Interaction among Adult Online Learners with the Use of Technologies

2015 ◽  
Vol 11 (1) ◽  
pp. 1-10
Author(s):  
Yu-Chun Kuo ◽  
Janice Y. S. Chen ◽  
Yu-Tung Kuo
Keyword(s):  
Online Learners ◽  
Adult Online Learners

Stressors and Supports for Adult Online Learners: Comparing First- and Continuing-Generation College Students

2013 ◽  
Vol 27 (2) ◽  
pp. 100-110
Author(s):  
Susan A. Dumais ◽  
Tracey E. Rizzuto ◽  
Joe Cleary ◽  
Luke Dowden
Keyword(s):  
College Students ◽  
Online Learners ◽  
Adult Online Learners

scholarly journals High-Impact Practices and the Adult Online Learner

2019 ◽  
Vol 6 (4) ◽  
pp. p463
Author(s):  
Pamela Duke Morris ◽  
Christina M.Cobb ◽  
Meredith Anne S. Higgs
Keyword(s):  
Adult Learners ◽  
Online Courses ◽  
School Attendance ◽  
Adult Population ◽  
Program Completion ◽  
High Impact ◽  
Online Learners ◽  
High Impact Practices ◽  
Part Time ◽  
Adult Online Learners

Institutions of higher education are challenged to get students engaged, especially adult or non-traditional online learners. In this study, the National Survey of Student Engagement (NSSE) 2017 & 2018 data on High-Impact Practices (HIPs) are examined to understand the extent to which adult online learners are engaged in HIPs. This analysis finds that engagement levels for adult learners are lower than those of traditional learners (under the age of 24) for all HIPs surveyed by the NSSE. Moreover, the levels of engagement of the subset of adult learners who took only online courses was even lower than the levels of the broader adult population, and part-time adult online learners had the lowest engagement of all student populations examined. Based on these findings, suggestions for improving the engagement of adult and online learners in HIPs are discussed. Institutions should focus on incorporating opportunities that allow more learners to experience HIPs, as research findings suggest that HIPS increase engagement and could result in significant improvements in student success measures, such as program completion and graduate school attendance (Stoloff, Good, Smith, & Brewster, 2015).

From Digital Exclusion to Digital Inclusion for Adult Online Learners

2018 ◽  
pp. 2503-2511
Author(s):  
Virginia E. Garland
Keyword(s):  
Adult Students ◽  
The United States ◽  
Attrition Rate ◽  
Digital Inclusion ◽  
Online Learners ◽  
Online Instructors ◽  
Solution Strategies ◽  
Adult Online Learners ◽  
Digital Exclusion ◽  
Education Administrators

There is an alarming attrition rate of adult students in distance education programs because of socio-economic, gender and technology factors. In the United States, digitally excluded online adult learners include the poor, mostly women, who have minimal technology skills. This chapter provides some solution strategies for ICT directors, higher education administrators, online instructors, and the older students they serve. With technology training and financial assistance, adult online learners can be motivated to succeed.

Library Issues in Adult Online Education

2010 ◽  
pp. 485-505
Author(s):  
Linda Marie Golian-Lui ◽  
Suzy Westenkirchner
Keyword(s):  
Best Practices ◽  
Online Education ◽  
Learning Style ◽  
Information Literacy ◽  
Technology Literacy ◽  
Online Learners ◽  
Library Anxiety ◽  
Library Support ◽  
Adult Online Learners ◽  
Library Profession

Adult online learners have unique information and technology needs which are best met by libraries and library professionals. Combining the concept of andragogy along with best practices for the library profession significantly assists librarians in providing meaningful learning opportunities. Effective library support for adults in online learning experiences incorporates the concepts of learning style theories, thinking style theories, and library anxiety research. Best practices in information literacy and technology literacy assist librarians in supporting the broad needs of adult online learners.

From Digital Exclusion to Digital Inclusion for Adult Online Learners

2019 ◽  
pp. 345-355
Author(s):  
Virginia E. Garland
Keyword(s):  
Adult Students ◽  
The United States ◽  
Attrition Rate ◽  
Digital Inclusion ◽  
Online Learners ◽  
Online Instructors ◽  
Solution Strategies ◽  
Adult Online Learners ◽  
Digital Exclusion ◽  
Education Administrators

There is an alarming attrition rate of adult students in distance education programs because of socio-economic, gender, and technology factors. In the United States, digitally excluded online adult learners include the poor, mostly women, who have minimal technology skills. This chapter provides some solution strategies for ICT directors, higher education administrators, online instructors, and the older students they serve. With technology training and financial assistance, adult online learners can be motivated to succeed.

BUILDING ACADEMIC STAFF CAPACITY TO SUPPORT ONLINE LEARNING IN DEVELOPING COUNTRIES

2013 ◽  
Vol 17 (2) ◽  
Author(s):  
Greig Krull ◽  
Brenda Mallinson
Keyword(s):  
Teaching And Learning ◽  
Tertiary Education ◽  
Academic Staff ◽  
Online Communication ◽  
Distance Teaching ◽  
Online Learners ◽  
Web Technologies ◽  
Course Material ◽  
Practical Experiences ◽  
Online Communication Tools

Higher Education Institutions (HEIs) in Africa face the challenge of responding to the expanding demand for tertiary education while maintaining or enhancing the quality of their course offerings. This has led to some HEIs introducing interactive web technologies to support their distance teaching and learning practices. However, academic staff at these institutions may struggle to provide sufficient support to online learners in part due to inadequate staff capacity in terms of familiarity with and use of online communication tools. This paper reports the practical experiences of building academic staff capacity within three southern Africa institutions, in order to initiate skills development and introduce foundational concepts in support of engaging online learners. The design of the course material is discussed and the experiences of the facilitators and participants are examined.

Support for Study: Online Educational Environments and the Rights to Education

2008 ◽  
Vol 12 (1) ◽  
Author(s):  
Lin Lin ◽  
Karen Swan
Keyword(s):  
Online Learning ◽  
Conceptual Framework ◽  
Collaborative Inquiry ◽  
Expert Knowledge ◽  
The Self ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Online Learners ◽  
Educational Environments ◽  
Independent Inquiry

This paper uses an online learning conceptual framework to examine the “rights to education” that the current online educational environments could provide. The conceptual framework is composed of three inquiries or three spaces for inquiries, namely, independent inquiry, collaborative inquiry, and formative inquiry towards expert knowledge [42] that online learners pursue and undertake in the process of their learning. Our examinations reveal that most online open educational resource environments (OERs) can incorporate more Web2.0 or Web3.0 technologies so as to provide the self-directed learners, who are the main audience of OERs, with more opportunities to participate, collaborate, and co-create knowledge, and accordingly, to achieve their full rights to education.

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