A Trauma-Informed Inquiry of COVID-19’s Initial Impact on Students in Adult Education Programs in the United States

References

• Abdrahim, N. A. (2020). Weaving school and life involvements: Exploring self-regulatory process of adult students in online distance education courses. Journal of Educators Online, 17(2), 1–13. https://files.eric.ed.gov/fulltext/EJ1268933.pdf
   Google Scholar
• Bacheler, M. (2015). Professional development of continuing higher education unit leaders: A need for a competency-based approach. The Journal of Continuing Higher Education, 63(3), 152–164. https://doi.org/10.1080/07377363.2015.1085799
   Web of Science ®Google Scholar
• Backus, J. M. (1984). Adult student needs and university instructional practices. Journal of Teacher Education, 35(3), 11–15. https://doi.org/10.1177/002248718403500303
   Web of Science ®Google Scholar
• Blieck, Y., Kauwenberghs, K., Zhu, C., Struyven, K., Pynoo, B., & DePryck, K. (2019). Investigating the relationship between success factors and student participation in online and blending learning in adult education. Journal of Computer Assisted Learning, 35(4), 476–490. https://doi.org/10.1111/jcal.12351
   Web of Science ®Google Scholar
• Boeren, E., Roumell, E. A., & Roessger, K. M. (2020). COVID-19 and the future of adult education: An editorial. Adult Education Quarterly, 70(3), 201–204. https://doi.org/10.1177/0741713620925029
   Web of Science ®Google Scholar
• Burke, C. M. (2019). Retention of women in online education: An exploratory study of factors that aid in retention in an accelerated, online, teacher education program. The Quarterly Review of Distance Education, 20(4), 27–44.
   Google Scholar
• Church, T. E. (2009). Returning veterans on campus with war related injuries and the long road back home. Journal of Postsecondary Education and Disability, 22(1), 43–52. https://files.eric.ed.gov/fulltext/EJ844250.pdf
   Google Scholar
• Colombo, M., Tigert, J. M., & Leider, C. M. (2019). Positioning teachers, positioning learners: Why we should stop using the term English learners. TESOL Journal, 10(2), e00432–5. https://doi.org/10.1002/tesj.432
   Web of Science ®Google Scholar
• Day, B. W., Lovato, S., Tull, C., & Ross-Gordon, J. (2011). Faculty perceptions of adult learners in college classrooms. The Journal of Continuing Higher Education, 59(2), 77–84. https://doi.org/10.1080/07377363.2011.568813
   Google Scholar
• Diep, A. N., Zhu, C., Cocquyt, C., De Greef, M., Vo, M. H., & Vanwing, T. (2019). Adult learners’ needs in online and blended learning. Australian Journal of Adult Learning, 59(2), 223–253. https://files.eric.ed.gov/fulltext/EJ1235812.pdf
   Web of Science ®Google Scholar
• Dunlap, J. C., Verma, G., & Johnson, H. L. (2016). Presence experience: A framework for the Purposeful design of presence in online courses. TechTrends, 60(2), 145–151. https://doi.org/10.1007/s11528-016-0029-4
   Web of Science ®Google Scholar
• Elfman, L. (2020). The move to online: Getting it done. Recruiting & Retaining Adult Learners, 22(11), 7–8. https://doi.org/10.1002/nsr
   Google Scholar
• Faria, A.-M., Bergey, R., Baird, A. S., & Lishinski, A. (2019). Using technology to support English language learners in higher education: A study of Voxy’s effect on English language proficiency. American Institutes for Research. https://wwwairorg/resource/using-technology-support-english-language-learners-higher-education-study-voxy-s-effect
   Google Scholar
• Goeman, K., De Grez, L., van den Muijsenberg, E., & Elen, J. (2020). Investigating the enactment of social presence in blended adult education. Educational Research, 62(3), 340–356. https://doi.org/10.1080/00131881.2020.1796517
   Web of Science ®Google Scholar
• Goeman, K., & Deschacht, N. (2019). The learning strategies of mature students: A study of social science students in Belgium. Journal of Applied Research in Higher Education, 11(4), 814–827. https://doi.org/10.1108/JARHE-04-2018-0063
   Web of Science ®Google Scholar
• Gross, K. (2020). Trauma doesn’t stop at the school door: Strategies and solutions for educators, PreK-college. Teachers College Press.
   Google Scholar
• Hamlin, J. B., & Leslie, H. (2019). Old dogs and new tricks: Facilitating implementation of contemporary academic technology with an aging teaching population. Journal of Higher Education Theory and Practice, 19(8), 10–16. https://doi.org/10.33423/jhetp.v19i8.2668
   Google Scholar
• Hanstock, R. (2004). Self-directed informal learning: A case study. Australian Journal of Adult Learning, 44(1), 73–83.
