adult learners and fscj
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- 1. Helping Our StudentsSucceed Facts About Open Campus Students and Strategies for Their Success
2. An IntroductionHow We Compare to Traditional Institutions 3. The Traditional University Often focuses on 18-22 year-olds with parental support,immediately transitioning from high school to college. Often focuses on strategies for engaging students on aface-to-face basis Often focuses only on students on Bachelors andGraduate school tracks 4. But FSCJ Is Not a Traditional University,and Open Campus IsOnline! With a background as an open-access community college,FSCJ enjoys much diversity among our students FSCJ aims not only to graduate students with Associatesand Bachelors degrees, but also to remediate, preparestudents for college level work, acclimate students to theworld of higher ed, accommodate non-traditionalstudents, and prepare students for vocations 5. A Few FactsAbout FSCJ and Open Campus Students 6. Full-Time Enrollment Online Unduplicated students in online courses (n=21,480)Academic Year 2010/2011 (terms 20111, 20112 and 20113)1,3101,4001,200 1,000 800 600348 400200390 FallSpring SummerSource: JIRA Data Report October 2011 7. Part-Time Enrollment OnlineUnduplicated students in online courses (n=21,480) Academic year 2010/2011 (terms 20111, 20112 and 20113)13,38514,00012,00010,0008,000 5728 6,000 4,0001804 2,0000Fall SpringSummerSource: JIRA Data Report October 2011 8. Degree Completers Number of students who took online courses to complete their degree Duplicated headcount - many students earned multiple awards. Academic year 2010/2011 (terms 20111, 20112 and 20113) 30002843250020001500 1000549 50088 533 165 0172290AA AASAS BAS BSBSN TCert VCertSource: JIRA Data Report October 2011 9. Developmental StudentsMore than 70% of FSCJstudents take at least onedevelopmental course.This means many of them cometo us not yet in possession ofcollege-level skills. 10. Open Campus Students:52% Are Older than 25 and the Majority Are Female4% 0% Male17% < 1934% 34% 19-20 Female21-24 25-2966%26% 30+19%Source: JIRA Data Report October 2011 11. What Do All These Statistics Mean? Many in fact, most of our students are adults. Therefore, androgogy is an important consideration. An incredible number of students, from allbackgrounds, are now taking online classes in pursuit ofeverything from certificates to Bachelors degrees. Faculty should take a variety of student goals intoconsideration 12. What to Remember Its important to know who the learners are in our virtual classroom. Often adult learners are nontraditional students. Usually in the workforce May have family obligations Usually have a specific reason for obtaining their degree: personal satisfaction, to open career doors, or to advance in current position.Adapted from CSU Global Characteristics of CSU Global Students 13. Some Principles for Adult Learning Needs Assessment: Participation of the learner in naming what is to belearned. Safety in the environment between teacher and learner for learning anddevelopment. A sound relationship between teacher and learner for learning anddevelopment. Careful attention to sequence of content and reinforcement. Praxis: Action with reflection or learning by doing. Respect for learners as subjects of their own learning. From: Vella, J. (1994). Learning to Listen, Learning to Teach. San Francisco: Jossey-Bass, 3-22. 14. AndrogogyKnowles Principles of Andragogy: Adults need to be involved in the planningand evaluation of their instruction Experience (including mistakes) providesthe basis for learning activities Adults are most interested in learningabout subjects that have immediaterelevance to their job or personal life Adult learning is problem-centered ratherthan content-oriented 15. More About Adult Learners They are more self-guided in their learning, They bring more, and expect to bring more, to a learningsituation because of their wider experience - and can takemore away, and They require learning "to make sense" - they will notperform a learning activity just because the instructor saidto do it.Adapted from CSU Global Characteristics of CSU Global Students 16. Now That We Know More About ThemWhat Can We Do to Help Our Students Succeed? 17. Best Practices for Our Learners Consider applying principles of andragogy along withyour other practices Create a more social classroom Through use of blogs, wikis, social networks, synchronouschat sessions Create a clear agenda Organize your course shell in a user-centric way 18. ConclusionsHow to Begin Implementing TheseStrategies for Success 19. Faculty Role to Ensure Continuous Improvement Attend professional development regularly. Rely on your support network. Read current research. Revise curriculum as needed(with approval of supervisingadministrator). Select new approaches as needed. Mentor other teachers! Drawn from Reform versus Traditional Pedagogy by Cathy Jones 20. A Final ThoughtAdults have increased variation in learningstyles. The individual differences amongpeople increase with age. Using a variety ofteaching materials and methods will assist incatering to the differences instyle, time, types, and pace of learning.Once acclimated to the onlineenvironment, adult learners are typically self-directed and self-motivated, necessary inonline learning.