experiences on personal and professional counselor-in training identity develo-pment», The Professional Counselor, 5 (1), pp. 152-162. http://dx.doi.org/10.15241/mks.5.1.152.

Stenerson, J.; Blanchard, L.; Fassiotto, M.; Hernandez, M. and Muth, A. [2010]: «The role of adjuncts in the professoriate», Peer Review, 12 (3), p. 23. Re-110TCyE. CEF, núm. 5 (septiembre-diciembre 2016) Retrieved from: http://search.proquest.com/openview/2a5c1ca68663b325b93851d61fcde46d/1?pq-origsite=gscholar&cbl=26636.

Tello, G.; Swanson, D.; Floyd, L. and Caldwell, C. [2013]:«Transformative learning: a new model for business ethics education», Journal of Multidisciplinary Research, 5 (1), pp. 105-120. Retrieved from: http://search.proquest.com/docview/1433119165?accountid=35812.

Thompson, N. L.; Miller, N. C. and Franz, D. P. [2013]:«Comparing online and face-to-face learning experiences for non-traditional students: a case study of three online teacher education candidates», The Quarterly Review of Distance Education, 14 (4), pp.233-251.

Veletsianos, G. [2012]: «Higher education scholars’ participation and practices on Twitter», Journal of Computer Assisted Learning, 28 (4), pp. 336-349. http://dx.doi.org/10.1111/j.1365-2729.2011.00449.x.

Walker, T. and Molnar, T. [2014]: «Can experiences of authentic scientific inquiry result in transformational learning», Journal of Transformati-

ve Education, 11 (4), pp. 229-245. http://dx.doi.org/10.1177/1541344614538522.

Wang, V. C. and Cranton, P. [2011]: «Transformative learning», International Journal of Adult Vocational Education and Technology, 2 (4), pp. 58-66. http://dx.doi.org/10.4018/javet.2011100105.

Yukawa, J. [2015]: «Preparing for complexity and wicked problems through transformational learning approaches»,Journal of Education for Library and Information Science,56 (2), pp. 158-168. Retrieved from: http://search.pro-quest.com/docview/1708167860?accountid=458.


Enlaces refback

  • No hay ningún enlace refback.