No Cover Image

Conference Paper/Proceeding/Abstract 512 views

The best kind of support is a chocolate biscuit: supporting mature learners in a post-pandemic world

Rebecca Pratchett Orcid Logo, Alison Walker, Caitlin Gilbert

SUSALT22 Advancing Student Engagement and Dismantling Barriers to Success

Swansea University Authors: Rebecca Pratchett Orcid Logo, Alison Walker, Caitlin Gilbert

Abstract

Anecdotally, mature students are credited with lower levels of digital competence and confidence. Prensky (2001) termed the phrases ‘digital natives’ and ‘digital immigrants’ to describe the difference between those who have grown up in a digital world and those that have adapted to it. Adults do no...

Full description

Published in: SUSALT22 Advancing Student Engagement and Dismantling Barriers to Success
Published: Swansea 2022
URI: https://cronfa.swan.ac.uk/Record/cronfa60653
Tags: Add Tag
No Tags, Be the first to tag this record!
first_indexed 2022-07-27T20:27:19Z
last_indexed 2023-01-13T19:20:56Z
id cronfa60653
recordtype SURis
fullrecord <?xml version="1.0"?><rfc1807><datestamp>2022-11-11T16:08:39.7491290</datestamp><bib-version>v2</bib-version><id>60653</id><entry>2022-07-27</entry><title>The best kind of support is a chocolate biscuit: supporting mature learners in a post-pandemic world</title><swanseaauthors><author><sid>8d1fab46d7c0208117b583a91342a6a6</sid><ORCID>0000-0002-4933-7603</ORCID><firstname>Rebecca</firstname><surname>Pratchett</surname><name>Rebecca Pratchett</name><active>true</active><ethesisStudent>false</ethesisStudent></author><author><sid>9b302dcca04a1f4150e7d6f4a3af572b</sid><firstname>Alison</firstname><surname>Walker</surname><name>Alison Walker</name><active>true</active><ethesisStudent>false</ethesisStudent></author><author><sid>b0e2fc53389078a55db41d61a3e20438</sid><firstname>Caitlin</firstname><surname>Gilbert</surname><name>Caitlin Gilbert</name><active>true</active><ethesisStudent>false</ethesisStudent></author></swanseaauthors><date>2022-07-27</date><deptcode>HNU</deptcode><abstract>Anecdotally, mature students are credited with lower levels of digital competence and confidence. Prensky (2001) termed the phrases &#x2018;digital natives&#x2019; and &#x2018;digital immigrants&#x2019; to describe the difference between those who have grown up in a digital world and those that have adapted to it. Adults do not automatically turn to the technological solution, often turning to more familiar, non-digital approaches first. As education has become more digitised in recent years, departments and institutions have discussed ways of supporting mature learners to enhance digital skills. The pandemic brought the need for such support into the spotlight as teaching delivery moved entirely online for extended periods of time. In order to explore the experience of mature learners through the pandemic, interviews with full and part-time learners were conducted. This presentation will outline the results of these interviews, focusing on how digital competency and confidence have been impacted by changes to learning and teaching through the pandemic. We will address students&#x2019; use of both formal and informal support structures to support their learning, the roles that they play, and how they can be strengthened for future provision.</abstract><type>Conference Paper/Proceeding/Abstract</type><journal>SUSALT22 Advancing Student Engagement and Dismantling Barriers to Success</journal><volume/><journalNumber/><paginationStart/><paginationEnd/><publisher/><placeOfPublication>Swansea</placeOfPublication><isbnPrint/><isbnElectronic/><issnPrint/><issnElectronic/><keywords/><publishedDay>13</publishedDay><publishedMonth>7</publishedMonth><publishedYear>2022</publishedYear><publishedDate>2022-07-13</publishedDate><doi/><url/><notes/><college>COLLEGE NANME</college><department>Nursing</department><CollegeCode>COLLEGE CODE</CollegeCode><DepartmentCode>HNU</DepartmentCode><institution>Swansea University</institution><apcterm>Not Required</apcterm><funders>Swansea Academy of Inclusivity and Learner Success</funders><projectreference/><lastEdited>2022-11-11T16:08:39.7491290</lastEdited><Created>2022-07-27T21:23:21.2354891</Created><path><level id="1">Faculty of Humanities and Social Sciences</level><level id="2">School of Social Sciences - Education and Childhood Studies</level></path><authors><author><firstname>Rebecca</firstname><surname>Pratchett</surname><orcid>0000-0002-4933-7603</orcid><order>1</order></author><author><firstname>Alison</firstname><surname>Walker</surname><order>2</order></author><author><firstname>Caitlin</firstname><surname>Gilbert</surname><order>3</order></author></authors><documents/><OutputDurs/></rfc1807>