   Google Scholar
• Helms, K. T., & Libertz, D. (2014). When service members with traumatic brain injury become students: Methods to advance learning. Adult Learning, 25(1), 11–19. https://doi.org/10.1177/1045159513510145
   Google Scholar
• Hodge, E., & Chenelle, S. (2018). The challenge of providing high-quality feedback online: Building a culture of continuous improvement in an online course for adult learners. Transformations: The Journal of Inclusive Scholarship and Pedagogy, 28(2), 195–201. https://doi.org/10.1353/tnf.2018.0013
   Google Scholar
• Horsman, J. (2004). “But is this education?” The challenge of creating effective learning for survivors of trauma. Women’s Studies Quarterly, 32, 130–146.
   Google Scholar
• Housel, D. (2020a). When co-occurring factors impact adult learners: Suggestions for instruction, pre-service training, and professional development. Adult Learning, 31(1), 6–16. https://doi.org/10.1177/1045159519849910
   Web of Science ®Google Scholar
• Housel, D. (2020b). From immigrants to university students: Perceptions of instructor effectiveness among adult emergent bi/multilingual learners in the United States. The Journal of Continuing Higher Education, 69(2), 71–86. https://doi.org/10.1080/07377363.2020.1772000
   Web of Science ®Google Scholar
• Housel, D., & Oranjian, N. (2021). A case study of the use of Newsela PRO among adult, emergent bi/multilingual learners in a precollege program. Adult Learning, 32(2), 59–69. https://doi.org/10.1177/1045159520959474
   Web of Science ®Google Scholar
• Jackson, S. H. (2019). Student questions: A path to engagement and social presence in the online classroom. Journal of Educators Online, 16(1), 1–8. https://files.eric.ed.gov/fulltext/EJ1204385.pdf
   Google Scholar
• Kara, M., Erdoğdu, F., Kokoç, M., & Cagiltay, K. (2019). Challenges faced by adult learners in online distance education: A literature review. Open Praxis, 11(1), 5–22. https://doi.org/10.5944/openpraxis.11.1.929
   Web of Science ®Google Scholar
• Kennan, S., Stockdale, S., Hoewe, J., & Bigatel, P. (2018). The (lack of) influence of age and class standing on preferred teaching behaviors for online students. Online Learning, 22(1), 163–181. https://doi.org/10.24059/olj.v22i1.1086
   Web of Science ®Google Scholar
• Kleisch, E., Sloan, A., & Melvin, E. (2017). Using a faculty training and development model to prepare faculty to facilitate an adaptive learning online classroom designed for adult learners. Journal of Higher Education Theory and Practice, 17(7), 87–95. http://www.m.www.na-businesspress.com/JHETP/KleischE_17_7_.pdf
   Google Scholar
• Knowles, M. S., Holton, E. F., & Swanson, R. A. (2015). The adult learner: The definitive classic in adult education and human resource development (8th ed.). Routledge.
   Google Scholar
• Magro, K. (2006). Overcoming the trauma of war: Literacy challenges of adult learners. Education Canada, 47, 70–74.
   Google Scholar
• Major, A., & Calandrino, T. (2018). Beyond chunking: Microlearning secrets for effective online design. Distance Learning, 15(2), 27–30. https://nsuworks.nova.edu/fdla-journal/vol3/iss1/13
   Google Scholar
• Morris, T. H. (2019). Self-directed learning: A fundamental competence in a rapidly changing world. International Review of Education, 65(4), 633–653. https://doi.org/10.1007/s11159-019-09793-2
   Web of Science ®Google Scholar
• Otheguy, R., García, O., & Reid, W. (2015). Clarifying translanguaging and deconstructing named languages. Applied Linguistics Review, 6(3), 281–308. https://doi.org/10.1515/applirev-2015-0014
   Web of Science ®Google Scholar
• Patton, M. Q. (2015). Qualitative research and evaluation methods: Integrating theory and practice (4th ed.). SAGE Publications, Inc.
   Google Scholar
• Pawl, K. (2018). Effective education: Online course design for adult learners. Lutheran Education Journal, 2018(Spring), 74–76. https://lejcuchicago.edu/columns/literacy-in-the-classroomeffective-education-online-course-design-for-adult-learners/
   Google Scholar
• Rogers-Shaw, C., Carr-Chellman, D. J., & Choi, J. (2018). Universal design for learning: Guidelines for accessible online education. Adult Learning, 29(1), 20–31. https://doi.org/10.1177/1045159517735530
   Web of Science ®Google Scholar
• Saldaña, J. (2016). The coding manual for qualitative researchers (3rd ed.). Sage Publications, Inc.
   Google Scholar
• Swartzwelder, K., Murphy, J., & Murphy, G. (2019). The impact of text-based and video discussions on student engagement and interactivity in an online course. Journal of Educators Online, 16(1), 1–7. https://files.eric.ed.gov/fulltext/EJ1204391.pdf
   Google Scholar
• Wilbur, A. (2017). Creating inclusive EAL classrooms: How language instruction for newcomers to Canada (LINC) instructors understand and mitigate barriers for students who have experienced trauma. TESL Canada Journal, 33(10), 1–19. https://doi.org/10.18806/tesl.v33i0.1243
   Google Scholar
• Youde, A. (2020). “Face-to-face trumps everything”: An exploration of tutor perceptions, beliefs and practice within blended learning environments. Education Sciences, 10(5), 147. https://doi.org/10.3390/educsci10050147
   Web of Science ®Google Scholar