L'expérience Étudante à Temps Partiel: Son Incidence sur L'engagement, les Perceptions et la Rétention

Authors

  • Nicole Elizabeth Lee The University of Windsor

DOI:

https://doi.org/10.56105/cjsae.v30i1.5423

Abstract

Historiquement, les apprenantes et apprenants à temps partiel vivent de l’isolement sur campus, ont moins de possibilités d’engagement scolaire et souffrent de taux d’attrition beaucoup plus élevés que leurs collègues à temps plein (Jacoby, 2015; Rajasekhara et Hirsch, 2000). La présente étude cherche donc à découvrir des stratégies efficaces pour enrichir les expériences scolaires et sociales des apprenantes et apprenants à temps partiel et, par conséquent, à augmenter leurs taux de rétention. À la session d’automne de 2015, un sondage anonyme a été utilisé pour capter les attitudes, les expériences, les besoins et les défis de 41 étudiantes et étudiants à temps partiel dans un grand collège communautaire canadien. À partir des données recueillies, des stratégies efficaces ont été relevées pour enrichir les expériences collégiales de la population étudiante à temps partiel et un lien entre le sentiment d’affinité envers l’établissement et la motivation des apprenantes et apprenants à temps partiel de poursuivre leurs études jusqu’à l’obtention du diplôme a été établi. Les recommandations découlant de cette étude sont axées sur la flexibilité, la disponibilité, et les choix des étudiantes et étudiants à temps partiel en matière de programmes postsecondaires, de cours, de services et d’activités sociales à l’intention de cette population.  

Author Biography

Nicole Elizabeth Lee, The University of Windsor

Nicole E. Lee is a PhD student at the University of Windsor, studying in the Educational Studies program with a concentration in Cognition and Learning.  She is also employed in the post-secondary sector, actively working in the areas of student retention, advising, and peer mentoring.  Her research interests include: student success, student experiences, student development, mentorship, cognition and learning, student retention, higher education, and 21st century skills. 

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Published

2018-02-28

How to Cite

Lee, N. E. (2018). L’expérience Étudante à Temps Partiel: Son Incidence sur L’engagement, les Perceptions et la Rétention. Canadian Journal for the Study of Adult Education, 30(1), 87–107. https://doi.org/10.56105/cjsae.v30i1.5423

Issue

Vol. 30 No. 1 (2017): Fall

Section

Articles

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