Develops a framework listing ways to create learner connections that includes (1) formative processes initiated by the institute or the learner; (2) aspects of connected learning (curriculum, program design, interpersonal and individual elements); and (3) outcomes (learning, growth and development, institutional). (Contains 54 references.) (SK)

Matched pairs of 177 adult students in a cohort degree program and 165 in a noncohort degree program were surveyed. Cohort groups had higher grade point averages and significantly higher affective learning. Males, younger students, and those early in their program gained the most from cohorts. Overall cohort gains were not as high as those in…

Adult students attended classes in one of four formats: noncohort nonintensive, noncohort intensive, cohort nonintensive, and cohort intensive. Responses from 174 showed that more group interaction and cohesiveness occurred in the 2 cohort groups. Intensity of scheduling did not have a clear relationship with interaction or cohesiveness. (SK)