spelling 2022-11-11T16:08:39.7491290 v2 60653 2022-07-27 The best kind of support is a chocolate biscuit: supporting mature learners in a post-pandemic world 8d1fab46d7c0208117b583a91342a6a6 0000-0002-4933-7603 Rebecca Pratchett Rebecca Pratchett true false 9b302dcca04a1f4150e7d6f4a3af572b Alison Walker Alison Walker true false b0e2fc53389078a55db41d61a3e20438 Caitlin Gilbert Caitlin Gilbert true false 2022-07-27 HNU Anecdotally, mature students are credited with lower levels of digital competence and confidence. Prensky (2001) termed the phrases ‘digital natives’ and ‘digital immigrants’ to describe the difference between those who have grown up in a digital world and those that have adapted to it. Adults do not automatically turn to the technological solution, often turning to more familiar, non-digital approaches first. As education has become more digitised in recent years, departments and institutions have discussed ways of supporting mature learners to enhance digital skills. The pandemic brought the need for such support into the spotlight as teaching delivery moved entirely online for extended periods of time. In order to explore the experience of mature learners through the pandemic, interviews with full and part-time learners were conducted. This presentation will outline the results of these interviews, focusing on how digital competency and confidence have been impacted by changes to learning and teaching through the pandemic. We will address students’ use of both formal and informal support structures to support their learning, the roles that they play, and how they can be strengthened for future provision. Conference Paper/Proceeding/Abstract SUSALT22 Advancing Student Engagement and Dismantling Barriers to Success Swansea 13 7 2022 2022-07-13 COLLEGE NANME Nursing COLLEGE CODE HNU Swansea University Not Required Swansea Academy of Inclusivity and Learner Success 2022-11-11T16:08:39.7491290 2022-07-27T21:23:21.2354891 Faculty of Humanities and Social Sciences School of Social Sciences - Education and Childhood Studies Rebecca Pratchett 0000-0002-4933-7603 1 Alison Walker 2 Caitlin Gilbert 3
title The best kind of support is a chocolate biscuit: supporting mature learners in a post-pandemic world
spellingShingle The best kind of support is a chocolate biscuit: supporting mature learners in a post-pandemic world
Rebecca Pratchett
Alison Walker
Caitlin Gilbert
title_short The best kind of support is a chocolate biscuit: supporting mature learners in a post-pandemic world
title_full The best kind of support is a chocolate biscuit: supporting mature learners in a post-pandemic world
title_fullStr The best kind of support is a chocolate biscuit: supporting mature learners in a post-pandemic world
title_full_unstemmed The best kind of support is a chocolate biscuit: supporting mature learners in a post-pandemic world
title_sort The best kind of support is a chocolate biscuit: supporting mature learners in a post-pandemic world
author_id_str_mv 8d1fab46d7c0208117b583a91342a6a6
9b302dcca04a1f4150e7d6f4a3af572b
b0e2fc53389078a55db41d61a3e20438
author_id_fullname_str_mv 8d1fab46d7c0208117b583a91342a6a6_***_Rebecca Pratchett
9b302dcca04a1f4150e7d6f4a3af572b_***_Alison Walker
b0e2fc53389078a55db41d61a3e20438_***_Caitlin Gilbert
author Rebecca Pratchett
Alison Walker
Caitlin Gilbert
author2 Rebecca Pratchett
Alison Walker
Caitlin Gilbert
format Conference Paper/Proceeding/Abstract
container_title SUSALT22 Advancing Student Engagement and Dismantling Barriers to Success
publishDate 2022
institution Swansea University
college_str Faculty of Humanities and Social Sciences
hierarchytype
hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Social Sciences - Education and Childhood Studies{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Social Sciences - Education and Childhood Studies
document_store_str 0
active_str 0
description Anecdotally, mature students are credited with lower levels of digital competence and confidence. Prensky (2001) termed the phrases ‘digital natives’ and ‘digital immigrants’ to describe the difference between those who have grown up in a digital world and those that have adapted to it. Adults do not automatically turn to the technological solution, often turning to more familiar, non-digital approaches first. As education has become more digitised in recent years, departments and institutions have discussed ways of supporting mature learners to enhance digital skills. The pandemic brought the need for such support into the spotlight as teaching delivery moved entirely online for extended periods of time. In order to explore the experience of mature learners through the pandemic, interviews with full and part-time learners were conducted. This presentation will outline the results of these interviews, focusing on how digital competency and confidence have been impacted by changes to learning and teaching through the pandemic. We will address students’ use of both formal and informal support structures to support their learning, the roles that they play, and how they can be strengthened for future provision.
published_date 2022-07-13T04:18:56Z
_version_ 1763754258388221952
score 11.013731

Similar Items