Context and identity: exploring adult learners' experiences of higher education

By Phil Askham. 2008

117 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/bed8dafd6f17e7d6d48bf83a5dde65187cb09a3d

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In Education

Citations in the corpus

Framing student engagement in higher education (2013, background): “The affective dimension of engagement is a strength of the psychological approach as ‘there is an emotional intensity attached to the experience of learning that is often overlooked’ (Askham 2008, 94).”
Student interest as a key driver of engagement for first year students. (2017, background): “It is increasingly recognised that students’ emotions are critical: There is an “emotional intensity attached to the experience of learning that is often overlooked” (Askham, 2008, p. 94).”
Bridging the gap: supporting student transitions into higher education (2010, background): “This links to the suggestion by Askham (2008) that students can experience HE as an alien environment.”
Literature review on the use of action research in higher education (2017, background): “…student-led aims and learning objectives (Peters and Gray 2007; Walton 2011); developing student self-awareness as active reflective practitioners (Askham 2008; Duenkel and Pratt 2013); critical reflection on action and promoting participation in social change (Hulse and Hulme 2012; Taylor and…”
The complex relationship between emotions, approaches to learning, study success and study progress during the transition to university (2016, background): “Some students experience the university context as an ‘alien environment’ (Askham 2008), the new demands and the pressure being likely to arouse a variety of emotions.”
Linking academic emotions and student engagement: mature-aged distance students’ transition to university (2015, background): “As Askham (2008, 94) points out, there is an ‘emotional intensity attached to the experience of learning that is often overlooked’.”
Pathways to engagement: a longitudinal study of the first-year student experience in the educational interface (2019, background): “In particular, learning is an emotional experience (Askham 2008) and yet emotions remain relatively under researched in higher education.”